Research Plan From RES/709University of Phoenix DOC/714S: Symposium I ProspectusProgram of StudyEDD, Educational LeadershipProblem StatementThe problem is a significant proportion of children in grades 3 through 5 are performing below the expected reading proficiency for their respective grade leve...
The problem is a significant proportion of children in grades 3 through 5 are performing
below the expected reading proficiency for their respective grade levels resulting in higher
percentage of students failing to fulfill reading proficiency standards on the Georgia Milestones
Assessment System (GMAS). The findings are derived from the summative annual assessment
conducted between 2018 and 2023 revealed that a significant proportion of children, specifically
65%, in grades 3 through 5 are performing below the expected reading proficiency for their
respective grade levels. Over the course of a three-year period, there has been a noticeable
decrease in reading scores among students in grades 3-5.
The scope and significance of the problem were that elementary teachers needed to
consistently implement evidence-based instructional strategies for reading at Calhoun County
Elementary School (Hamilton, 2020). Since the reading scores have dropped for three
consecutive years at Calhoun County Elementary School on the annual assessment, the state
department of education has sent educational representatives to assist with developing evidence-
based strategies and support to increase the reading scores. Calhoun County Elementary School
has been categorized as a failing school because of the reading performance on the annual
assessment.
Purpose Statement
The purpose of this proposed qualitative exploratory study will be to understand why
teachers fail to use evidence-based reading strategies to enhance students' reading scores and
, possible barriers from preventing them from using evidence-based strategies. Twelve educators
from Calhoun County Elementary School in Edison, Georgia, will conduct semi-structured
interviews. The interviews will be used to determine if introducing the evidence-based reading
strategy would provide teachers with a support system that could substantially influence reading
results. The study's findings may motivate educators to use evidence-based reading practices to
prevent falling below the anticipated reading competence standards for their specific grade
levels.
Research Methodology (Proposed Method and Design)
Research Method
Social science research systematically collects data to investigate and provide answers or
explanations for social problems (Adedoyin, 2020). Qualitative research contains and analyzes
non-numeric data to comprehend the human and social context. The investigator intends to
conduct a qualitative study for the suggested research project. The investigator will meet to
determine the objective and develop the adult learning theory throughout the study. The team
will diagnose the issue, perform a requirements assessment, apply the research design, execute
the action plan, and collect and evaluate data. The investigator will communicate with the
participants and stakeholders to discuss the investigation process and assess the possible results.
Information will be gathered via interviews, questionnaires, and recorded observations. After the
investigation, the team will analyze the findings to see whether the instructors performed
proficiently or at a higher level when using context clues in reading.
Research Design
The investigator will describe the impact of using an evidence-based reading strategy to
see whether context clues will enhance reading scores on the Georgia Milestones Assessment
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