Can you answer the question ?
mwhitener2011create a informed consent form using the Research Program Guidelines page and using the worksheet to help with it
18 days ago
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files (2)ResearchProposalGuidelinesforInformedConsentForm.pdf
Whitener_Michael_Worksheet_9_20_2026.docx
ResearchProposalGuidelinesforInformedConsentForm.pdf
RESEARCHERS ARE NOT TO CONTACT DISTRICT DEPARTMENTS / SCHOOLS DIRECTLY.
ALL RESEARCHERS MUST BE PRESENTED THROUGH THE RICHLAND ONE RESEARCH COMMITTEE AND RECEIVE APPROVAL PRIOR TO CONTACT WITH RESEARCH APPLICANTS OF INTEREST!!
Informed Consent Form The participants of a study receive and sign an informed consent form that acquaints them with the study. In particular, parents of students asked to participate, and when appropriate, the students themselves, should be informed of the following:
(1) the project’s purpose; (2) how the student was selected; (3) the procedure to be followed, including an easily understood, precise description of the
child’s involvement; (4) anticipated benefits for general knowledge, the student, and the District; (5) possible physical, psychological, legal, or other risk; (6) whether students will be personally identifiable and to whom; (7) to whom results will be available and for what purpose; (8) participants’/parents’ right to inspect materials before consenting and to withdraw
consent at any time without penalty; (9) the person to whom inquiries should be addressed before, during, and after the project; (10) that the district nor school is neither conducting nor sponsoring the project, if that is the
case; and (11) the lack of adverse consequences of failure to participate.
Informed consent forms must also contain the following sentences:
“I do not wish (my child) to participate.” option. The school district is neither sponsoring nor conducting this research. There is no penalty for not participating. Participants may withdraw from the study at any
time without penalty.
If you need further assistance, contact the Research Committee at [email protected]
Whitener_Michael_Worksheet_9_20_2026.docx
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APPLIED RESEARCH 887 |
Whitener _Michael_Worksheet_9_20_2026 Comment by Methodologist Reviewer: Please use THIS actual document to make corrections on. Do this every time that you receive a copy with comments on it. I recommend the following method for making corrections on this paper: 1. Read through all comments to determine scope and context of correction required. 3. Then, address each of the remaining comment, relying on discussion with your mentor and review of official Capstone documents to verify proper content / format. 4. Once you fix or address each comment, "Resolve" the comment (DO NOT DELETE). This is the most efficient and accurate way to review and correct your paper. Please do not hesitate to reach out to your mentor if you need clarification or if you have questions. Comment by David Schaaf: If you add the date here make sure it is updated for each submission.
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Instructions. Use this worksheet to develop your Research Plan. Provide clear and concise responses in each section, ensuring your answers demonstrate thoughtful consideration of your proposed study. For additional support, refer to the appendices, which include examples for each entry in this Research Plan Worksheet. Submit the completed worksheet as a Microsoft Word document.
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Worksheet Submission Date: 9/20/2026 Comment by David Schaaf: Update the submission date here as well.
Candidate’s Name: Michael Whitener
Candidate’s LU email: [email protected]
Doctoral Project Chair’s Name: David Schaaf
Doctoral Project Chair’s LU Email: [email protected]
Candidate’s Degree Program and Cognate: Doctor of Education in Educational Leadership
Title of Doctoral Project
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Instructions: Include your working doctoral project title. It is recommended that the title be a refined version of the central research question, written as a declarative statement. The title should clearly reflect the study’s central problem or practice and the context or setting. Titles must be written in Title Case. See Appendix A for examples. |
Recommendations to Solve the Problem of Below Average Proficiency Rates of Reading at Meadowfield Elementary School in South Carolina
Purpose Statement
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Instructions: State the purpose of this study. The Purpose Statement must be aligned with the Central Research Question. See Appendix B for examples. |
The purpose of this applied single case study is to solve the problem of below-average reading proficiency at Meadowfield Elementary School in Columbia, South Carolina. This applied research study seeks to make recommendations to solve the problem of below average reading proficiencies and to enhance the reading proficiencies outcomes at the school. Grounded in the existing body of knowledge on literacy instruction and early intervention, this study will address the gap identified in the literature and Problem Statement by examining the extent of below-average reading proficiency, factors that appear to contribute to the problem, and evidence-informed strategies at the site. The findings are intended to provide site-specific recommendations and insights to improve reading instruction and student achievement at Meadowfield Elementary School. Comment by Methodologist Reviewer: I fixed your wording here...please make sure to follow the template Comment by David Schaaf: The methodologist fixed your wording, but he expects you to accept his changes. He will not approve it if you do not update the text. Ensure that you accept both deletions and insertions. Comment by Methodologist Reviewer: This sentence is not the correct wording according to the template. This should be replaced with the "Grounded in the existing body..." sentence in Appendix B.
Research Question(s) and Sub-questions
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Instructions: Insert your proposed research questions below. Write three research questions aligned with the requirements in Appendix C . |
Research Question 1: To what extent does below-average proficiency in reading exist at Meadowfield Elementary School?
Research Question 2: What factors appear to contribute to below-average proficiency in reading at Meadowfield Elementary School?
Research Question 3: What evidence-informed strategies could address below-average proficiency in reading at Meadowfield Elementary School?
Theoretical Framework
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Instructions: Identify the theory or conceptual framework guiding your study, the main author with citation, and the key constructs (components) of the theory. Using one theory or one conceptual framework as the foundation for your study is strongly suggested. See Appendix D for examples. |
Name of the Theory: Social Cognitive Theory
Author and Citation: Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Main Constructs of the Theory:
Observational Learning: Students learn by observing and modeling behaviors demonstrated by teachers and peers.
Self-Efficacy: Students' beliefs about their ability to successfully perform reading-related tasks influence their motivation and performance.
Behavior: Reading behaviors and learning activities influence students' reading development and achievement.
Environmental Factors: Classroom conditions, instructional practices, teacher support, and learning resources can influence reading outcomes.
Research Design
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Instructions: In this section, describe the research design. Each candidate will use an applied single case study research design for the doctoral project. See Appendix E for examples. |
This study will utilize an applied single case study research design. An applied single case study is a research design used to examine a contemporary, real-world problem within a bounded setting and to generate context-specific findings that can inform practice (Coombs, 2022). This design is appropriate for the present study because Meadowfield Elementary School represents the bounded site in which the extent of below-average reading proficiency will be examined and recommendations will be developed to address the identified problem. The design aligns with the purpose of the study, which is to examine the extent to which below-average reading proficiency exists at Meadowfield Elementary School in Columbia, South Carolina, and to develop recommendations to address the identified problem within the school.
Setting and Site
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Instructions: Identify the location and type of organization where your study will take place and provide key details such as size, the population served, and relevant characteristics of the setting. See Appendix F for examples. |
Setting:
Meadowfield Elementary School, a public elementary school located in Columbia, South Carolina.Public The school enrolls children from pre-kindergarten through fifth grade level.
Site: Comment by David Schaaf: Accept these changes as well.
Meadowfield Elementary School, a public elementary school located in Columbia, South Carolina Comment by Methodologist Reviewer: Too much information here...stick with template wording.
Relevance to the Problem of Practice:
This school was selected because it has below average reading proficiency rate of 41%, which is less than the district and state’s benchmark for grade-level reading proficiency. Additionally, it has an average class size of 24.1, reduced teacher-student ratio and chronic absenteeism rates ranging between 22.3% and 31.1%. These conditions provide an appropriate context for examining factors contributing to below-average reading proficiency and developing evidence-informed recommendations.
Participants
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Instructions: In this section, describe the population and sample for your applied research study, ensuring that all participants are stakeholders from the single research site. Define eligibility criteria for participation, including participants’ roles at the site and their relevance to the problem of practice. Explain why these stakeholder groups were selected and how their perspectives collectively support understanding and improving the identified problem of practice. See Appendix G for examples. |
The participants in this applied research will be chosen among stakeholders of Meadowfield Elementary School who have connections to the issue of reading instruction and student proficiency. The participants of the study will consist of classroom teachers, reading specialists, and school administration. Participants will be chosen because they have firsthand knowledge of issues related to the instruction of reading and reading proficiency and thus will be able to offer relevant opinions on the topic under discussion.
For the interview aspect, an estimated eight to twelve participants will be recruited across grade levels and roles to ensure diverse perspectives. Purposive sampling will be used to select participants with direct experience with reading instruction and student proficiency data.
Data Collection
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Instructions: List the data collection methods you intend to use for triangulation in investigating your research question(s). See Appendix H for examples. |
1. Individual Interviews
Semi-structured interviews will be conducted with classroom teachers, reading specialists, and school leaders at Meadowfield Elementary School to gather in-depth firsthand accounts of their experiences with reading instruction and student proficiency levels.
2. Quantitative Survey
A quantitative survey using a Likert scale will be administered to classroom teachers to assess their perceptions of reading instruction effectiveness and the factors contributing to below-average reading proficiency rates.
3. Classroom Observations
Qualitative observations of classroom reading instruction will be conducted across selected grade levels to directly observe instructional practices and student engagement during reading activities.
Analysis Steps
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Instructions. In this section, identify the data analysis approach that will be used to analyze all data collected in the study. List each data collection method and what data analysis method will be used for each. Ensure that the chosen analysis method aligns with the research questions and the purpose of the study. See Appendix I for examples.
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Data Collection Method 1: Individual Interviews
Thematic Analysis will be used to analyze interview data. Interview responses will be coded to identify recurring patterns and themes related to reading proficiency, instructional strategies, barriers to reading achievement, and recommendations for improvement.
Data Collection Method 2: Quantitative Survey
The quantitative survey will use descriptive statistics to identify frequency of responses and mean scores.
Data Collection Method 3: Classroom Observations
Thematic Analysis will be used to analyze classroom observation notes by identifying recurring patterns in instructional practices, student engagement, classroom conditions, and factors associated with reading instructions.
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Instructions. Write at least one paragraph connecting your Christian worldview to your research. Include Scripture references, explain how biblical principles guided your study, and show how your worldview shapes interpretation. |
The Christian Worldview would be the guiding framework for this study with the belief that there is inherent worth, dignity, and ability in every student and that teachers have the responsibility to help students tap into the God-given talents within them. The Bible says in Proverbs 22:6, “Train up a child in the way he should go.” In James 1:5, the individual is encouraged to ask for wisdom while making decisions. The principles from the Bible would guide the researcher in conducting the study based on a fair assessment of the issue and listening to what the stakeholders say. The Christian worldview will also encourage the researcher to approach the problem with fairness, compassion, integrity, and a commitment to serving students and the school community.
Reference
Coombs, H. V. (2022). Case study research defined [White paper]. Southern Utah University. https://doi.org/10.5281/zenodo.7604301
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