{"id":1406,"date":"2019-11-29T13:23:06","date_gmt":"2019-11-29T20:23:06","guid":{"rendered":"http:\/\/www.jgravesedu.com\/?page_id=1406"},"modified":"2020-12-16T13:04:22","modified_gmt":"2020-12-16T20:04:22","slug":"section-by-section-notes","status":"publish","type":"page","link":"https:\/\/www.jgravesedu.com\/?page_id=1406","title":{"rendered":"Section by Section Notes"},"content":{"rendered":"
\u00a0INTRODUCTION AND BACKGROUND<\/div>\n
\n
\n
This section contains the background information to the study. It usually includes a<\/div>\n
description of your school, class, students, city and state. When you give information<\/div>\n
about these points, you\u2019ll need to cite everything that is factual. Use school\/district websites, communication with administrators and\/or a site like city<\/div>\n
-data.com.\u00a0 Most people describe the rationale for the study, leading up to the focus question\/statement. That sets up the transition to the conceptual framework section.<\/p>\n<\/div>\n
CONCEPTUAL FRAMEWORK<\/div>\n
This defines, from the literature, the relevant information being used in the study. There<\/div>\n
are no first person references included here. Everything is from the literature and all<\/div>\n
information needs to be properly cited.<\/p>\n<\/div>\n
METHODOLOGY<\/div>\n
This section is a description of the methods, both treatment and data collection, used to collect and analyze the data that seeks to answer the research question. All data collection instruments are named, capitalized and referenced in the appendix. Each instrument is described, along with a description of how the data was analyzed for the analysis section. If there is a particular scoring scheme that was reported in the analysis section, it needs to be described here. A brief description of the study population is also<\/div>\n
included, including the sample size. Also include a description of the treatment that<\/div>\n
occurred during the study. Be sure to include the IRB statement in this section:<\/div>\n
The research methodology for this project received an exemption by Montana State<\/div>\n
University’s Institutional Review Board and compliance for working with human subjects<\/div>\n
was maintained. In most cases, the order of writing is as follows: a description of the<\/div>\n
study population with the IRB statement worked in, a description of the treatment and finally the data collection instrument description.<\/p>\n<\/div>\n
<\/div>\n
DATA AND ANALYSIS<\/div>\n
This section is entire about the data. It doesn\u2019t contain any reflection or interpretation of<\/div>\n
the data, just the facts. There should be a clear connection from all other sections of the<\/div>\n
paper to this point. Before writing this section, the researcher needs to determine what<\/div>\n
the data says. Usually this is done by identifying themes that emerge from the data and<\/div>\n
reporting those themes. Don\u2019t report item by item or instrument by instrument. Instead,<\/div>\n
once themes have been determined, use data from multiple sources to support those<\/div>\n
themes. This is the meat of the project because it tells what the data story is.<\/p>\n<\/div>\n
<\/div>\n
INTERPRETATION AND CONCLUSION<\/div>\n
This section should contain some of the following: identify those pieces of the data that<\/div>\n
show transformation ;making judgments about the quality of your research; raising more questions based on the results; connection your findings to the literature or connecting the<\/div>\n
finds with personal experience. Choose one or two of these and develop
\nthem. This is not a long section…up to 2 pages. Know when to say no more writing.<\/p>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
\n
\n
\n
VALUE<\/div>\n
Discuss the value of the study. This can be in terms of what it accomplished for the<\/div>\n
students, the class, etc. Also include a reflection piece on how YOU changed as a teacher<\/div>\n
as a result of being involved in the action research process.<\/p>\n<\/div>\n
<\/div>\n
OTHER POINTS TO KEEP IN MIND<\/div>\n
Corrections: If I make a correction on one aspect of the paper, then I expect every<\/div>\n
occurrence to be corrected from then on in every draft.<\/div>\n
Example: A student wrote: The<\/div>\n
girl said, \u201cI love school\u201d. I corrected it to read: The girl said, \u201cI love school.\u201d<\/div>\n
Note, it\u2019s ALWAYS period\/quote.<\/div>\n
If you have common errors that you seem to repeat, make yourself a cheat sheet and<\/div>\n
place it by your computer and refer to it as you write.<\/div>\n
EVERY correction\/suggestion I make should be incorporated by rewriting the paper and<\/div>\n
making corrections. Since each draft builds on the<\/div>\n
next, make the corrections promptly.<\/div>\n
I find too many students who do nothing to their drafts from December to May and I\u2019m<\/div>\n
spending a great deal of time correcting what I\u2019ve already marked. This does reflect on<\/div>\n
one\u2019s final Capstone Project grade.<\/div>\n
Abbreviations: Don\u2019t use abbreviations for schools, data collection instruments, etc.<\/div>\n
unless they are fairly common AND they are used in close proximity to the full title and<\/div>\n
used often throughout the paper. A common error is to use an abbreviation in the<\/div>\n
introduction of the paper and then not again until page 20 or so. Avoid that.<\/div>\n
Repeated References: If you use the same citation in the same paragraph, you don\u2019t need<\/div>\n
the DATE the 2nd time and beyond. If you refer to the same Appendix in the same<\/div>\n
paragraph, you don\u2019t any reference the 2nd time and beyond.<\/div>\n
Try to put all references at the end of sentences (Table 1).<\/p>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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\u00a0INTRODUCTION AND BACKGROUND This section contains the background information to the study. It usually includes a description of your school, class, students, city and state. When you give information about these points, you\u2019ll need to cite everything that is factual. … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1406","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.jgravesedu.com\/index.php?rest_route=\/wp\/v2\/pages\/1406","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.jgravesedu.com\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.jgravesedu.com\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.jgravesedu.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.jgravesedu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1406"}],"version-history":[{"count":8,"href":"https:\/\/www.jgravesedu.com\/index.php?rest_route=\/wp\/v2\/pages\/1406\/revisions"}],"predecessor-version":[{"id":1560,"href":"https:\/\/www.jgravesedu.com\/index.php?rest_route=\/wp\/v2\/pages\/1406\/revisions\/1560"}],"wp:attachment":[{"href":"https:\/\/www.jgravesedu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1406"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}