Identifying Problem Statements in Dissertations (Term Paper Sample)

8113A- Tools for Research (Identifying Problem Statements in Dissertations) Student's Name Course University Professor Date Identifying Problem Statements in Dissertations Kelli Cronin (2017). Academic Achievement in Schoolwide Title 1 Elementary Schools. All citations are from the dissertation. Cronin’s dissertation purpose was an inquiry into what the dissertation described as a current state of educational mediocrity in schools offering education to learners living in low-income impoverished areas in the US (the problem). The problem was first identified via shocking research by the NCES in 2013. According to the National Center for Education Statistics (NCES) (2013), Only 27% of 2013’s Grade 4 cohorts received the ‘proficient’ score in math and an equal proportion in reading. These statistics induce questions on whether the United States was achieving desired proficiency levels. These statistics are worrying because of the highly publicized efforts by the US Government to improve the quality of education offered to learners from impoverished backgrounds. Title 1, ESEA—Financial Assistance to Local Educational Agencies for the Education of Children of Low-Income Families is a consequential piece of legislation that formed the basis of federal financial aid to elementary schools in the US that host learners from poor and impoverished areas in the US (US Department of Health, Education and Welfare (DHEW), 1969). Title 1’s major objective was to improve education quality through targeting proficiency levels of learners in marginalized communities. Also, President George W. Bush signed into law the No Child Left behind act (NCLB) in 2001 with accountability requirements and education standards for schools (No Child Left Behind Act (NCLB), 2001). NCES (2013) raised questions on the effectiveness of Title 1 funding, hence birthing the research purpose and problem statement. Robert Williams (2019). Accomplished Education Leaders’ Perspectives on Competition, Capacity, Trust, and Quality. All citations are from the dissertation. The dissertation is a qualitative inquiry into the perspectives of accomplished leaders in education on the ‘competition’ paradigms as the primary response strategy to the decreasing quality of education in US K-12 schools and subsequent decreasing higher education achievement. Adamson et al. (2016) and Russakoff (2015) show convincing evidence of a subtle conflict between die-hard supporters of conventional public schools and the school choice movement that encourages competition as a valuable strategy for increasing the quality of education in the US. Both sides of the political and educational divide (with regards to the topic at hand) show conflicting and completing studies with anecdotal examples that align with their point of view. The competition argument was part of Milton Friedman’s ‘invisible hand’ economics theory that advocated for the incorporation of competition and free market mechanisms that force competing firms in and industry to increase their quality standards for the benefit of customers (the learners in this case) (Friedman, 1997). Competition would then be enhanced via increasing the number of charter schools and school choice initiatives that facilitate learners from impoverished areas learning in private schools. The confusion on the effectiveness of competition (via charter schools and special learning programs) invites scholarly reflection and analysis by respected and seasoned education leaders. The dissertation is a subtle harmonization of their insights, offering a qualitative perspective and what should be perceived as expert opinion on the research topic. Leslie Wasserman (2010). The Relationship Between Perceived Preparedness, Efficacy and Special Education Training. All citations are from the dissertation. The dissertation was inspired by worrying statistics shared by Wagler & Moseley (2005)- an estimated 45% of teachers in early childhood education have limited capacity of meeting the educational needs of a diverse student population inclusive of learners with special needs and disabilities. More than half of all teachers in early childhood education are dependent on specialist assistance. Smith & Smith (2000) and Snell et al. (1996) postulate a heap of trickle-down effects and causes of the situation (the problem). The two researches argue that this lack of inclusive preparedness negatively impacts the quality of education offered in American schools, which also impacts the teachers, intervention specialists and the learners that require special teacher attention. Smith & Smith (2000) identify several causes of the education status-que described in the dissertation- inefficient college curriculum, limited preparation & training in special education and limited field experience among recent graduates. There is also the problem of unrealistic expectations by early childhood educators joining the workforce and inadequate orientation by colleagues (they are not provided with adequate information during new teacher training). As such, the purpose of the dissertation’s scholarly inquiry is to explore the relationship between the preparation facets of special needs education and their effects on special education performance through enhanced...