EDUC 817 Week 2 Assignment Nell

EDUC 817 Research Plan Overview Name: Sabina Nell Stage of Completion: 1 I. Introduction A. Problem Statement 1. Due to the ongong COVID-19 issue and great efforts to increase the school attendance rates, the challenge to reduce the negative effects of losss school exposure remains a great challenge. a. Kohnke, L., & Zou, D. (2021). Reflecting on Existing English for Academic Purposes Practices: Lessons for the Post-COVID Classroom. Sustainability, 13 (20), 11520. http://dx.doi.org/10.3390/su132011520 b. Young, N. W. (2020). The COVID classroom: Strategies and tools. Geography Teacher (Erie, Pa.), 17 (4), 128- 129. https://doi.org/10.1080/19338341.2020.1828138 2. Over the past few decades, literature shows empirical studies where students from lower socio economic backgrounds tend to experience less school successs. As COVID-19 forced school to close, not only students from lower socio economic backgrounds were at risk of school attendance but students from all backgrounds due to the unfoseen times. a. Blank, R. (Blank, R. M. (1996). It Takes a Nation (Revised ed.). Princeton University Press. b. Gall S, Adams L, Joubert N, Ludyga S, Müller I, Nqweniso S, Pühse U, du Randt R, Seelig H, Smith D, Steinmann P, Utzinger J, Walter C, Gerber M. Effect of a 20-week physical activity intervention on selective attention and academic performance in children living in disadvantaged neighborhoods: A cluster randomized control trial. PLoS One. 2018 Nov 8;13(11):e0206908. doi: 10.1371/journal.pone.0206908. PMID: 30408073; PMCID: PMC6224098. 3. The problem is that lack of school exposure and loss of valuable learning time leads to increased number of students that are not performing at the grade level. Students could also face droping out due to the stressors of being behind grade level in academics, and thus it could increase higher drop out rates throughout the nation Post Covid. B. Purpose 1. The purpose of this study is to assess the existing operations and implementations established on research that will incrase attendance rate Page 1 of 7

EDUC 817 of K-12 students as schools across nations are learning to navigate with the COVID-19 pandemic. C. General research questions 1. As the nation is learning to cope with COVID-19, what effective implementations have school administrators implemented to increase school attendance? 2. How has school leadership help bridge homeschool partnership and ease parents into trusting their children back into the school? 3. What resources and safeguards have school administrators implemented within school building and to parents/caregivers to improve school attendance rate? D. Research Plan 1. This study will be conducted via qualitative research method. The research will require for the researchers to interview the students, teachers and parents and also observe the implementation of safeguards within the schools. II. Review of Related Literature A. Theoretical Framework 1. Philosophical assumption will be epistemological because the researcher will be involved with the participants and gathering insights (Creswell & Poth, 2018) in regards to the implementations of the policies and safeguards to increase the attendance rate. 2. It was based on Social Constructivism because researcher was including the participants and their viewpoints on imporvements of school attendance as schools resume with ongoing COVID-19 pandemic. Researcher is able to construct the meaning of the situation through interaction with the participants and the situation (Creswell & Poth, 2018). B. Important Thinkers/experts/theorists in this field of study 1. Downey, D. B., & Condron, D. J. (2016). Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality. Sociology of Education , 89 (3), 207– 220. https://doi.org/10.1177/0038040716651676 a. James S. Coleman is known for the “Coleman report,” he conducted 50 years ago on educational inequeality across the nation. In his report, Coleman was suggesting that it is the environment and not schools that play greater role in achievement gap. He initated the further investigation of achievement gap upon the Civilar Rights act of 1964. b. The text features the challenge to the Coleman’s perspective of school role in educational inequeality and that he perhaps did not measure the non school environment as he made the report. 2. Ventura, H. E., & Miller, J. (2005). Finding hidden value through mixed- methodology: Lessons from the discovery program’s holistic approach to truancy abatement. American Journal of Criminal Justice, 30, 99–120. https://doi.org/10.1007/BF02885884 Page 2 of 7

EDUC 817 E. Data Collection (a critical aspect of qualitative inquiry is rigorous and varied data collection techniques) 1. Method 1(i.e., interviews) a. detail (i.e., principal at least 3 times) b. detail (i.e., parents, snowball sampling, etc.) 2. Method 2 a. detail b. detail 3. Method 3 a. detail b. detail F. Data Analysis 1. 1 st Technique (i.e., open coding) a. information about it (i.e., organizing data into…) b. specific information on how this process will be done c. why important (i.e., this process allows the researcher to…) 2. 2 nd Technique (i.e., constant comparison method of looking at data…) G. Trustworthiness (the reliability, dependability and transferability information goes here) 1. 1 st Technique (i.e., member checks) a. information about it (i.e., having participants review and respond to…) b. why important (i.e., this process increases the reliability of the study because…) 2. 2 nd Technique (i.e., audit trail) a. information about it b. why important 3. 3 rd Technique (i.e., reflexivity or memoing) a. information about it b. why important c. and so on… H. Ethical Considerations 1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names) 2. potential issue and how addressed 3. protection of data Page 4 of 7

EDUC 817 References Blank, R. M. (1996). It Takes a Nation (Revised ed.). Princeton University Press. Creswell, J., & Poth, C. (2018). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: SAGE Publications. Downey, D. B., & Condron, D. J. (2016). Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality. Sociology of Education , 89 (3), 207– 220. https://doi.org/10.1177/0038040716651676 Gall S, Adams L, Joubert N, Ludyga S, Müller I, Nqweniso S, Pühse U, du Randt R, Seelig H, Smith D, Steinmann P, Utzinger J, Walter C, Gerber M. Effect of a 20-week physical activity intervention on selective attention and academic performance in children living in disadvantaged neighborhoods: A cluster randomized control trial. PLoS One. 2018 Nov 8;13(11):e0206908. doi: 10.1371/journal.pone.0206908. PMID: 30408073; PMCID: PMC6224098. Griffin, K. A., Cunningham, E. L., & Mwangi, C. A. (2016). Defining diversity: Ethnic differences in Black students’ perceptions of racial climate. Journal of Diversity in Higher Education, 9(1), 34-49. doi:10.1037/a0039255 Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90 (4), 1062- 1083. https://doi.org/10.1111/bjep.12381 Page 5 of 7

EDUC 817 Appendix A Timeline and Budget Be specific. Here is an example: August 2021—Finish coursework ($ for these items) September 2021—Get committee together and register for dissertation course ($) Spring 2022—Defend proposal ($) Summer 2022—Submit research plan to the Institutional Review Board (IRB) for approval ($) And so on… Appendix B Interview Questions/Guide What are the general questions you will ask? Questions should be opened ended; no yes/no questions Appendix C: Other Data Collection Procedures (e.g. Focus Groups, Document Analysis, Writing Prompts, Observations, etc.) How will you gather information? Will you use a template with time stamps (every 5 minutes mark the time)? Will you use a map of the room and scan from left to right? Will you focus on following a participant? Appendix D Consent Form Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various particpiants (i.e. teachers, principals, parents, etc.)? If you need one for students/minors, it is called an ‘assent form.’ Page 7 of 7