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E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 260-407.
Recommendation as to Which Research Scenario Would be Most Beneficial to the Instructional Setting or Field
Taken together, the foregoing research approaches have their respective advantages and disadvantages, but overall, the quantitative action research approach appears to possess several attributes that make it the most appropriate for the purposes of the type of study needed to improve motivation to read among ESOL students.
1.
Justification in Support of Recommendation. Based on the need to "get the most bang for the research buck," the use of the qualitative case study method appears to represent the most beneficial approach for many ESOL classrooms today. By interviewing several young ESOL learners concerning their experiences with vocabulary instruction and its potential effect on reading, new insights and theoretical views can be propounded. For instance, Neuman emphasizes that, "Case study research raises questions about the boundaries and defining characteristics of a case. Such questions help in the generation of new thinking and theory" (p. 33).
F.
Literature Review: Five Sources that Support the Need for the Recommended Study.
Kartal, G. (2006). Working with an imperfect medium: Speech recognition technology in reading practice. Journal of Educational Multimedia and Hypermedia, 15(3), 303-305.
Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of multimedia book reviews to increase elementary students' independent reading. Reading Research
Szecsi, T. & Giambo, D.A. (2004). ESOL in every minute of the school day. Childhood Education, 81(2), 104-106.
Wiley, T.G. & Hartung-Cole, E. (1999). Model standards for English language development:
National trends and a local response. Education, 119(2), 205.
References
Burton, S., & Steane, P. (2004). Surviving your thesis. New York: Routledge.
Leedy, P.D. (1997). Practical research: Planning and design (6th ed). Upper Saddle River,
NJ: Prentice-Hall.
Neuman, W.L. (2003). Social research methods: Qualitative and quantitative approaches, 5th ed. New York: Allyn & Bacon.
Action Research and Its Key Working Principles Examine the most salient challenges and advantages of the Internal AR person. Based on my readings, action research is a methodological approach to research that provides a useful framework in which effective solutions to seemingly intractable problems can be identified. In sharp contrast to other social science research approaches, one of the main advantages of action research is that it seeks to identify generalizable solutions
Leading Action Research in an Elementary School Setting One of the risks that is routinely encountered classroom teachers is the potential to become mired in a set of educational practices that may or may not be suitable for their students at any given point in time. Rather than remaining in a teaching rut, though, a growing number of reading teachers have recognized the value of action research to inform and improve
Indeed, it may be argued that action research is uniquely suited to the conditions within the classroom. So reports the text by Ferrance, which indicates that "action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. It is based on the following assumption. . . teachers and principals work best on problems they have identified for themselves." (p.
Education Ndunda (2004) defines research as the systematic use of several techniques to generate credible information regarding problems. This process helps in providing reliable and verifiable information rather than assumptions regarding the issue or problem being examined. Based on this definition, the research process can be defined as collecting and analyzing information regarding a specific issue to generate reliable information that leads to accurate conclusions. In most cases, the research
Formative Action Research The goal of teaching is to have students achieve the desired learning outcomes through retaining concepts and applying them to real-world scenarios. However, there are various teaching techniques that are available to teachers in their efforts to promote student learning and achievement. In most cases, teachers tend to use the same teaching and learning approaches that were used to teach them. As the modern society continues to develop,
Program Evaluation The difference between action research and program evaluation might seem rather negligible on the surface, but a basic understanding of how action research differs from more traditional research methods also leads to great clarity in understanding the differences in evaluative methods. Action research is essentially a method of formative evaluation, where the evaluation is an ongoing process embedded in the experimental phases of the research; program evaluation is more