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Topic:

Philosophical Perspective in Establishing a Research Framework

Essay Instructions:

In EDUC 6013 and in EDUC 6123, you had opportunities to reflect on and locate yourself within a particular research approach (e.g., quantitative, qualitative, mixed methods, arts‐based, community‐based participatory research) and identify a research methodology (e.g., narrative inquiry, reflexive narrative, critical ethnography, etc.). You also explored the strengths and limitations of particular methods and considered the researcher’s context and research/er integrity.
This assignment is designed for you to take those previous course learnings and apply them to the research inquiry you intend to undertake in your capstone. You are asked to provide an overview of your intended research inquiry and research question. This is my research question How could interventions be implemented to positively affect the academic achievement rate for those in poisoned in low socioeconomic circumstances?”
Discuss your philosophical perspective (your ontological position). Describe and provide a justification of the methodological approach and methods that best meets your intended research outcomes.
(Important) Your written report should be approximately 2000 words, including references, be in APA (7th ed.) format, and appropriately referenced. This paper requires a title page but not an abstract or table of contents.
Ethical Considerations
Students cannot interview or otherwise engage human participants due to ethical considerations. Any research involving human subjects requires completion of an ethics application, and our seven-week course format does not provide enough time to write a proposal and have it approved. As a result, across all Faculty of Education courses, students are not to conduct personal interviews or use privileged information. Therefore, in the assignments, you are limited to your own experience and what is available in the public domain. At all stages of your research (e.g. discussing your experiences, engaging in critical reflection, or conducting critical analysis) you must make every effort to protect confidentiality and anonymity. For more information on ethics, please see https://tcps2core(dot)ca/welcome.
Rubric
The following rubric has been derived from the University’s Graduate Grade Standards and will guide evaluation of this assignment.
Readings and references to be added and referenced in the 2000 word essay.
Extra Notes to help.
In EDUC 6013: Research Methods and in EDUC 6123: Reflexive Inquiry, you had opportunities to explore various methodologies and methods and inquire into how our lived experiences inform the ways we come to knowledge—just as they influence how we engage with each other and the world. You are asked to re-visit those ideas as you articulate your planned capstone inquiry in this unit’s assignment.
This unit is an opportunity to consider your positionality not only as a researcher, but also as a professional. As Holmes (2020) noted, the term positionality refers to “an individual’s world view and the position they adopt about a research task and its social and political context” (p. 1). Your positionality affects what you decide to research, how you conduct the research, who the subjects are, and how you analyze the results and present the findings. It calls into question the nature of “objectivity” in research and acknowledges the role of the self in the work we do.
Reflexivity is a process of continuous reflection on how you as a researcher influence the research and in turn, how the research influences you. A reflexive approach “supports creativity and innovation by encouraging researchers to discern methodological opportunities in their environments, and to be purposeful in their decision-making” (Attia & Edge, 2017, p. 42). As we’ve explored here and in other courses, being aware of our assumptions and biases is paramount to ethical practice. A reflexive approach can help identify your misconceptions, biases, and values and how they can change over time during the research process.
Your assignment submission this week is designed for you to pull together the ideas first developed in EDUC 6013 and EDUC 6123, refine them based on your philosophical perspective and methodological approach and methods, and present them in terms of the research inquiry you intend to undertake in your capstone. See the Assignment 2 description for more details
Required Content References to be referenced in the writing of the paper and at the end of the paper.
Holmes, A. G. D. (2020). Researcher positionality: A consideration of its influence and place in qualitative research. A new researcher guide. International Journal of Education, 8(4), 1–10. https://doi(dot)org/10.34293/education.v8i4.3232
Lyle, E. (2018). Untangling sel(f)ves through a/r/tography. In E. Lyle (Ed.) The negotiated self: Employing reflexive inquiry to explore teacher identity (pp. 1–11). Sense. http://search(dot)ebscohost(dot)com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=1984256&custid=s7439054
Attia, M., & Edge, J. (2017). Be(com)ing a reflexive researcher: A developmental approach to research methodology. Open Review of Educational Research, 4(1), 33-45. https://www(dot)tandfonline(dot)com/action/showCitFormats?doi=10.1080%2F23265507.2017.1300068
Holmes, A. G. D. (2020). Researcher positionality: A consideration of its influence and place in qualitative research. A new researcher guide. International Journal of Education, 8(4), 1–10. https://doi(dot)org/10.34293/education.v8i4.3232
Choose ONE:
Agostinelli, G. G. (2017). All hat and no head: Fitting researchers as in(di)visible selves. Journal of Reflective Inquiry, 2, 1–8. https://jori(dot)ncsu(dot)edu/publications/volume-2/
Freire, P. (2005). Education for critical consciousness. In Education and conscientizaco (pp. 37–51). Continuum. (Original work published in 1974). http://abahlali(dot)org/wp-content/uploads/2012/08/Paulo-Freire-Education-for-Critical-Consciousness-Continuum-Impacts-2005.pdf
Other Materials and Resources
Andrews, N., & Bawa, S. (2019). "People come and go but we don't see anything": How might social research contribute to social change? The Qualitative Report, 24(11), 2874–2890. https://search(dot)proquest(dot)com/docview/2322631463?accountid=142373
Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi(dot)org/10.1177/1468794112468475
Jacobson, D., & Mustafa, N. (2019). Social identity map: A reflexivity tool for practicing explicit positionality in critical qualitative research. International Journal of Qualitative Methods, 18. https://doi(dot)org/10.1177/1609406919870075
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts‐based, and community‐based participatory research approaches. The Guilford Press.
Piper, K. (2015). A journey of critical self-reflective inquiry. Journal of Reflective Inquiry, 1, 17–23. https://jori(dot)ncsu(dot)edu/publications/volume-1/
Reid, C., Greaves, L., & Kirby, S. (2017). Experience, research, social change: Critical methods (3rd ed.). University of Toronto Press.
Zinn, D., Adam, K., Kurup, R., & du Plessis, A. (2016). Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy. Educational Research for Social Change, 5(1), 70–93. https://search-proquest-com(dot)libraryservices(dot)yorkvilleu(dot)ca/docview/1788993033/8FAA6CC254C14CFEPQ/1?accountid=142373

Essay Sample Content Preview:

Establishing a Research Framework
Student Full Name
Institutional Affiliation
Course Full Title
Instructor Full Name
Due Date
Establishing a Research Framework
Introduction
This assignment will build on the research methods identified in EDUC 6013 and EDUC 6123 by applying them to the planned capstone inquiry: What interventions can be implemented to positively impact the academic achievement of students from low socioeconomic backgrounds? In addition to providing an overview of the proposed research question, this essay will analyze the researcher's philosophical perspective (the ontological position), justifying the methodological approach and methods that best meet the intended research outcomes.
My philosophical perspective (ontological position) is that my research position should be informed by reflexivity and that I am charged with the task of being vulnerable and revealing more about my life. I have a personal interest in the research question given that I am a 51-year old heterosexual white woman who, despite growing up in a low-class family, has managed to escape from the status I grew up in and from what society told me should have been. Not only am I a Canadian citizen, but I am also a working and independent upper-middle-class woman with a university education. I have also had my fair share of challenges raising my three adult children as a single mother without any external support. Because I understand what it feels like to constantly prove people wrong and rise above the persistent doubts and challenges, I am interested in reducing the existing achievement gap among marginalized low-income students.
The strengths of the research question (What interventions can be implemented to positively impact the academic achievement of students from low socioeconomic backgrounds?) are: (1) the question addresses a systemic problem in high school education where low-income students continue to underachieve and (2) the answers to the question may help bridge the existing achievement gap among marginalized low-income students. The only weakness of the research question is that there are numerous social and individual factors pertaining to the marginalization of students from low-socioeconomic backgrounds (from income to social supports to school resources to student motivation and chronic stress). Therefore, no single answer can explain why poor students continually underperform compared to their affluent peers.
Overview of Research Topic
Socioeconomic status does not just refer to income but also includes educational achievement, financial security, and idiosyncratic views of social class and status. It incorporates quality of life aspects together with opportunities and privileges available to individuals within the society. Socioeconomic status affects an individual's overall functioning, from physical health to psychological health to even education. Consequently, socioeconomic status is relevant to education research and advocacy. Numerous studies have consistently shown that students from low socioeconomic status record lower academic achievement than their peers from higher socioeconomic status (Thomson, 2018). Destin et al. (2019) argue that "students whose parents have completed more years o...
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