Assignment Content
Review the following example:
Example: Compared the smoking cessation rates for smokers randomly assigned to use a nicotine patch versus a placebo patch.
Null: There is no difference in smoking rates from smokers who were randomly assigned to a nicotine patch and those assigned to a placebo patch.
Alternative: There is a difference in smoking rates from smokers who were randomly assigned to a nicotine patch and those assigned to a placebo patch.
Using your dissertation work, develop your null and alternative hypotheses that are written in correct form and measurable.
Once these have been developed, determine the descriptive and inferential statistics you will use.
1 Running head: PROSPECTUS 1 PROSPECTUS Prospectus Allana Sibille DOC/714S: Symposium I Professor James Lane January 18th, 2021 Prospectus Template Working Title of the Study: Learning Experiences of Novice Teachers as they Progress Through the Year. Student’s Name: Allana Sibille 1. Program of Study (including specialization, when applicable) Doctor of Education with a specialization in Curriculum and Instruction. 2. Problem Statement The problem is that novice teachers' learning experiences will differ from other teachers' progress through the first year of teaching. They are creating different experiences with instructional coaching for math and reading, understanding pedagogical content, and classroom management skills (Wilhelm et al., 2020), resulting in new ways to support those new teachers with on-the-job learning, retain them as develop teachers. 3. Purpose Statement The purpose of the proposed narrative inquiry will be to understand first-year teachers' experience as they engage and collaborate to build their professional networks while assuming a teacher's roles and responsibilities (Dugas, 2017). The goal is to analyze how novice teachers use content materials to demonstrate pedagogical understanding, classroom management resources, and collaboration with instructional coaches for math and reading within an elementary school setting. 4. Methodology (Proposed Method and Design) The proposed methodology is a qualitative research method for the dissertation process. This research method is appropriate because it will allow novice teachers to share their learning experiences with other colleagues. Analysis with interviews, observations, and focus groups will help understand the teacher's personalized learning model for instruction based on trustworthiness and perceptions. The research design will be employed to understand the situation and learn from those involved in the teaching community. The proposed design will be a narrative inquiry to create detailed descriptions of these experiences and explore the meaning of the participants' experiences. D. Jean Clandinin and F. Michael Connelly (2000) are the associated primary theorists with the narrative inquiry design. 5. Research Population and Sample, and Other Data Sources The research population and sample will include approximately 10-15 first-year teachers in an elementary setting within the same school district (Duval County Public Schools). The study intends to describe and explore first-year teachers' experiences with instructional coaches for Math and Reading, understanding pedagogical content, and classroom management. Analyze their knowledge and reflect how first-year teachers can learn from their mentors to become develop teachers with a proven track record of success. Interviews in a naturalistic environment will be conducted to allow participants to feel comfortable in their surroundings as part of the observation process. The acquired data and samples will be in small settings to check for strengths and weaknesses to a certain extent that draws alignment to reflect a clear understanding of pedagogical content, planning with instructional coaches for math and reading, and classroom management skills. The research design employed from interview transcripts, field notes, and observations will provide an in-depth understanding of the situation and meaning for those involved. This particular research aims to evaluate the significance and relationship between the researcher and the participant to understand the stories of the participants' actions. 6. Significance of the Study The study's significance is to describe novice teachers' learning experience as they progress through the first year of teaching. The focus will be on planning curriculum-based lessons with instructional coaches for math and reading, understanding pedagogical content, and classroom management skills. Griffin et al. (2008) stated that novice teachers are more often to report that other teachers help them improve their teaching strategies and appreciate their mentorship, thus explaining how experienced teachers often display highly effective ratings from formal observational ratings and serve as mentors for new teachers who are newly graduates. First-year teachers will be allowed to share their experiences and apply their mentorship to convey the meaning of their teaching experience as novice teachers. 7. Research Questions/Hypotheses 1)What were the participants' feelings about their first year in teaching? (temporality). 2) What were the cultural factors and the interrelationships with instructional coaches for common planning? (sociality). 3)What was the physical environment during novice teachers' experiences during their first year, and how did the setting impact novice teachers' experience? (spatiality). 8. Topic Literature Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass. The article outlines the aspects of qualitative research methods using the narrative inquiry to align the process. The proposed research methodology relates to the article selected. It will benefit the significance of the study to help understand the stories that will be told by potential research participants during the interview process. Dugas, D. (2017). The Perils of Feeling In-Between: The Experiences of Emerging Adult Novice Teachers. Journal of Adult Development, 24(3), 189–198. https://doi.org/10.1007/s10804-016-9257-2 The article introduces a realization of what it truly means to be a first-year teacher with no prior experience and mentorship. Ideal for adults who entered teaching as a career switcher. Furthermore, the article reflects strongly on the proposed research questions and describes how novice teachers feel and how their cultural and personal experiences challenge their surroundings. Ergunay, O., & Adiguzel, O. C. (2019). The First Year in Teaching: Changes in Beginning Teachers’ Visions and Their Challenges. Qualitative Research in Education (2014-6418), 8(3), 276–314. https://doi.org/10.17583/qre.2019.4016 This article's relevance presents the visions and challenges novice teachers face during their first year of teaching. The report uses a qualitative research method related to classroom management skills, instructional planning, and pedagogy knowledge. Griffin, C. C., Kilgore, K. L., Winn, J. A., & Otis-Wilborn, A. (2008). First-Year Special Educators’ Relationships with Their General Education Colleagues. Teacher Education Quarterly, 35(1), 141–157. The article describes the responsibilities and challenges of novice teachers within their first year of teaching. It is either characterized by easy, marked by a sense of discovery or painful, as a sense for survival. The lack of curricula and technical resources affect an understanding of pedagogy content and the relationship between novice teachers and their colleagues. Wilhelm, A. G., Woods, D., del Rosal, K., & Sumei Wu. (2020). Refining a Professional Network: Understanding First-Year Teachers’ Advice Seeking. Teacher Education Quarterly, 47(3), 96–119. The article relates to novice teachers becoming more significant first-year teachers by formulating their opportunities to try out their understanding in a classroom of their own. The report elaborates on teacher development and retention. 9. Topic Theories Relevant theorists Connelly and Clandinin (2000) stated, "inquiry into narrative" as it is "narrative inquiry" (p. 45). The proposed research topic- Learning experiences of novice teachers as they progress through the first year, requires the research participants to tell their stories as they have experienced it and lived such lives. Theorists Connelly and Clandinin (2020) shared the phenomena as it draws attention to Dewey's (1938) pragmatic philosophy of people who need to be understood. In similar ways, novice teachers need to be understood to become developed teachers as their mentors. Clandinin and Rosiek (2006) believed in exploring social norms and expressed their views as narrative inquirers who study individual's experiences for themselves and others. 10. Research Data Collection Strategy The proposed process for collecting these data from the research sample will be informed consent, confidentially, sampling, trust, and rapport. The process will also include narrative interview questions and transcripts, observations, and field notes. The data will describe novice teachers' learning experiences as they progress through the year. References Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass. Dugas, D. (2017). The perils of feeling in-between: The experiences of emerging adult novice teachers. Journal of Adult Development, 24(3), 189–198. https://doi.org/10.1007/s10804-016-9257-2 Ergunay, O., & Adiguzel, O. C. (2019). The first year in teaching: changes in beginning teachers’ visions and their challenges. Qualitative research in education (2014-6418), 8(3), 276–314. https://doi.org/10.17583/qre.2019.4016 Griffin, C. C., Kilgore, K. L., Winn, J. A., & Otis-Wilborn, A. (2008). First-Year Special Educators’ Relationships with Their General Education Colleagues. Teacher Education Quarterly, 35(1), 141–157. Wilhelm, A. G., Woods, D., del Rosal, K., & Sumei Wu. (2020). Refining a Professional Network: Understanding First-Year Teachers’ Advice Seeking. Teacher Education Quarterly, 47(3), 96–119. 1 Running head: PROSPECTUS 1 PROSPECTUS Prospectus Allana Sibille DOC/714S: Symposium I Professor James Lane January 18th, 2021 Prospectus Template Working Title of the Study: Learning Experiences of Novice Teachers as they Progress Through the Year. Student’s Name: Allana Sibille 1. Program of Study (including specialization, when applicable) Doctor of Education with a specialization in Curriculum and Instruction. 2. Problem Statement The problem is that novice teachers' learning experiences will differ from other teachers' progress through the first year of teaching. They are creating different experiences with instructional coaching for math and reading, understanding pedagogical content, and classroom management skills (Wilhelm et al., 2020), resulting in new ways to support those new teachers with on-the-job learning, retain them as develop teachers. 3. Purpose Statement The purpose of the proposed narrative inquiry will be to understand first-year teachers' experience as they engage and collaborate to build their professional networks while assuming a teacher's roles and responsibilities (Dugas, 2017). The goal is to analyze how novice teachers use content materials to demonstrate pedagogical understanding, classroom management resources, and collaboration with instructional coaches for math and reading within an elementary school setting. 4. Methodology (Proposed Method and Design) The proposed methodology is a qualitative research method for the dissertation process. This research method is appropriate because it will allow novice teachers to share their learning experiences with other colleagues. Analysis with interviews, observations, and focus groups will help understand the teacher's personalized learning model for instruction based on trustworthiness and perceptions. The research design will be employed to understand the situation and learn from those involved in the teaching community. The proposed design will be a narrative inquiry to create detailed descriptions of these experiences and explore the meaning of the participants' experiences. D. Jean Clandinin and F. Michael Connelly (2000) are the associated primary theorists with the narrative inquiry design. 5. Research Population and Sample, and Other Data Sources The research population and sample will include approximately 10-15 first-year teachers in an elementary setting within the same school district (Duval County Public Schools). The study intends to describe and explore first-year teachers' experiences with instructional coaches for Math and Reading, understanding pedagogical content, and classroom management. Analyze their knowledge and reflect how first-year teachers can learn from