Dear Expert
I am required to do a RESEARCH PROPOSAL (Do not exceed 2500 words). Listed below are the research title and research questions that my Project Supervisor has edited and approved. The RESEARCH PROPOSAL must follow the requirement as stipulated in the ASSESSMENT CRITERIA. I would want you to do the writeup of the RESEARCH PROPOSAL following the TABLE OF CONTENTS closely.You do not have to do Chapter 5: Proposed Schedule because I will do this portion! MUST STRICTLY FOLLOW APA Referencing. A sample of the referencing is shown below. I have listed the journal articles & textbook for the Literature Review. In your writeup you MUST refer to a minimum of 6 journals (as required by my project supervisor) and it must be peer reviewed! Literature #7 is given by my project Supervisor. You may want to search for more literature. Please ensure that the research proposal is free from Plagiarism because the University used the Turnitin to detect plagiarism!
Enclosed are two samples on research proposal based on different topics/titles. You may want to refer to these two samples when you do the writeup for my research proposal based on my title and research questions.
Thank you.
PS. For your information, in Singapore context, K2 children refer to 6 year olds and they will start formal schooling (at the age of 7) which is called primary school. Preschool teachers here my focus is on those teachers teaching the K2’s (6 year olds).
In Singapore, not much research has been done based on Comparison of preschool teachers and parents views on children’s readiness before they enter primary school. Why I want to research on this topic because there are two sides to the story – how preschool teachers view readiness and how parents view readiness before the child enters primary school.
Research Title
A comparison of preschool teachers and parents views on K2 children’s readiness for primary school
Research Questions
What are preschool teachers and parents views on K2 children’s readiness for primary school in terms of:
a) their beliefs about the skills that K2 children need in order to be ready for primary school
b) their views on the effectiveness of the activities conducted in the preschool to prepare the children for primary school
c) their suggestions to help K2 children be ready for primary school
Literature Review
- Brostrom, S. (2000). Communication and continuity in the transition from kindergarten to school in Denmark. Symposium Conducted at the EECERA European Conference on Quality in Early Childhood Education, London, England.
- Dockett, S., & Perry, B. (2002). Who’s ready for what? Young children starting school.
Contemporary Issues in Early Childhood, 3(1), 67-89.
- Dunlop, A., & Fabian, H. (Eds.). (2007). Informing transitions in the early years:
Research, policy and practice. Berkshire: Open University Press.
- Lin, H-L., Lawrence, F. R., & Gorrell, J. (2003). Kindergarten teachers’views of children’s readiness for school. Early Childhood Research Quarterly. DOI 10.1016/S0885-2006(03)00028-0
- Majzub, R. M., & Rashid, A. A. (2012). School readiness among preschool children. Procedia Social and Behavioral Sciences. DOI 10.1016/j.sbspro.2012.06.098
- McIntyre, L. L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007). Transition to kindergarten: Family experiences and involvement. Early Childhood Education Journal, DOI 10.1007/s10643-007-0175-6 Springer.
- Sahin, I. T., Sak, R., & Tuncer, N. (2013). A comparison of preschool and first grade teachers’ views about school readiness. Educational Sciences: Theory & Practice. 13(3), 1708-1713.
- Yeo, L. S., & Clarke, C. (2006). Adjustment to the first year in school: A Singapore perspective. European Early Childhood Education Research Journal. 14(2), 55-68
Proposed Research Design & Data Collection
My research method will include both quantitative and qualitative approaches: Mixed method approach. This method is chosen so as to have a more comprehensive picture of the study.
Since this is a small-scale project, a non-probability, convenience sampling (a sample of participants selected for a study because it is convenient to use them) will be used to recruit the preschool teachers and parents of K2 children. The participants will be from the kindergarten where I work. Three preschool teachers and three parents of K2 children will be involved in this study.
Firstly, I will use the questionnaire to gather the views of preschool teachers and parents with regard to K2 children’s readiness to primary school (questionnaires via email or collect in person). The questionnaires will cover a few general areas such as children’s cognitive skills and social (behavior), the school process and curriculum using a three-point Likert-type response scale as well as demographic (background data) questions.
Secondly, I will carry out interviews (structured interview) and schedule individual interviews with the participants and record their responses. The reason for conducting interviews is for me to have a better understanding of the views given by the participants and to verify whether the views match with the inputs from the questionnaires.
As for the data collection, since this is a mixed method research design, I will first distribute the questionnaires to the participants and collect them either via email or in school. Then, I will organize and interpret the data. Once completed, I will then arrange for interviews with the participants at their preferred timing and finally the observations.
Proposed analysis
Firstly, through questionnaire:
- to get baseline data of the views of the participants
- to interpret and analyse the responses (to see whether the focus is on academic readiness or
social (behavior) readiness or both)
Secondly, through interviews:
- to see whether the results from the questionnaire corresponds to the views given throughout
the interview
Component / Weighting / Assessor / Assessment CriteriaProject Proposal
(2,500 words; Page numbers and final word count should be indicated) / 20% / Supervisor / The 5 assessment criteria are:
• Research Topic Formulation:
Clear statement of the research title, question(s) and objectives;
Clear description of the background and importance of the project.
• Literature Review:
Relevant and sufficient sources related to project;
Adequately developed to provide overview of the project.
• Research Design/Data Collection:
Adequate discussion of the research design;
Clear description of data collection to achieve the stated research objectives.
• Proposed Analysis/Schedule:
Clear description of the proposed analysis;
Clear timeline schedule for tasks of the project.
• Overall Presentation:
Logical organisation of the project proposal;
Clear description of project plan and implementation with appropriate referencing.
Literature Review: Without a proper literature review that covers an appropriate selection of relevant articles, a report: refers to the Project Proposal would not make the grade. A good report would be able to clarify whether any contribution has been made that exceeds the prevailing state of research in the chosen area. Since it is not a graduate thesis, a report does not need to contain path-breaking research. However, a good report should be clear about what is achieved rather than leave it up to the readers to discover themselves. So, the Project Proposal specify clearly where else (i.e. in which other published articles) similar work has already been done. Explain data collection, modelling details and results if appropriate, so that a comparison can be made with the results obtained from the project. If this is not done, then the Project Proposal would be fundamentally incomplete and can only obtain a poor passing grade.
TABLE OF CONTENTS (Sample)
Title i
Chapter One Introduction 1
Chapter Two Literature Review 3
Chapter Three Methodology 7
Chapter Four Proposed Analysis 15
Chapter Five Proposed Schedule 18
References 20
Note: The Title Page (i) should have no Page Number and is only numbered in the Contents page.
EXPLANATION OF TERMS IN ANNEX A
Project Title: This refers to the title of the Project Proposal. It may change as your work progresses. While there is no limit to the length of the Project title, it is not common for the entire title to be more than a single sentence of 20 words (maximum).
Introduction: This chapter may be divided into two parts: background, and research questions and objectives. The background section should tell the reader why you feel the research you are planning is worth the effort. This can be expressed as a problem that needs solving or something you find exciting and has aroused your curiosity.
The background section should lead into a statement of your research question(s) and objectives. Objectives are what you seek to achieve in this project. Ensure that your objectives are precisely written and will lead to observable outcomes.
Literature Review: A proper literature survey covers an appropriate selection of relevant references that could be in the form of journal articles or books. The literature review should also adequately summarise each of these references and there should be a minimum of five of these references in the Project Proposal. Such summaries could include details of the analysis done so that a comparison could be made with the results obtained.
Methodology: This chapter describes how you intend to go about achieving your research objectives. It includes research design and data collection.
Research design can explain where you intend to carry out the research (e.g. single or multiple organisations, a certain sector of the population, etc). The section can also include a description of the way you intend to carry out the research (e.g. interviews, examination of secondary data, or a combination of data sources). It is essential to explain why you have chosen your approach.
Data collection describes how specifically the data are to be collected, e.g. specification on the population and sample size if you are using a survey strategy, how the questionnaire will be distributed, how many interviews, whether you are looking a quantitative or qualitative data or both, etc.
Proposed Analysis: This chapter describes how the data will be analysed. What relationships, differences or trends you are examining? What statistics and statistical software will be used?
Proposed schedule: This will give you a clear idea as to what is possible in the given timescale. Many researchers find it useful to produce a schedule using a Gantt chart.
References: Students are to use APA referencing for their references. The following are some examples:
Lukens, R. J. (2006). A critical handbook of children’s literature. (8th ed.). Boston: Pearson.
Kao, G., & Turney, K. (2010). Adolescents and schooling: Differences by race, ethnicity, and immigrant status. In D.P. Swanson, M. C. Edwards, & M. B. Spencer (Eds.), Adolescence: Development in a global era. San Diego: Academic Press.
Jenkins, J. M., & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70-
Sample Research Proposal based on other title/topic
Chapter One: Introduction
Background
Information and Communication Technology (ICT) has evolved greatly over the years, with new emerging technologies discovered from time to time. Some latest ICT popular with the young and old include tablet computers and smartphones.The iPad is a tablet computer well-known to everyone. Its uniqueness is its touch-screen technology, portability and the ability to download Applications (Apps). Apps are highly functional and multimodal which support children's understanding through construction of meaning (Sandvik, Smørdal & Østerud, 2012). They are categorised into "education", "games", "photography", and many others. Hence, teachers are utilising the iPad and its Apps as an integral tool in the classroom.
This research addresses a personal interest sparked off by a group of Kindergarten One children in a childcare centre. The five years old were observed having a casual conversation about the Apps played on the iPad. The class consists of multinational children, some without English background upon enrolment. However, they were able to join in the discussion with clear, simple sentences. Children took turns to share their experiences without interruptions from their peers. Moreover, although ICT was not evident in this centre (the teacher uses video-streaming and the music player to complement lessons), the children already knew about the latest gadgets. Hence, the children's interest in the iPad, it becoming an integral tool and improvements in language and social skills observed in multinational children lead to the development of the research topic. Additionally, the choice of App by parents were a concern, as the children spoke about Angry Birds, a video game where players use a slingshot to launch birds at pigs. What was the parents' objective in downloading this App? Is the choice of App appropriate and meaningful? Hence, how do we define suitability of Appsfor children?
With all the above considered, the following research questions are derived:
1. To what extent does the iPad develop oral language and social skills for five years old?
2. What are the best practices and criteria when selecting Apps on the iPad for children?
This study aims to investigate how the iPad is used as a tool to develop oral language and social skills for five years old. Children will be able to express themselves using words through turn-taking and helping one another. These skills are essential for communication and interaction for life. The study also aims to identify the best practices and criteria when selecting Apps on the iPad for children. The appropriate and correct selection of Apps will benefit children's learning and development, especially in the areas of oral language and social skills.
Chapter Two: Literature Review
The literature review consists of journal articles, independent researches and bookswhich examine the use of iPad as a tool in developing oral language and social skills in children below 8 years old, as well as appropriate practicesin ICT. The approaches taken include mainly qualitative methods such as observations to present findings. This chapter explains the different studies identified for each area.
ICT today
The advancement of ICT has already been embraced in the education sector, with educators using it as a tool for teaching and learning for children. Children have been exposed or experienced ICT in one way or another either at home, school or the community. However, there is an ongoing debate for and against the use of ICT for them. Preliminary findings of local studies by Dr. Nirmala Karuppiah, Professor Marjory Ebbeck and other 5 researchersaffirm the health and social risks that children are exposed to from electronic gadgets (Teng, 2013, June 5; Teng, 2013, June 20).Poor eye habits and sitting postures were observed through observations when they were engaged with the gadgets for too long. Social-emotional problems such as difficulty in socialising with peers, violent behaviours and addiction could be established. Despite concerns being raised, SIM University's head of early childhood education Theresa Lu said that ICT can be beneficial learning tools when used in meaningful, purposeful and developmentally appropriate ways (Teng, 2013, June 20). Early childhood consultant Philip Koh added that children's creativity can be enhanced through the use of Apps from smartphones and tablet computers. When selected and used appropriately, ICT becomes a valuable tool for teaching children.
Research on the use of iPad in developing language skills
Although ICT is used in one way or another in the classroom today, there is a lack of research pertaining to iPads as a language tool in the early childhood industry (Hutchison & Reinking, 2011; Milman, Carlson-Bancroft & Boogart, 2012). Nonetheless, studies show the multiple benefits of the iPad for reading, writing, speaking and listening for children. Findings from Chiong and Shuler (2010) found that children ages 3 to 7 showed improvement in vocabulary and phonological awareness when manipulating with touch-screen devices, with children ages 3 to 5 excelling the most. Similar results were determined from another study, with kindergartners displaying greater gains than those not using the iPads (Bebell, Dorris & Muir, 2012). Findings from Sandvik, Smørdal and Østerud (2012) also reveal the teacher playing important roles in eliciting language from the children using the App Puppet Pals on the iPad. Sheguides, facilitates and scaffolds them by providing contextual clues from background knowledge and comments on the children's exploration enthusiastically.Children who learn English as a second language were noted to be expressive in speaking and displaying their ability to transfer their experiences with fairy tales to a digital context.Beschorner and Hutchison (2013) also affirm that 4 and 5 years old develop knowledge about digital print and utilise language and literacy skills within one context. Furthermore, the children can manipulate the iPad independently with minimal assistance. Hence, exploring the use of the iPad in developing oral language skills is a valuable study.
Research on the use of iPad in developing social skills
Currently, there is lack of research focusing on the use of iPad in developing social skills in children. Nevertheless, findings pertaining to social skills development have emerged alongside with studies researching on the use of iPad targeting at language skills (Beschorner & Hutchison, 2013; Milman, Carlson-Bancroft & Boogart, 2012; Sandvik,Smørdal& Østerud,2012). Children's social skills were observed when manipulating the iPad and Apps. Findings from Sandvik, Smørdal & Østerud (2012) showed multiple interactions and increased social skills activities among children while using the App Puppet Pals. Another study with the same App in a home context also documented similar results relating to social interactions among family members (Verenikina & Kervin, 2012). Cooperation, joint activities and support to one another were observed. They shared and practised turn-taking in an organised manner. Concurrently, expressive language was displayed by children, especially those learning English as a second language (Sandvik, Smørdal & Østerud, 2012). Although Tabors (2008) discovered that second language learners participate less frequently than first language learners, this study showed that they had increased oral language skills and collaboration. Moreover, other studies documented children were keen to see what their peers were doing, offering suggestions, helping to solve problems and learning from them, although it was not their turn to manipulate the iPad (Beschorner & Hutchison, 2013; Shifflet, Toledo & Mattoon, 2012). Hence, several benefits are reaped from the use of the iPad, which is worth studying for children's development.