Innovate, Educate, and Transform Chapters 1 thru 3

Innovate, Educate, and Transform Chapters 1 thru 3

Innovate, Educate, and Transform Chapters 1 thru 3 Connections Presented By: Dr. Fischer February 2014 The Proposal While each journey is unique the dissertation consists of three phases. The Proposal Defense Chapter 1, 2 and 3 IRB/Data Collection and Analysis The Dissertation Defense Chapters 4 and 5 The focus here is the proposal Chapter 1, 2, and 3 Link for Navigating the Dissertation Resources:

http://dissertationedd.usc.edu/ Factors to Consider Proposal Phase Selection of a dissertation topic Review the literature on your topic, identify a problem in the literature to formulate research questions in consultation with chair and/or thematic group Write chapters 1, 2, and 3 [not necessarily in order] Defend Proposal Most important is consistency across these chapters Dissertation Topic Originality: Conventional wisdom holds that dissertations should be

original work. They should represent research studies (gathering of new data or preexisting data or information) that bring new knowledge or understanding to a topic. One of the best ways to know if your study is original is to read widely about your topic. Importance: Not all studies are of great importance, nor should they be. However, the researcher should have some claim that the findings of this study may be of importance in some small way toward advancing knowledge and practice. Research Questions Your research questions hold the key, they drive everything. They guide the background and rationale for Chapter 1. They provide focus for what literature to examine and include in Chapter 2. They drive the methodology you select and how you design your study in

Chapter 3. The Writing Process Putting a proposal together is a continuous process. You can identify a topic and begin conceptualizing your topic It is an academic discourse with your chair. Unlike turning in a paper for class, you have to approach the dissertation in pieces and continuously revisit a section based on the stage of the process as your expertise increases. Two resources to facilitate the start of the writing process are: The Structure of a Dissertation Handout The Dissertation Template Chapter One (Overview)

Chapter One serves as an overview of the study. - You should have consistency across the sections of your Chapter One. - The Statement of the Problem should provide an argument for the topic areas you will present in Chapter Two. - The Purpose of the Study should reflect your inquiry in Chapter 3. Chapter One Overview of your study. Screenr for Chapter One Outline: http://screenr.com/FaK7 Background of the Problem

Parent Involvement at Home Technology at Home Statement of the Problem (Mirrors Ch 2) Specifically how do parents use technology at home What are critical aspects of technology at home Purpose of the Study (Reflection of Ch 3) The methodology using the areas identified above state the purpose Assert your Research Questions Introduce the theoretical or conceptual framework for the study

Significance of the Study Describes the contribution of your study regarding the areas selected above Chapter Two Chapter Two is the heart and soul of the dissertation. - Chapter Two is the what of your study. - It serves to establish criteria you will investigate in Chapter Three. - You will present the framework that will serve as a lens for your study. - The more thorough your Chapter Two the easier it will be to complete your dissertation.

- Your summary in Chapter Two provides a discussion of how the topic areas may be related and how they are linked to the framework and supports how you will do the study in Chapter Three. Chapter Two Section Topic for Discussion A. Introduce the Topic. What is the purpose or intent for this section of the review. Your approach to the evidence. B. Offer evidence C. Draw Conclusions Chapter Three Chapter Three serves as the methodology of the study. - Most important is the Instrumentation and Analysis

- The Instrumentation is closely tied to your Chapter Two. - Any questions on your protocols are discussed in Chapter Two. - The analysis must be detailed to demonstrate what you hope to learn and how. -Your protocol questions are clearly linked to your research questions. -You do not ask questions about things you do not write about in chapter two. You do not write about things in chapter two you do not ask questions of in chapter three. Chapter Three Your protocol questions are clearly linked to your research questions Research Question 1: How does teacher participation in the gifted identification process affect the under-representation of AfricanAmerican and Latino students in gifted programs? Survey Questions 2. Some people believe that culture strongly influences learning and therefore minority students are at a disadvantage in the culture of American schools

4. Some people believe that teacher training and preparation for gifted is essential to the proper identification of students. 6. Some people believe teachers hold differential expectations, perceptions and attitudes toward minority students which impact their performance resulting in them not being recommended . Interview Questions 9. Have you had formal training in teaching gifted and talented students? Please describe. 10. What characteristics (e.g. behavioral, intellectual, etc.) do you feel are typical .. 11. Some people believe that intelligence is a function of genetics .. Observation Data 1. Observed (the ability and potential to perform) can be measured.. 2. Observed giftedness/intelligence can be detected in the behaviors of a child. For example, gifted/highly intelligent children are organized Artifacts (School Documents, Website etc.) 1. Reviewed website for how a child is nominated for evaluation .. 2. Reviewed website for nominated a child for gifted evaluation? Why or why not? Chapter Three

Any questions on your protocols the content discussed in chapter two Research Question One: Chapter 2 Literature Review Student Placement Mainstreaming Partial Inclusion Full Inclusion Teacher Preparation General Ed. 1.Pugach, M, (2005) 2.Villa, Thousand & Chapple (1996) 3.Pugach &Wesson (1995) 4.Bayer, S. (2003)

Special Ed. 5.Hocutt, A. 1996) 6.Carrigan, J. (1994) 7.Fisher, Sax & Pumpian (2006) 8.Farvey, A. 9.Villa, Thousand How does teacher participation in the gifted identification process affect the underrepresentation of African-American and Latino students in gifted programs? INTERVIEW PROTOCOL Administrators: Questions Here 1. Why do

2. General Educators: Questions Here 1. How does 2. Special Educators: Questions Here 1. Are there 2. Sociocultural Theory: Lev Vygotsky Dixon & Verenikina (2007) Glassman (2001) Fielding (1989) Arts John-Steiner & Mahn (1996)

Wood & Wood (1996) Helpful Tips Life happens, be honest with yourself and how you will manage your time and responsibilities with family, career, your physical, emotional, and mental well being. Develop and maintain a constructive relationship with your dissertation chair. Create a vision, timeline, work plan and stick to it. If for some reason life happens re-work your plan. Seek support from multiple sources. Working with the DSC We are committed to your successful completion of the program.

Schedule your reviews well in advance of deadlines so that you have the time to make any necessary adjustments. We can schedule a mock proposal defense. Contact your writing advisor to schedule reviews in advance. Link for Navigating the Dissertation resources: http://dissertationedd.usc.edu/ Most useful is the Dissertation Self-Assessment Thank You Your questions are welcome. Dr. Fischer Email: [email protected] Tel: (213) 740-3813 For additional resources - http://dissertationedd.usc.edu/ DSC contact information [email protected] or (213)740-8099

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