Description
Week 8 - Assignment: Compile a Research Prospectus
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This assignment will be submitted to Turnitin™.Instructions
This week draws on all that you have learned so far in this course and offers you an opportunity to showcase your writing skills and organization of thought and logic, skills that will help you excel in the dissertation-in-practice sequence. To complete this final assignment successfully, you will need to incorporate all of the feedback you have received in previous weeks of this course and integrate the suggested improvements.
Refer to the resources provided throughout this course as well as any new materials of your choice in the form of books and peer-reviewed literature. Now would also be a good time to search the NCU Library LibGuides and databases and seek some additional literature. In fact, you may have begun to do this already since you were reminded earlier in this course that keeping your literature current is so very important!
Since this final assignment is a valuable opportunity to prepare for the dissertation courses, you should be very thoughtful as you prepare this work. Following are some important points to consider as guidelines:
Include the following components in this order:
- Title
- Cover Page including Table of Contents
- Introduction (includes background/context and significance) - 2 to 4 pages in length.
- Research Problem (include problem statement) – Do not exceed 300 words.
- Research Purpose – Content should be presented within one single paragraph and not exceed one page.
- Research Questions - Present research questions that are directly answerable, specific, measurable, and/or testable within the given timeframe and location identified in the problem and purpose statements.
- Hypotheses are only listed in quantitative studies.
- Research Design
- Research Methods (include methods for sampling, data collection, data analysis, ethical practice)
- References
- Appendix (include consent form)
Following is an explanation regarding the grading of your work in this course:
The Prospectus course is graded using A (excellent), B (good), and F (fail). Below is the rubric that will be used to assess the final assignment in the course, which is the prospectus. This grading rubric and scoring is aligned with the dissertation sequence. You must earn an A or B grade in the course to advance into doctoral candidacy.
- In order to earn an A grade, you must score "Meets" and/or "Exceeds" on all criteria in the rubric.
- In order to earn a B grade, you must score "Meets" and/or "Exceed" on the first seven rubric criteria (1-7): Introduction (Background/Context), Introduction (Significance), Research Problem, Research Purpose, Research Questions/Hypotheses, Research Design, and Research Methods. You may score a "Does Not Meet" on one or more of the last five rubric criteria (8-12): Appendix (Consent Form), Citations, References, APA Format and Style, Writing/Presentation.
- A F grade will be awarded when you do not score "Meets" and/or "Exceeds" on one or more of the first seven rubric criteria: Introduction (Background/Context), Introduction (Significance), Research Problem, Research Purpose, Research Questions/Hypotheses, Research Design, and Research Methods. You will be able to retake the course if you earn an F grade. If you earn an F grade on the second attempt at this course, you can appeal to the Dean for a third attempt.
What will be checked thoroughly is that you have addressed and incorporated feedback from previous weeks. Ability to incorporate feedback is a necessary skill in graduate studies, as feedback is provided for the purpose of ongoing improvement. Your professor will use the following rubric to evaluate your Prospectus.
Grade
A
B
F
Criterion
Exceeds
Meets
Does Not Meet
Introduction
(Background / Context)
A well-written, scholarly, and compelling narrative orients the reader to the context of the study. The narrative flows from general to specific, clearly framing and situating the proposed topic within the literature. Major points are well supported by the literature; all key concepts are coherent and clear. The material covered aligns very well with the study's title.
A clear overview of the study is provided. There is a flow from general to specific. Major points are adequately supported by the literature; key concepts are mostly coherent and clear. The material covered aligns sufficiently with the study's title.
The study overview is incomplete or unclear. Background information does not sufficiently contextualize the topic. Key elements are inadequately addressed; major points are not supported by the literature; key concepts lack coherence and clarity. The material covered is not aligned with the study's title.
Introduction
(Significance)
Makes a strong and compelling case for the study's significance. Offers a very clear and compelling statement of the study's potential contribution to educational practice.
The study's significance is moderately compelling. Offers a mostly clear statement of the study's potential contribution to educational practice.
There is no compelling significance provided for this study. There is no connection with any potential contribution to educational practice.
Research Problem
A clearly articulated problem, aligned with the material in the Introduction, supported by strong evidence is identified and clearly discussed. The problem is clearly related to a critical issue that must be addressed, otherwise negative consequences will occur or continue. The problem statement is clearly articulated.
A clear problem is explained and supported through the material in the Introduction; strong evidence is provided and discussed. The problem is related to a critical issue that must be addressed. The problem statement is articulated.
The description of the problem is incomplete or unclear. Little or no evidence is provided indicating the problem exists. Lacks alignment with the material in the Introduction. The problem is not related to a critical issue that must be addressed. Or, the problem statement is not clearly articulated.
Research Purpose
The purpose of the study is succinctly articulated and is a logical response aligned to the stated problem; a detailed summary of how the study will be conducted is provided.
The purpose of the study is described and mostly aligns with the stated problem; a summary of how the study will be conducted is provided.
The purpose of the study is incomplete or unclear. Key elements are inadequately addressed or missing, and do not align with the stated problem, study details are not supported, and/or lack coherence and clarity.
Research Questions/ Hypotheses
Research question(s) are directly answerable beyond a yes/no response, are specific, testable based on the data to be collected. Questions are directly aligned and support the problem and purpose. The core concepts (qualitative) and/or operational variables (quantitative) are described clearly and appropriately. Quantitative studies include appropriate hypotheses.
Research question(s) are directly answerable beyond yes/no response, fairly specific and testable based on the data to be collected. Questions are aligned and support the problem and purpose. The core concepts (qualitative) and/or operational variables (quantitative) are included. Quantitative studies include appropriate hypotheses.
The research question(s) are incomplete or lack coherence, clarity, not testable, not aligned with the problem and purpose, or only elicit a simple yes/no response. The core concepts and/or operational variables are missing. Quantitative studies may not include appropriate hypotheses.
Research Design
Offers a very clear justification for selection of design. A coherent rationale is presented for the specific research tradition (qualitative) or approach/technique (quantitative). If qualitative, explains how the four elements of trustworthiness will be addressed (credibility, dependability, confirmability, transferability). If quantitative, includes how validity and reliability will be supported.
Offers an adequate justification for selection of design. An adequate rationale is presented for the specific research tradition (qualitative) or approach/technique (quantitative). If qualitative, explains how the four elements of trustworthiness will be addressed (credibility, dependability, confirmability, transferability). If quantitative, includes how validity and reliability will be supported.
Offers little or no clear justification for selection of design. Rationale for the specific research tradition (qualitative) or approach/technique (quantitative) is missing. Vague or missing discussion of the four elements of trustworthiness (credibility, dependability, confirmability, transferability), or how validity and reliability will be supported.
Research Methods
Alignment throughout the study is very clear. Strong explanation and justification for how all of the selected methods align with the problem, purpose, and research questions. Strong description regarding how the choice of all methods is consistent with the research design. Target population, sampling method, research sample, data collection methods, data analysis methods, and ethical practices are addressed clearly and comprehensively. Informed consent, anonymity, and confidentiality are all fully and clearly addressed.
Research methods are mostly aligned with the problem, purpose, and research questions. Adequate description regarding how the choice of methods is consistent with the research design. Target population, sampling method, research sample, data collection methods, data analysis methods, and ethical practices are appropriately discussed. Specific discussion of informed consent, anonymity, and confidentiality are addressed.
There is a lack of alignment among the chosen research design, methods and the study's problem, purpose, and research questions. Discussion is vague or includes inaccuracies. One or more methods are missing. Methodological integrity is lacking throughout.
Appendix
Appendix is highly organized, useful, and relevant. Consent form is customized appropriately in all sections, includes all key components and relevant details.
Appendix is mostly organized, useful, and relevant. Consent form is mostly customized and includes most key components and relevant details.
Appendix is not useful, lacks appropriate organization, or includes irrelevant or inappropriate details. Consent form is not customized appropriately, missing key components, or is incomplete.
Citations
Current, no later than five years old (unless seminal research or landmark studies), relevant scholarly literature is used appropriately. All claims are substantiated in the literature. Throughout there is an absence of personal opinion, avocation, bias, anthropomorphisms, and informal language.
Almost all current, no later than five years old (unless seminal research or landmark studies), relevant scholarly literature is mostly used appropriately. Most claims are substantiated in the literature. Mostly there is an absence of personal opinion, avocation, bias, anthropomorphisms, and informal language.
Numerous old (beyond five years) resources used. Claims are mostly unsubstantiated in the literature. Research bias is present and claims based on personal opinion are included. Frequent use of anthropomorphisms and informal language is noted.
Explanation & Answer
The template was different from previous requirements. It was like redoing all the 8 assignments entirely
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The Research Prospectus
Name
Department: University
Professor
Course Code: Course Unit
Date
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The Research Prospectus
The Background of Research
It has become crucial to identify and assess children with developmental delays and
learning disabilities in the 21st century (Siegel et al., 2020). Such an assessment is crucial
because any developmental delays should be detected as early as possible for the child’s sake.
Essentially, proper support and attention at an early age can be beneficial to effectively eliminate
the obstacles that may hinder the development of a child (Srinivasan et al., 2021). If a child is not
diagnosed early and treated early on, then later on they will have more serious problems and
adverse long-term outcomes (Meriem et al., 2020). Moreover, treatment-related services should
be defined promptly in the early childhood development education (ECDE) domain. This helps
in achieving the best results for the child involved. The support services encompass therapeutic
services, educational services, and family and caregiver support services. These services can go a
long way in helping a child to alleviate their developmental profile.
The outcome of early intervention is a better understanding of children’s cognitive,
social, and even emotional development (Smythe et al., 2021). Due to this, these children have a
higher likelihood of succeeding in school and life. On the other hand, children who do not get
support or assistance at the right time are likely to struggle throughout their lifetime. These
difficulties can interfere with their educational progress, employment opportunities, and even
their overall well-being.
The Significance of Research
It is therefore crucial to ensure that family-based interventions are given priority to help
enable young learners from resource-poor regions exhibiting developmental delays or disabilities
to access much-needed care. Family-oriented interventions should be utilized in a comprehensive
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approach to ensure a supportive environment to facilitate early identification and intervention.
The importance of educating and empowering families cannot be underestimated as this greatly
determines the developmental prospects of children. Families should be made aware of the
developmental disorders in order for them to notice the signs at early stages and seek help.
Also, family-oriented interventions make it possible for parents to build advocacy skills
(Mas et al., 2022). This allows them to advocate for their child’s needs within the contexts of
health care provision, educational settings, and policy development. It is beneficial to have a
favorable family environment that provides support and knowledge that will improve the
development and well-being of the affected children. In the end, by building the focus on the
family, not only the child’s quality of life is improved, but parents and other members of the
family become stronger in supporting their children, who face developmental delays and
disabilities. Such an approach is helpful in guaranteeing that each child, especially those coming
from poor families, is offered the necessary attention and support for appropriate development.
The Research Problem
The proposed research seeks to address a critical matter regarding the imperative of
family-oriented programs that cater to the needs of young learners with disabilities or
developmental delays. Essentially, this is because modern programs intervention programs
tailored for young learners with developmental delays or disabilities do not accommodate
family-oriented approaches (Bourke-Taylor et al., 2022).
The role of a family in a child’s developmental activities particularly in the context of an
intervention is of significant influence on the quality and sustainability of support (Yalçin, 2021).
Thus, the present research underlines the need for family-oriented practices that enable families
to acquire appropriate information, materials, and assistance in order to participate in the child’s
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learning process. In this way, the cooperative working partnership between the families and other
practitioners is beneficial in achieving the goal of the interventions as it becomes a caring
atmosphere that helps each child when needed and supports the families in case of the difficulties
they face (Xu, 2020). The purpose is to ensure that every child with developmental delays or
disabilities gets needful appropriate, realistic, and affordable special educational services that
enhance their capacity and overall well-being.
It is evident that there are many effects that may occur if family-centered approaches are
not considered while developing and implementing the intervention programs. First, inadequate
family involvement leads to lost opportunities for early intervention for the children in question
(Herzig et al., 2023). When parents lack the necessary capacity and resources, they can struggle
to identify developmental problems or even a disability during the formative age. The idea of
early diagnosis and participation is crucial for achieving the highest positive outcomes, and if
families are not motivated, the child’s educational performance can be negatively affected.
In addition, leaving families out of the intervention programs can create a disconnection
between what the program offers and the child's home environment (Raymond et al., 2022). Not
only do families play an essential part in reinforcing the skills that the child has learned through
intervention but they can also influence the progress of the child during the intervention phase.
The Research Purpose
The utilization of family-centered interventions should be a priority in handling different
developmental setbacks and issues that can disrupt the educational process of a child. Thus, it is
crucial to initiate early family-oriented programs that implicate parents and caregivers in service
delivery, skills building, and therapeutic approaches (Emmers et al., 2021). By the same token,
creating support groups and training camps in communities may be necessary as these help
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families to know developmental milestones, early identification, and advocacy tactics (Soni et
al., 2021). Modern interventions tend to underestimate the key value of families in the process of
children with disabilities o...
