Increasing Engagement of Students from Low Socioeconomic Circumstances

Name
School
Establishing a Research Framework
Master of Education, Educational Leadership
Establishing a Research Framework
This assignment will builds on the research methods identified in EDUC 6013 and EDUC 6123 by applying them to create the theoretical framework for my research inquiry. Research is necessary to answer specific question questions involving data collection and analysis of the data and information. If the researchers and find themselves in unfamiliar roles, and they should step back and focus on the aim of the study (Bell & Waters, 2018). The research framework was applied to guide the research. The framework further guides the research and is linked to the research question of improving student engagement among students from low socioeconomic status. Engagement is associated with improved achievement and reduces the risk of dropping out of high school. In the research, reflexivity helps in clarifying and contextualizing the research process and reducing researcher bias. In addition to providing an overview of the proposed research questions, this essay will analyzes my the researcher’s philosophical perspective (the ontological position), justifying the methodological approach and methods that best meet the intended research outcomes. There is a focus on the inquiry and context, then research questions ontology, epistemology, and philosophical paradigm, research approach, research methodology, and the research methods.
Focus of Inquiry and Context
Various studies indicate that students from low-income households are more likely to struggle with academic engagement than their more affluent peers. The lower engagement levels among learners from low- socioeconomic backgrounds have been attributed to several things. One of these reasons is that poor households have fewer learning materials or experiences to encourage positive literacy. Therefore, students from low-income backgrounds tend to have a limited vocabulary (Ferguson et al., 2007). When students have a smaller vocabulary toolkit, they are likely to experience problems representing, manipulating, and reframing information and disengaging from class activities.
Consequently, students from low -socioeconomic backgrounds are less likely to exercise, get appropriate medical attention, or eat a balanced diet (Morsy & Rothstein, 2015). Learners from low -socioeconomic backgrounds are likely to negatively view their future outcomes and resign to failure and low performance. Students from low -socioeconomic backgrounds are also likely to come from chaotic families and suffer the chronic stresses of relational adversity. Poor students who lack role models, absentee parents, or even change schools because they move a lot are likely to disengage from their studies. The constant stresses of their poor backgrounds adversely impact attentional control and working memory while increasing impulsivity and negative behavior. (Morsy & Rothstein, 2015). Besides, a significant proportion of teachers fail to invest the extra effort to reach poor students and assume that there is a lack of engagement because they are unmotivated and lazy (Morsy & Rothstein, 2015)..
Even though there is a high completion rate in Canadian schools, many lear...