Corrections

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?

Theoretical Framework

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

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

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

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

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

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.

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