Generated From The Problem Statement. Like The Essay

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¶ … generated from the problem statement. Like the problem statement, research questions should be stated clearly, refer to the relationship between two or more variables, and be researchable (Tuckman, 1999). For instance, suppose you are interested in examining predictors of success for doctoral students. As you begin your research, you find that there is a gap in the literature. This is an opportunity for a researchable problem. If there is no research in this area, your research questions might be more exploratory and less defined (e.g., What are the predictors of success for online doctoral students?). If there are a few studies that address predictors of success for online students, your research questions might be more defined, depending on what previous research indicates. If in previous research, the relationship between GRE scores and the success of doctoral students is already established, your research question should focus on another predictor that has not been studied (e.g., What is the...

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Also, go to the Walden Library webpage "Dissertations," find two or more Walden dissertations completed in the past year, and read the problem statements. The problem statement is located in Chapter 8 of Tuckman's Conducting Educational Research.
Write at least two research questions, based on the problem statement that will guide your dissertation research.

My Response:

Walden dissertations: Research problem statements

According to the dissertation authored by Pullman (2007), on "Inner-city students' perceptions about art education: Its role, value, and significance in their lives," there has been increasing debate about the role of arts education within the school system in the wake of the emphasis on standards-based benchmarks…

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Walden dissertations: Research problem statements

According to the dissertation authored by Pullman (2007), on "Inner-city students' perceptions about art education: Its role, value, and significance in their lives," there has been increasing debate about the role of arts education within the school system in the wake of the emphasis on standards-based benchmarks an No Child Left Behind (NCLB). This is particularly true of schools deemed to be failing or at risk, many of which are located in the inner cities. This dissertation specifically seeks to explore the attitudes of inner city students themselves in regards to arts education. It is qualitative in nature and attempts to let students speak. The problem statement is thus to discern inner-city students' perceptions of the arts educations they do receive, and how it impacts their larger perceptions of learning. The author found that, despite the fact that students enjoyed art instruction and found art instruction personally empowering and motivating in a way that spilled over into other domains of learning, there was still a push to cut back on such subjects to "make room" for subjects that were directly tested on standardized exams. "The idea that this young artist, or others like him could conceivably be denied the learning context area in which he found joy and success is appalling to me, yet art's marginalization in test-focused schools makes this a reality across the nation, especially in urban districts where test scores are often lowest and emphasis is strictly on core subjects" (Pullman 2007: 232).

The research questions which frame the Pullman study are more general and experiential in nature, namely how arts education motivates students and how it enhances their education in students' lived experiences. The framework is narrative and phenomenological rather than scientific and quantitative in its approach. Research Question 1, "of what value is art education in the perceptions of inner city public school students at the elementary and middle school levels?" stresses this narrative approach. Research Question 2, "How do these students compare the value of their


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