Expert answer:Sociological Research Proposal
Expert answer:This writing will be about the creation of a field research
proposal, The final research proposal should be 2000-2500 words (not including
References section), which is approximately 8-10 pages. Students should write the
proposal using Times New Roman 12-point font, page-numbered, and ideally APA
formatting (please see “Sample Research Proposal”). Short statement of the research proposal question: My research field could be a school for English learners as their second language, especially their mother tongues are Japanese. That means if I deeply study a site in San Diego’s one of language schools for them, the conclusion may be vary unless researching more of the schools for more precise result.The above statement is the field research proposal topic, so please follow the statement through to the end. Then I attach the detailed instruction of the proposal and the sample proposal with another topic. Follow them to complete this assignment.After confirming your bidding, I would attach slides from the class and every completed previous assignments related to this proposal later on, in order for you to help making this paper.
finalproposal.pdf
sample_reserach_proposal.pdf
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Field Research Methods
The culminating assignment (25% of grade) will be the creation of a field research
proposal, The final research proposal should be 2000-2500 words (not including
References section), which is approximately 8-10 pages. Students should write the
proposal using Times New Roman 12-point font, page-numbered, and ideally APA
formatting (please see “Sample Research Proposal” in the Final Assignment Folder).
Assignment
The final research proposal should include all of the following elements:
Title Page: What is the name of the study?
Introduction: Briefly explain the social issue that you are trying to study. What do you
intend to study, and why is increasing knowledge in this area important? What is the
social significance of this topic? Why is now a good time to study this topic? What are
the key research questions? Why would qualitative and field research methods be the
right approach? (2-3 pages)
Literature Review: Discuss 4-6 peer-reviewed articles related to your study. What has
already been written on the topic? How does your study fit in with previous research and
theory in the area? These articles can connect to similar areas of research and similar
methodological approaches. One of the cited articles should be a case study (or optional
study) from this course. (2-3 pages)
Methodology: Who is the targeted study population? What researcher “role” will you
assume? How and when are you going to do the work? Which “sites” will you focus on
and why? Make sure to explain why you have chosen the methods that you are going to
utilize. Read “Tips for Methodology section” before writing this section. (3-4 pages)
Miscellaneous: In this section you can include budget/timeline, longer statement on how
you might protect the confidentiality of informants (if needed), images of photographs (if
helpful), anything that you feel will help the reader better understand your research
project that you have not already discussed above. (1page, optional but recommended)
References: Include a list of references of citation included in the research proposal. Use
APA style. Focus on high-quality, peer-reviewed references. If possible, avoid using
secondary sources, especially news articles and textbooks.
__________________________
Tips for Methodology Section
This is the most important section of the proposal. The purpose of this proposal is to
demonstrate that you have given your project enough forethought to justify your initial
research questions and design. Even though the qualitative research process is emergent,
it is still necessary to explain where you are starting and anticipate how you will move
through the emergent research process.
This includes explaining the criteria for your initial sampling and how you anticipate
future theoretical sampling will proceed. You will also need to explain how you will
capture data and how you will conduct preliminary analyses. Here are some areas that
need to be addressed:
a) Site, Population and Sample. Define your target population. Describe the site(s) from
which you will draw your sample, the method of sampling, and the rationale for the
sampling method.
Explain how the sample you seek out will allow you to draw conclusions about the
dimensions that you identify as important in your problem statement. For example, if you
plan to analyze how race and ethnicity matter in childcare decision-making, explain why
you have chosen to focus on particular racial ethnic groups. Or if you are interviewing
only wives about marital issues, explain why learning about the wives’ perspectives will
allow for an analysis of marital relationships without also considering the husbands’
perspectives.
b) Choice of Methodology. Reiterate the rationale for doing qualitative research on this
particular topic. Describe the research methods (including those that are conventionally
thought of as “quantitative” if you are triangulating). For the qualitative methods be
specific (e.g. participant observation, in-depth interviewing, focus groups, participatory
research).What are the strengths and weaknesses of this methodological approach given
your specific aims and research problem?
Try to convince the reader that you have chosen the most appropriate methodological
approach. For example, you could discuss the advantages of using focus groups instead
of individual interviews, or observing behavior as a full participant observer instead of as
observer participant. If you feel that an online component is necessary, explain why.
c) Data Collection. In qualitative research, what constitutes data is very different than
what counts as data in a quantitative study. Data can range broadly from responses
collected through a survey instrument to a single unplanned observation that you as the
researcher made at a single time during a single, chance observation with your research
population. Explain how will you record data as you discover it. Even though the
researcher as a “human-as-instrument” is a critical data collecting component of
qualitative research, the data must exist somewhere other than inside your head. Discuss
the different ways to capture the data. This may include (but are not limited to): writing
field notes, memo writing, video and audio taping, asking respondents to draw pictures
and diagrams for you, questionnaires, etc. Propose how you will capture the data and how
often you will reflect on it.
d) Your Relationship to the Topic: Since the researcher is an important data collection
instrument in qualitative research, it is important to understand how you stand in
relationship to your topic of study. Discuss how your perspective (assumptions and
biases, preconceptions, knowledge of formal research, advocacy work, and past
experiences with this topic) might influence your understanding, observation, and
analysis.
f) Work Plan and Emergent Research Process. Give a rough estimation of the length of
time required for each major aspect of your study. Do you have a clear idea of the
sequence of your research process? Is your timing realistic? What sources of funding
might support your research?
g) Ethical Considerations. What are the ethical issues involved in your study? What are
the potential risks and benefits to your participants. How will you protect your
participants from risk and their confidentiality?
A Sample of Qualitative Research Proposal
Written in the APA Style
A TIME BETWEEN: THE FULL-TIME ADULT UNDERGRADUATE
[Title of your research]
by
[YOUR NAME]
A Proposal Submitted to Institutional Review Board
Dixie State University
[your department]
Introduction
In recent years an increasing number of adult students are on college campuses seeking
undergraduate degrees, filling some of the seats formerly occupied by the traditional, 18-22-yearold students (Apps, 1981; Cross, 1981; Leckie, 1988). Cross (1981) notes that part-time students
make up the greater part of this increase. Indeed the number of full-time adult students is still
quite small, particularly at four-year colleges and universities. While universities are noticing the
presence of mature adults in their full-time study sequences, the number of adults interested and
available for full-time study is still small (Rauch, 1991, p. 11).
It is this small number of full-time adult undergraduates that interests me, because there is the
distinct possibility that this group will continue to grow in numbers. As the economic picture has
changed dramatically in recent years, the number of adults “available” for full-time study has
also changed. Certainly the increased unemployment figures, as well as the declining job
opportunities available in many regions of the country, have affected this number.
In addition to the loss of a job and the possible need for additional education to obtain new skills,
other factors are present:
•
the decision to enter the job market and the need to “brush up” or develop new skills
•
early retirement and the decision to embark on another career
•
a change in one’s life situation (divorce, widowhood), which results in a career decision
and the corresponding need for additional education
•
increased acceptability for adults, particularly women, to return to school (Apps, 1981).
Reports in the literature and conversations with many adult students confirm that colleges and
universities still have not really come to terms with these older learners. Although some
institutions have added special counseling and orientation programs and have offered varied
course schedules and formats, other important areas have been largely ignored. Since the fulltime adult undergraduate has been considered as a rare phenomenon, the attention has been
centered on part-time students. Therefore, almost none of the support services and structural
changes which have been added for adult learners affect those adults who enter regular “day”
full-time undergraduate programs. Generally colleges have continued to treat these occasional
full-time adults in the same manner as the majority of traditional-aged students are treated.
Predictions are that the number of adults beginning or returning to college will continue to
increase (Apps, 1981; Bowen, 1980; Dewey, 1980; Smith, 2004). Recent awareness of this
increase in adult students has resulted in a growing interest by some colleges and universities
who recognize their importance–at least economically! Both governmental and educational
planners have been considering the impact of these adults on post-secondary education (Kyle,
2001). For colleges and universities seeking to meet the needs of a growing population of adults,
there is much yet to be learned!
The Purpose of the Study
The intent of the proposed study is to learn about adult full-time students, their circumstances,
experiences, and the nature of their social world. The focus will be on selected adult
undergraduates who are enrolled full time at Central College (a pseudonym for a small, private
four-year college in the Northeast) during the academic years of 2009-2010 and 2010-2011.
Who are these adult students? Why are they in college? What has been the impact of being a
full-time undergraduate upon their lives, and upon their interactions on and off campus with
friends and family and with the people they meet on campus? How has their relationships with
family and friends affected their decision to go to and stay in college and their experiences as
full-time students? What support do they have from family and friends? Finally, what types of
groups or social networks have they developed during their time as an adult undergraduate?
These are the central questions of the study. I no doubt will add more questions as I proceed
through the research process and obtain more clarity on what it means to be a full-time adult
student. The focus will be on the adult students, themselves, and each question or concern I have
will be examined from their perspectives.
Significance of the Study (or Rationale)
It is anticipated from the review of literature I have completed thus far that I will learn much.
First, it is anticipated that certain aspects of both research and practice in higher education will
be challenged. This study should examine a number of circumstances in which the growing
principles of adult education, such as recognition of the contributions of the life experiences of
adult learners and their individual learning needs, are seen in conflict with established patterns of
traditional higher education, such as the maintenance of a hierarchy in which faculty are superior
to and dominant over traditional-aged students, the way adult students are taught, and the kinds
of support given to adult undergraduate students.
It is also important to examine some more basic issues, such as the nature and purpose of
higher education, and the role of educational institutions within the community and society. To
adequately serve adult learners, colleges and universities need to look beyond their demographic
characteristics to see these individuals, their perceptions, social worlds, and experiences from
their own perspectives.
This study also will help call attention to the differences between full-time and part-time adult
learners. The experience of the person taking one course one night a week is contrasted with that
of the individual enrolled in a full-time “day” program within a setting of primarily traditional-
aged students. When adult learners report that they feel uncomfortable in the campus
community, colleges need to ask themselves what role and responsibility they have and if there
are ways they could influence the nature of the “fit.”
Adult education literature has tended to focus on the part-time adult learner as “typical,” and
thereby has largely excluded or ignored the full-time student. Models and conceptual
frameworks which are emerging in adult education to help us understand adult learners,
therefore, may well be inadequate for understanding full-time students.
This study will use a framework and perspectives from which to view these learners and their
situations within the context of this particular temporary period in each of their lives. The
growing body of literature dealing with adult developmental stages or phases and adult
transitions also will serve as background for the study. This literature area’s theories are
generally inadequate as a base from which to view adult full-time learners. As an unexpected,
untypical adult experience, full-time study usually cannot be placed on chronological continua or
fit into other categories of adult development (Havighurst, 1979; McCoy, 1996, Levenson,
2002).
Therefore, throughout this study a number of factors regarding the experience of full-time
undergraduate study from the perspective of the adult learners, themselves, will be examined.
The result should be a fresh and more complete picture of the learner and the period of learning,
presented in light of several themes and a broad theoretical framework. If colleges and
universities clearly recognize and consider as a whole the findings and perspectives offered from
this study, they should be able to review many of their current policies and programs.
Finally, it is anticipated that based on the findings, those college administrators interested in
meeting the needs of students of all ages will explore different structural and educational
approaches to encourage the development of informal social interactions and networks on the
campus among adults, older and younger students, and students and faculty. They also may be
willing to explore new ways to recruit, teach, and support faculty who work with the full-time
adult learner.
Ethical Considerations and Limitations of the Study
The proposed study follows a qualitative research approach, involving the use of the semistructured interview as the primary method. It involves a preliminary descriptive examination of
the perceptions and experiences of adult full-time undergraduates. It will be limited to no more
than 30 subjects at one four-year college because of the time constraints involved in interviewing
and subsequent data analysis.
Methodology
A qualitative research approach is proposed for this study. The theoretical perspective most
often associated with qualitative researchers is phenomenology (Bogdan & Biklen, 2004).
Following the phenomenological approach, researchers seek to understand meaning in events
and in human interactions. Further, the context is important to the interpretation of data. This
approach requires that the researcher “centers on the attempt to achieve a sense of the meaning
that others give to their own situations” (Smith, 2005, p. 12).
The data collected in a qualitative study includes more than words; attitudes, feelings, vocal
and facial expressions, and other behaviors are also involved. The data which may consist of
interview transcripts, field notes from observations, a wide variety of records and historical
documents, and memoranda, are treated to rigorous ongoing analysis. Three processes are
blended throughout the study: collection, coding, and analysis of data (Glaser & Strauss, 1967):
This approach encourages the kind of flexibility so important to the qualitative researcher who
can change a line of inquiry and move in new directions, as more information and a better
understanding of what are relevant data are acquired (Blumer, 1999).
Target Population
Central College has kept its tradition as a liberal arts college while preparing students of all
ages for a lifetime of careers. The full- time “day” undergraduate program has traditionally
served the 18-22 year-old population. In recent years a very small number of students 25 years of
age and older have enrolled as full-time students. This is in contrast to the Continuing Education
division which offers undergraduate and graduate programs to part-time students of all ages
(approximately 3000 students in the 2011-2012 academic year).
The goal of this project will be to study these full-time undergraduates 25 years of age or older
with respect to their social world and the factors which affect the nature of their interactions. A
convenience sample of no more than 30 students will be obtained by placing an ad in the school
newspaper describing the research and requesting people to participate. An inducement of $50
off of the next bookstore purchase will be offered as compensation (the researcher is an
administrator at Central College and received permission from the bookstore director to provide
the inducement). Each person who agrees to interview will be asked to read and sign an informed
consent form prior to participating and promised their complete anonymity.
Research Design and Procedures
Following these lines of thinking, a qualitative study of the social world of full-time adult
undergraduates is proposed, using semi-structured interviews as the primary research approach.
It is proposed to begin the interviewing process in the fall of 2010. They will begin with
unstructured questions such as the following: “What has it been like to be a full-time student at
Central College?” Often, with only an occasional question from me for clarification, it is
anticipated that the adults will talk about a wide variety of topics throughout an extended
interview.
It is anticipated that up to 30 interviews and any necessary follow-up interviews will be
conducted during that academic year. In addition, follow-up clarifying interviews will be
conducted with at least a dozen of these students during the second academic year after I have
completed some data analysis and obtained a beginning understanding of the findings.
All interviews will be tape-recorded and, based on four pilot interviews already conducted, are
expected to vary in length from 45 minutes to one hour and 45 minutes. The interviews will be
informal and open-ended, and carried out in a conversational style.
I will write field notes in conjunction with the interviews, follow-up interviews, observations,
and casual encounters with subjects. Memoranda also will be written while listening to taped
interviews, typing transcripts, and reflecting upon a particular interview. In addition to the
interviews and follow-up interviews, I expect to obtain other data throughout the study, such as
comments from administrative and teaching colleagues, papers or other materials subjects care to
give to me, and ongoing literature review.
I anticipate that ongoing data analysis will take place throughout the study. All of the taped
interviews, memoranda, and field notes will be entered into computer files. I will use The
Ethnographer, a software program that uses a coding system organized around different topics
and themes found in these files. A scheme of numbers and letters will be used to designate major
categories and subcategories. “Hard copies” of all computer files of data also can be coded using
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