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13 pages/β‰ˆ3575 words
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Subject:
Education
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Term Paper
Language:
English (U.S.)
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Topic:

Increasing Student Engagement of Ontario Secondary School Students

Term Paper Instructions:

I will attached and upload all of these directions.
A research proposal is a plan of action, a description of the steps you will take when completing the study being proposed. You are only writing a proposed plan of action; you are not expected to carry it out as an assignment in this course.
As you begin to think about constructing a proposal, be sure to review the capstone guidelines. You’ll notice that the information contained in the handbooks indicates that the headings listed are recommended, not required. What this means is that the language you use to identify the required components of a study varies depending on that study. Regardless of approach, though, there is content that must be included. Refer to the Unit 7 Assignment Rubric for the required content. You are expected to incorporate your work from the Unit 4 assignment, incorporating the feedback and expanding where required.
It can be helpful to begin by telling the reader what the general context of the inquiry is and where you are situated as a researcher of this particular inquiry. Then, describe the theoretical perspectives framing your work. In what paradigm is your research situated, why are you drawn to it, and how does it support your research interests and your ontological and epistemological stance? Then, you can introduce a methodology that supports your research interests while making explicit the strengths and limitations of the methodological approach. Provide details on methods, justifying your choice and supporting that justification with references to the literature on research methods. Note your role as a researcher and explain the ethical considerations.
If I was to complete this assignment, I might say that I am a critical qualitative researcher interested in the role of counter narratives in the renegotiation of identity. Having identified myself in the qualitative paradigm, I may situate myself within an autoethnographic methodology and use literature analysis as a method—of course, there would be a larger discussion around each of these components).
The Final Assignment
Over the past six weeks, you have been developing various pieces of your draft capstone proposal. This week it is time to put it all together! Be sure to review the final assignment requirements and rubric carefully as you prepare your draft proposal submission.
Draft Research Proposal
Value: 40% of final grade.
Due: 11:55 p.m. (Atlantic) on Sunday of Unit 7 (Week 7).
During this course, you will have developed and refined a research question based on a practical problem or concern related to your planned future professional activity, considered the myriad of possible research methodologies and methods, and reviewed existing literature. For your final assignment, you will complete a draft research proposal.
In your proposal, you will:
briefly introduce your specific research interest to provide context for the inquiry
articulate your philosophical perspective (ontology)
situate yourself within a research approach and identify a methodology that would support an inquiry into your research interest (epistemology)
identify methods that align with your methodology and support your inquiry
discuss the strengths and limitations of your approach
include a discussion of researcher’s role and research/er integrity
conduct a brief literature review related to your inquiry
identify the potential significance of the inquiry
list all references cited
ne a proposed research timeline to realistically guide activities during the 15-week capstone term
Review the Guidelines provided for either EDUC 7016 or EDUC 7026 and the rubric below for the required content of this research proposal. You are expected to incorporate elements from your Unit 4 assignment that you will have revised based on instructor feedback and your ongoing learnings.
The length of this research proposal will vary but should be no longer than 3500–4000 words, including references. Appendices are not included in the word count. Include a title page, abstract, and table of contents
This proposal will guide your actions in your final project for your Master’s degree. Before the capstone term begins, you will work on revisions to this draft based on the feedback given in this course and then from feedback from your capstone supervisor when you begin your capstone.

Term Paper Sample Content Preview:
Increasing Student Engagement of Students from Ontario Secondary School Students From Low
Socioeconomic Circumstances: Case of Ontario Secondary School.
Capstone Major Academic Report Proposal
Name
Submitted in partial fulfillment of the requirements for
Degree
Faculty of Education, University
Supervisors: Name
Date
Abstract
This capstone research project explores the factors that contribute to student disengagement and marginalization for secondary school students from low socioeconomic contexts in Ontario. Further, it seeks to identify policies, programs, and leadership approaches that are having a positive impact on increasing both the inclusion and engagement of these students. My inquiry is informed by the philosophical paradigm of critical theory, which will be applied throughout the systematic literature review, thematic summary, and analysis. As a critical theorist, I begin with an assumption of what is good and investigate the literature with reference to the values identified (e.g., to what extent are students from low-income families disadvantaged). The intent is not to describe the situation about low-income students but rather find solutions to change the situation. Addressing the persistent problem of student disengagement, especially among students living below poverty line, requires that educational leaders consider both the inside and outside of school realities of students and their families. As such, educational leaders have critical role in addressing educational gaps ranging from poor academic performance to bullying to student disengagement. Educational leaders have the voice and the influence to lobby for funding to close these gaps, promote social justice, and instill ethical practices inside and outside the school setting. The findings from this research project can be used to further inform policies, programs, and school leadership development programs to reduce barriers and increase the inclusion and engagement of students from low socioeconomic contexts in secondary schools in Ontario.
Keywords: low socioeconomic context, educational leadership, policy, student engagement, inclusion, marginalization, disengagement
Table of ContentsTOC \z \o "1-3" \u \hAbstract PAGEREF _Toc86166640 \h 2Table of Contents PAGEREF _Toc86166641 \h 3Role of Educational Leaders in Increasing Student Engagement of Ontario Secondary School Students From Low Socioeconomic Circumstances? PAGEREF _Toc86166642 \h 4Research Question PAGEREF _Toc86166643 \h 5Theoretical Framework PAGEREF _Toc86166644 \h 6Methodology PAGEREF _Toc86166645 \h 7Research Methods PAGEREF _Toc86166646 \h 8Limitations of Research PAGEREF _Toc86166647 \h 9Ethical Considerations PAGEREF _Toc86166648 \h 9 HYPERLINK \l "_Toc86166649" Preliminary Literature Review PAGEREF _Toc86166649 \h 1110False Equality PAGEREF _Toc86166650 \h 11 HYPERLINK \l "_Toc86166651" Student Engagement and Disengagement PAGEREF _Toc86166651 \h 1312 HYPERLINK \l "_Toc86166652" The Role of Educational Leaders PAGEREF _Toc86166652 \h 1413Significance of the Proposed Research PAGEREF _Toc86166653 \h 15 HYPERLINK \l "_Toc86166654" References PAGEREF _Toc86166654 \h 1716 HYPERLINK \l "_Toc86166655" Appendix: Proposed Timeline PAGEREF _Toc86166655 \h 2120
Role of Ed...
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