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Qualitative inquiry & research design: Choosing among five approaches

9/27/2013

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Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: SAGE.
H 61 C732007
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What is a problem statement?

9/18/2013

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Hernon, P., & Schwartz, C. (2007). What is a problem statement? Library & Information Science Research, 29, 307-309.
Hernon and Metoyer discovered nine attributes that respondents associated with problem statement:
  1. clarity and precision;
  2. identification of what would be studied, while avoiding the use of value-laden words and terms;
  3. identification of an overarching question and key factors or variables;
  4. identification of key concepts and terms;
  5. articulation of the study's boundaries or parameters;
  6. some generalizability;
  7. conveyance of the study's importance, benefits, and justification;
  8. no use of unnecessary jargon;
  9. conveyance of more than the mere gathering of descriptive data providing a snapshot.
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New Conceptual Frameworks for Student Engagement Research, Policy, and Practice

9/2/2013

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Lawson, M. A.,  & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432-479.

[Abstract] Student engagement research, policy, and practice are even more important in today's race-to-the top policy environment. With a priority goal of post-secondary completion with advanced competence, today's students must be engaged longer and more deeply. This need is especially salient for students attending schools located in segregated, high-poverty neighborhoods and isolated rural communities. Here, engagement research, policy, and practice must become more nuanced and less of formulaic, and the ensuing review is structured accordingly. Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students' family, peer, and neighborhood, ecologies.
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