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mwhitener2011Use Prospectus part 1 assignment to help with prospectus part 2
3 months ago
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files (4)ProspectusPart2IntroductionAssignmentInstructions1.docx
Prospectus-Part2-IntroductionGradingRubric1.pdf
ProspectusPart1Assignment.docx
- Applied_Research_Capstone_Outline_Third_Edition.pdf
ProspectusPart2IntroductionAssignmentInstructions1.docx
EDUC 880
Prospectus: Part 2 – Introduction Assignment Instructions
Overview
This assignment is linked to the development of your capstone project.
Instructions
Read these instructions carefully. You will submit a well-developed draft of the entire Chapter One: Introduction of the capstone project prospectus, expanding upon the previous Prospectus: Part 1 – Introduction Assignment submission. The Prospectus: Part 2 – Introduction Assignment submission will additionally include (a) the Significance of the Research, (b) the Purpose Statement, (c) the Central Research Question, (d) the Definitions, (e) the Summary, and (f) a reference page.
The Prospectus: Part 2 – Introduction Assignment submission must follow the requirements described in detail within the Applied Research Capstone Template document located in the SOE Doctoral Community, the course textbook, and especially the checklists. Carefully and clearly address each checklist item for each section.
Do not remove any sections developed in the Prospectus: Part 1 - Introduction Assignment. The Prospectus: Part 2 – Introduction Assignment submission will add a minimum of two full new pages of content to the existing body of text. The submission must include at least four additional and unique sources/citations (i.e., a minimum total of eight sources). Sources must be correctly listed on a references page using current APA format at the end of the paper. The sources must include at least two additional recent (within the past five years) scholarly research journal articles related to the project topic.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Prospectus-Part2-IntroductionGradingRubric1.pdf
Criteria Ratings Points
Section Content
62 to >56 pts
Advanced
Includes all items and sub-sections required by the instructions. Effectively addresses all required content areas within each section as described in the textbook and template, especially the section checklists. Content is addressed in a substantive manner. Is a minimum of 2 full pages.
56 to >51 pts
Proficient
Includes most items and sub-sections required by the instructions. Adequately addresses most required content areas within each section as described in the textbook and template, especially the section checklists. Most content is addressed in a substantive manner. Is between 1.5 to 2 pages.
51 to >0 pts
Developing
Includes some items and sub-sections required by the instructions. Inadequately addresses required content areas within each section as described in the textbook and template, especially the section checklists. Content is not addressed in a substantive manner. Is fewer than 1.5 pages.
0 pts
Not Present
62 pts
Information Literacy
43 to >39 pts
Advanced
Exceptional understanding of existing body of knowledge on the topic. All the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers or engages with other interpretations. Required sections contain at least 4 additional sources/citations to support claims, with at least 2 of those additional sources being from current scholarly journals.
39 to >35 pts
Proficient
Adequate understanding of existing body of knowledge on the topic. Most of the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers or engages with other interpretations. Required sections contain at least 4 additional sources/citations to support claims, with 1 of those additional sources being from a current scholarly journal.
35 to >0 pts
Developing
Inadequate understanding of existing body of knowledge on the topic. Few of the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers or engages with other interpretations. Required sections contain at least 4 additional sources/citations to support claims, but none of the additional sources are from current scholarly journals.
0 pts
Not Present
43 pts
Prospectus: Part 2 - Introduction Grading Rubric | EDUC880_D15_202620
Criteria Ratings Points
Grammar, Spelling, & Current APA Formatting
45 to >40 pts
Advanced
Spelling and grammar are correct. Sentences are complete, clear, and concise. Paragraphs contain appropriately varied sentence structures. Where applicable, references are cited in current APA format. Reference page contains at least 8 total sources.
40 to >38 pts
Proficient
There are some spelling and grammar errors. Sentences are presented well. Paragraphs contain some varied sentence structures. Where applicable, references are mostly cited in current APA format. Reference page contains at least 7 total sources.
38 to >0 pts
Developing
Spelling and grammar errors distract the reader. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format. Reference page contains fewer than 7 total sources.
0 pts
Not Present
45 pts
Total Points: 150
Prospectus: Part 2 - Introduction Grading Rubric | EDUC880_D15_202620
ProspectusPart1Assignment.docx
5
The Impact of Large Class Sizes Effect on Students learning at Meadowfield Elementary School
Michael Whitener
Chapter One: Introduction
Overview
For a long time, class size has been a topic of concern due to its direct impact on student outcomes and classroom dynamics. In the current state of education, many questions are being raised about the true impact of this phenomenon and whether there needs to be a change in school enrollment. This is because larger class sizes have been found to limit teachers' ability to deliver instruction, manage classroom behavior effectively, and engage students in a manner that is productive for pedagogy. This chapter aims to discuss this phenomenon in the context of Meadow Elementary School, which features large class sizes, to explore the potential impact this has on student learning (South Carolina Department of Education, 2025).
Organizational Profile
Meadow Elementary School is a public school that is beloved in the community in South Carolina. Like many public schools around the country, the school faces challenges related to resource allocation, student diversity, and maintaining a learning environment that encourages the sharing of information. In the 2025-2026 academic year, the school reported an average class size of 24.1 students (South Carolina Department of Education, 2025). These averages raise concerns about the quality of the learning environment in light of these numbers.
Introduction to the Problem
The main problem is the large class size at the school. The average student-teacher correlation is relatively high, and this could have a massive impact on the school climate and overall learning environment. Some of these problems include individualized attention, student management, and poor student engagement, affecting learning and academic performances (Screportcards, 2024).
Significance of the Research
This study aims to provide empirical evidence on the relationship between class size and student learning, with the case focusing on Meadowfield Elementary School (Oduwan & Francis, 2023). This topic does not have enough research tied to it, which is why the country is often comfortable with the bad student-teacher ratios. With empirical evidence, the hope is that all stakeholders can then use this information to explore ways to tackle this phenomenon and prevent schools from having these impacts (Oduwan & Francis, 2023). This could help students benefit and have better student outcomes through an engaging classroom experience.
Purpose Statement
The purpose of this quantitative study is to examine the impact of large class sizes on student learning at Meadowfield Elementary School. The key tenet is to find the relationship between class size, student performance, and engagement.
Central Research Question
What is the impact of large class sizes on student learning, including academic performance and classroom engagement, at Meadowfield Elementary School?
Definitions
· Class size – The number of students in the class.
· Student engagement – The level of interest and attention paid by the students to the educator concerning pedagogy matters (López-Martín et al., 2025).
· Academic performance – The results generated by grades, test scores, or assessments.
Summary
The goal is to explore the impact of large classes, which is a common phenomenon, on student learning, with the sample being focused on being at Meadowfield Elementary School. The goal is to explore this phenomenon to provide empirical proof of the connection between these elements to better help with decision-making.
References
López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic achievement. International Journal of Educational Research, 120, 102199.
Oduwan, J., & Francis, A. (2023). Teacher-student ratio and job performance of teachers in government universal secondary education schools in Bukedea town council, Bukedea district, Uganda (Doctoral dissertation, Kampala International University, College of Education, open distance and e-learning).
Screportcards. (2024). School climate and learning environment data.
South Carolina Department of Education. (2025). South Carolina School Report Cards.
