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Utrecht University Change of Major Request to Undergraduate Student Admission Services
You may request a change of major by submitting an online application through StudentAccess. (See exceptions below.)
The standard criterion for eligibility to change your major requires that you are in good academic standing. However, some majors follow change of major criteria that is more restrictive than the standard criterion. These criteria have been formally approved by the Council on Educational Policy (CEP). Review the currently approved criteria for majors with such exceptions.
A request for a double major requires the online approval of both schools or programs offering the majors for any major change to occur.
INSTRUCTIONS:
Why would you like to change your major to U/U?
What major are you planning to declare and how soon will you be able to declare this new major (after being a U/U student)? Why have you not declared a major already?
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Interior Design Masters Degree Admission Essay
INSTRUCTIONS:
Write an application for an Interior Design Masters Degree. The topic is: Describe how a particular object, a room, a building, or a city can shape the experience of people.
Interior designers make indoor spaces functional, safe, and beautiful by determining space requirements and selecting essential and decorative items, such as colors, lighting, and materials. They must be able to draw, read, and edit blueprints. They also must be aware of building codes, inspection regulations, and other considerations, such as accessibility standards.
Interior designers typically do the following:
Search for and bid on new projects
Determine the client’s goals and requirements for the project
Consider how the space will be used and how people will move through the space
Sketch preliminary design plans, including electrical and partition layouts
Specify materials and furnishings, such as lighting, furniture, wall finishes, flooring, and plumbing fixtures
Create a timeline for the interior design project and estimate project costs
Place orders for materials and oversee the installation of the design elements
Oversee construction and coordinate with general building contractors to implement the plans and specifications for the project
Visit the site after the project is complete, to ensure that the client is satisfied
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Masters in Accounting Personal Statement
INSTRUCTIONS:
Write an application for the master program in accounting, this program is designed for students with no prior background in accounting or business. The Masters in Accounting Personal Statement should reflect your career journey, aspirations and achievements.
A personal statement, also known as a “statement of purpose” or “goal statement,” is a document that demonstrates your writing ability on a more personal level for your application into a graduate program.
A personal statement, also known as a “statement of purpose” “goals statement” or “admissions essay” serves to:
Demonstrate your writing ability on a more personal level for your application into a graduate program.
Discuss your personal, career, and educational goals or answer a general question posed by the graduate school’s admission committee.
Gauge your critical and analytical thinking as well as your writing, editing skills, and general reasoning skills and your ability to reflect on your education and work experience.
Provide insight into who you are which helps to determine if you would be a good fit into a specific graduate program.
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The Four Paradigms of Education
Educational Inquiry Key Theoretical and Methodological Perspectives
Introduction
For decades now, the paradigm wars have continued amongst the supporters that argue fiercely for the superiority of their paradigms of choice. This has therefore resulted in a paradigm dialogue that has seen supporters accept their differences and come to the understanding that each and every paradigm in education has an equal importance(Hargreaves, pp 161-76.1997).
In other words, there is no research paradigm that is superior since each has a specific purpose in providing a distinct approach in which knowledge is acquired and dispensed. This clearly depicts the need for educational researches geared towards providing an understanding on the key theoretical and methodological perspectives. The outcomes of this research studies should, therefore, empower and envisage new practices and policies that have the capacity to meet the current emerging needs of education.
Research evidence that is developed to inform education practices remains an intergral element that can be acquired from different sources. The variability in the structure of research and design through which evidence are obtained is exhaustive. In achieving the demands of this paper, it is necessary to heed that I shall incorporate the two essential research approaches, the qualitative and quantitative methods in achieving data towards a course(Hargreaves, pp 161-76.1997).
Different forms of qualitative and quantitative evidence obtained from the research method can, therefore, allow an individual to examine and explore the disciplines that are encapsulated within the context of educational research. It is significant to note that these two evidences provide data to the endless dilemmas that exist within the educational setting.
This research paper will be divided into four sub-sections with the first section addressing the scenario and the context of the need for change in the curriculum at an educational institution and its context. The second section depicts the different paradigms and how research is employed in understanding them. An analysis is given in the third section that displays the differences between these paradigms and finally the paper analyses my explanation on how to align these paradigms.
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Part 1
This research process begins with a controversial situation that raises a critical question (Aberystwyth University 2014). The situation that lies in this study involves that of the German Government declaring that schools should change their mediums of instruction from German to English in all of their subjects. There is also need to develop a fully functional English environment with the aim of promoting proficiency in the greater use of the language, a factor that will enable the institution and its learners to globally compete through a standardized language.
Before carrying out research, there is need to undertake a certain school of thought. In order to also formulate research questions, there is a significant need for understanding the operating paradigms in as much as this paradigm may precede the research questions. In this study, the primary operating paradigms include; positivism, interpretivism, critical research and constructivism.
Part 2
An analysis of the Four Paradigms and Proposed Research Questions
The term paradigm needs a clear understanding. Hargreaves (1997) insinuates that a paradigm infers to a comprehensive world view, belief systems, or conceptual framework that has the capacity to guide a research and practice within a given field (p.44).
From the lenses of philosophy, a paradigm entails the existing views of the nature or reality (i.e., ontology) whether it is internal or external to the knower; a related perception on the type of knowledge that is generated and the underlying standards that justify this functions (i.e., epistemology); and a disciplined approach through which knowledge is produced (i.e., methodology).The main paradigms in this research study includes;
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Positivist Paradigm;
The concept of positivism bases its theory on the numerical and statistical interactions of a study. The holders of this school of thought make use of the quantitative research methods to gather quantitative data that leads to an increased understanding of the external objectives and realities. Considering the proponents of ontology and epistemology, the positivists pursue approaches aimed at determining the casual links in a study(Helsper, & Eynon, pp. 503–20. 2010).
This clearly indicates a point when English is introduced as an instructional standard.This would mean that English would be viewed as an essential subject that fosters and develops proficient speaking within the learners. The positivists in this line would either support or refute this approach through empirical indications that replicates knowledge. The positivists may, therefore, ask the below-stated research question;
How effectual would an English immersed environment and modification approach as a medium of instruction impact proficiency in learners?
Having determined the research question, the positivists, therefore, take approaches in defining their methodological approaches. It is, therefore, significant to note that the holders of this view align themselves with a quantitative methodology that matches their concepts and objectivity. However, the challenge that is likely to occur is in the fact that the distinction between the qualitative and quantitative research models may prove unhelpful (Helsper, &Eynon, pp. 503–20. 2010).
It is, therefore, significant to mention that the research question establishes a cause and effect approach since it questions the effectiveness of the study. In addition to this, the question also quantifies the proficiency of using English as an instructional medium and compares the pre-policies and post policies of the outcomes.
In order to develop an internal consistency within these paradigms, there is need to consider the fact that some options tend to be congruous and may not be determined through a research methodology as inclined on the paradigmatic position (Helsper, & Eynon, pp. 503–20. 2010).
This therefore gives the positivist an opportunity to make use of the quantitative research approaches that are geared towards the collection of empirical data that are referenced, a factor that points to the need of encapsulating these methodologies with research questions.
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Through a deep understanding of the paradigm and its methodologies, the positivists are in a position to determine the most efficient design framework. Positivism is in this case knitted through a scientific and experimental process that produces statistical data.
In this case, data collected is quantifiable in nature, and using this data gives a comparison and establishes statistical cause and effect (Helsper, & Eynon, pp. 503–20. 2010). The random control trail (RCT) remains one of the essential experimental approaches that are closely tied to the positivistic paradigm since it identifies and determines the impact of an intervention.
The use of the RCT as an experimental tool has been determined to provide credible information on the manner in which these paradigms are effective. However, it is vital to consider the broadness of experimental studies, a factor that calls for the development of research questions that address the proficiency of these paradigms with these requiring regular follow-ups on the students (Open University 2014a).
On the other hand, through the use of a longitudinal study, the size and scope of the study may be similar to that of the experimental approach but differs in its inference and generalizations. The positivists consequently have the capacity to conduct short-termed research approaches as compared to the longitudinal approach that is considered to be long-termed and consumes more time. The combination of these two approaches therefore provides the positivists with the required data in response to their research questions.
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Interpretivist Paradigm;
According to this viewpoint, learning is considered as conceptual. The holders of this view allege that individuals remain the constructors of reality (Open University, 2014a). The environment in which the interpretivists live in is constituted as the origin of beliefs and attitudes. In the formulation of a research question that is in line with their views, the holders of this ideology are likely to take an individual stance. With the concepts of individuality and perceptivity in their perceptions, an interpretivist is likely to ask this as a research question;
How can a student’s self-identity be impacted in a fully immersed second language environment?
It is essential to note that this research question aims to display how the changes involved in this paradigm may influence a learner. The interpretivists are consequently likely to pursue explanations on the orientations that intrigue the development of the distinctive orientations(Open University 2014b).
The formulation of research questions that are ontologically weighed through the lenses of epistemological orientation enables the interpretivist’s paradigm to develop qualitative research approaches through the collection of qualitative data.
It is, therefore, essential to acknowledge the fact that a research question should guide in the development of a research methodology (Open University 2014b).According to the interpretivist view, it is critical to determining the reality of the impact that may be caused on a student’s self-identity as a result of an introduced change. Changes are more likely to occur over a short span of time with this leading to the interpretivist core aim in exploration.
To gather the required data that answers the interpretivist research question, the holders of this school of thought may choose to conduct an ethnographic study since this design framework provides a deeper explanation of the concepts involved or through a longitudinal case study that combines the proponents of these two frameworks in providing accurate individualized data over a period (Open University 2014c).
Through an ethnographic design that is developed through open-ended questions, the interpretivists are in a position to analyze the things that are done and said within different contexts. This clearly indicates that data is collected through an ethnographic frame with the changes in the use of quantitative approach in data collections still considered as credible.
The interpretivists therefore purse approaches of determining self-identities through the use of open-ended interviews coupled with observations that give proof of the intensity in the collection of data (Open University 2014c).
Interviews conducted in this form consequently explore the self-identity of individuals and gives more light into the manner in which these identities are developed through an ethnographic design framework. The interpretivist, therefore, will analyze the data that wholly depends on the rationale for the study.
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Constructivist’s Paradigm;
This paradigm holds that reality is a continual process that is constructed by an individual through interaction and symbols, and also that reality can be shared. Through the eyes of the constructivists, the acquisition of knowledge remains an active process where an individual’s mind is agentive and meaning is negotiated within the social environment (Prensky, pp 1–6. 2001).
The constructivist paradigm upholds the element of talk as vital since meaning and interpretation can only be shared through talk. In accordance with this scenario, the constructivists will agree with the fact that the implementation of an English environment may have an impact on communication between the students will be enhanced in terms of their abilities. However it is crucial to heed that this may also result in the prevention of the necessary development processes that may promote the students understanding.
Familiarization with this new language and other environmental factors over a period of time may also have an impact on an individual’s life. With this, it is essential to note that the constructivist may develop such a research question;
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To what degree and depth will the confidence of the students and their contributions to learning be impacted by changing the medium of learning from German to English?
The qualitative approach of data collection is an instrument that is associated with constructivism. It is, therefore, important to mention that while carrying out a constructivist oriented research, it is essential to utilize a mixed approach of research (Prensky, pp 1–6. 2001). Before choosing an appropriate research and data collection methods, the constructivists need to determine the data requirements that will address the objectives of the research and its questions.
Also, a factor to consider is the opinions and interactions of students since these remains beneficial in disclosing the changes and initiating an understanding of how the changes impact the students
To gather the required data in addressing the research questions, the holders of this view may resort to a longitudinal case study approach. This approach allows the research to be conducted over a period of time giving the constructivist the opportunity to track changes (Prensky, pp 1–6. 2001). Investigations can consequently be conducted through case studies through the inclusion of a real-life experience that may be incorporated through the designed framework.
Upon the selection of an appropriate design framework, there is need as determined by constructivism in taking cognizance of data collection approaches that takes the opinions and perceptions of the respondents based on their individual experiences. The use of semi-structured and qualitative approaches of research is in this case considered as essential in aiding the collection of data.
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Critical Research Paradigm;
This paradigm elevates the social elements of change through a research approach that reviews the greater social context.Critical research approaches in this case need to be designed in an ontological manner that are centered on realities developed through other forces that are subjected on the element of change. Knowledge and reality in light of epistemology are tied together through an interactive process that may be challenging in separating (Shawer, pp. 333–59.2010).
A critical research therefore pursues avenues of exposing the inequalities and divisions caused socially with the view that by changing and challenging the social contexts, the inequalities and divisions will be mitigated. In this context, critical research needs to consider the changes that occur in policies and the manner in which impacts non-English speaking tutors.
Even though this paradigm aims at developing and advancing proficiency, the marginalization of those who are not proficient in English is likely to occur as a result of the developed policies. Researches may therefore consider asking the questions listed below:
How will the teachers who lack proficiency in speaking English be impacted by these changes in policy?
In consideration of the fact that the theoretical considerations are in this case constituted and the research questions also framed, researchers only need to choose an approach aimed at conducting the study. Sources determine that there is need to take cognizance of the value of study and avoid the element of subjectivity and duality (Shawer, pp. 333–59.2010).
The qualitative approach remains the most preferred methodological approach in conducting such a study since the voices of the marginalized individuals also play a significant role.
The interpretation of research whether it is qualitative or quantitative relies upon the researches clarity in the theoretical stances that are developed with the aim of guiding the research methodologies and data collection an interpretation approaches. In voicing out issues, it is therefore essential to make use of the qualitative and quantitative research approaches that shared the same characteristics with the action research considering that the perceptions of the researchers are directed towards the belief that knowledge is a social construct.
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Part 3
Differences in Positions Held
When research questions are tackled from a different angle, it is noticeable that there are ontological and epistemological bearings that are pegged with these studies. This therefore determines that the problem and develops a research approach that collects data and analysis’s with the aim of establishing a solution to this (Hargreaves, pp. 3-17. 2007).Ontology in relation to this has the capacity to question what is available for a study.
In line with the views of the positivists, a research study remains an external objective reality where evidence is empirically collected by observations made and experimentations. The positiviststake consideration of the statistical relationships and casual connections that exist in the manner in which human behavior is defined as a quantifiable variable.
On the other hand, the perception that an individual’s behavior remains stable across different contexts is however disputed by the interpretivist since this remains the study of the external realities. The interpretivist position believes that reality is an individually constructed concept that is primarily based on apersonalized analysis of a situation(Hargreaves,pp. 3-17. 2007). The interpretivist criticizes the positivists for neglecting the elements of interpreting individuals and refutes the allegations that casual effects are considered linear.
In order to understand the aspect of behavior in the lenses of the interpretivists view, there is a need to take consideration of how sense is derived out of the world. In this case, differences are likely to be seen between the positivist approach and their orientation with the interpretivists in the manner in which reality is developed, a factor that leads to apt reality (Open University 2014a).
However, researchers tent to reject the positivist approach on objectivity and neutrality. These researches consequently argue against an interpretivists view since these views are developed on social elements that fail to understand the behaviors and interactions of human beings.
The constructionist share insights with the critical researcher’s ontological views that perceive reality as a component that is greater than an individual, but the constructivist believe that reality can only be shaped through a process of communication. The constructivist also has variable views that differ from that of the positivist’s ontological stance(Open University 2014a). According to the holders of this paradigm, the reality is not objective but subjective and only depends upon the shared meaning.
In as much as the constructivists do not agree with the fact that different interpretations can be developed in line with this same phenomenon’s, they share the same notion with the interpretivist. In addition to this, the positivists believe that reality can only be understood in light of a procedural approach that includes objectivity a factor that implies that the phenomenon is uniform and measurable across different contexts (Open University 2014b).
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According to the positivists, there is a distinction between objects and subjects that grant a value-free research that are transparent and free from fallacies. On the other hand, the interpretivists stick to their views that perceive the element of value as inherent within a research process. However, research tends to lie on the interpretivists since it acknowledges that value tends to be present when a researcher is neutral (Open University 2014b).
Critical researchers therefore dig deep in viewing change and empowerment as an approach directed towards critiquing the interpretivists, with this considered to lack credibility is some areas. Constructivists in line with this believe that reality remains a shared construct developed through interaction. Here, meaning is developed through a social process on an agentive mind with the ontological and epistemological orientations having the capacity to approaches of conceptualizing and addressing issues.
The polarization of research methods therefore takes precedence in two approaches that incorporate the qualitative and quantitative approaches that are aligned towards particular paradigms (Open University 2014c). Positivism centrally relies upon the integration of qualitative data while the interpretivist and the constructivists hugely focus on qualitative methods in the collection of data.
The qualitative and quantitative research methods in line with these paradigms has been critiqued by several schools of thought that believe that all research studies are designed under the directives of the qualitative and quantitative methods of research and that combining both this methods can be beneficial (Open University 2014d).
Tied to the quantitative-qualitative dichotomy is an objective-subjective methodology that believes the qualitative approach to data collection produces objective data that is free from biases whereas the quantitative method in inherently subjective and can be contextualized.
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Researchers who use the qualitative approach are therefore bound to make subjective decisions during the synthesis of data. These can determine the neutrality of the research approach that is prevalent when learning approaches may be hard to achieve (Stylianou, et.al). The researchers who incline towards the positivist side view the aspect of neutrality as theoretical assumptions presented in a methodological approach.
An experimental model in this case determines the viability of an educational intervention and its effectiveness and depicts the use of a randomized control trail as an element in accomplishing this study. Through a well formulated and structured RCT the holders of this ideology can establish some of the casual ties that related to this study.
Torgerson (2009) recognizes the need to employ this approach in a complex scenario however; he overlooks the errors that are likely to occur through this approach (Torgerson, 2009). It is therefore important to mention that a randomized allocation of a subject is a significant factor and without it, researchers are bound to experience biases that may invalidate an experiment.
The aspects of scale and scope also remain significant factors to mention. Torgerson (2009) suggests that there are quantitative limitations to experimental designs and asserting that a qualitative study remains an important research method.
Blatchford (2010) alleges that a momentous study comes from the avoidance of polarization of the qualitative and quantitative methods. This clearly indicates that the differences that a research holds can be conducted through the use of an alternative approach that aims at increasing the pedagogical validity of the findings thus aligning this proponent to the constructivist orientation.
A longitudinal study that is used as a design frame and is mainly aligned with the positivistic paradigm is mixed with other design methods that operate under various paradigms. These studies according to studies are considerably large and can only be implemented over duration of time, a factor that makes them more prevalent in the production of generalized views.
Similar to experimental designs, the longitudinal method uses a randomized approach to selecting participants. Randomization in this aspect is not initiated to castigate the differences between the participants but to produce a sample that represents the population as opposed to the RCT method
The use of both the qualitative and quantitative approaches intrigues the aspect of including an investigation to ascertain the responses to the research questions and whether they have meaning (Gage, pp. 4-10. 2009). However, it is significant to underline the positivists in many instances are only concerned the validity of data and its replicability, aspects that are not in any way associated with the qualitative methodology.
The interpretivist and the constructivist views in this case would both conduct a research approach that unveils the opinions and perspectives of the outcomes over time duration.
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In a case study design frame, it is imperative to understand that the researchers have the capacity to conduct a study and discover the authenticities of life since the functions of these design frames are based on an individual or at times they are combined with other design frames. This approach shares its similarities with ethnography in as much as the two design frames may differ in their implementation (Hammersley, pp. 3-14. 2006).
Case studies enable the researchers to be placed as observers whereas in ethnography the researcher is viewed as a participant. Considering the proponents of ontology and epistemology, the positivists pursue approaches aimed at determining the casual links in as study (Helsper, & Eynon, pp. 503–20. 2010).
This clearly indicates a point when English is introduced as an instructional standard. This would mean that English would be viewed as an essential subject that fosters and develops proficient speaking within the learners. The positivists in this line would either support or refute this approach through empirical indications that replicates knowledge.
The positivists may, therefore, ask the below-stated research question;Critical researcher paradigm pursues approaches of exposing the inequalities that exist within a social environment by revitalizing change. In as much as case studies and ethnographies allows critical researcher to explore the voices of different individual within the society, an action research would only align its functions in challenging social practices (Hammersley, pp. 3-14. 2006).
An action research explicitly rejects a value-free research objective and expanding on this, it also rejects positivism. However, an action research is weaved to the interpretivism paradigm a factor that initiates the efforts of critical studies, a factor that contrasts the difference in the mentioned design frames.
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Part 4
Through this study, it is essential to ascertain that the discussions have mainly concentrated on how the paradigmatic positions have the capacity to shape the decisions and choices of individuals (Livingstone, pp. 207-231.2010). These positions can also determine the manner, in which a problem is viewed, how research questions are formulated, including the methodological approaches, the design of a time frame, the procedures for gathering data and the analysis of the collected data as determined by the research rationale.
This process is, therefore, cumulative with this point now focusing on my opinions and views in regards to the analysis of the differences between the four paradigms. In line with this, it is important to note that I am aligned substantially to the constructivist paradigm.
I have discovered that I immensely relate to the ontological ideology that believes that reality is a socially constructed approach. The ideas behind the agentive minds that purport that an individual may be active within the process of construction revolve around the wealth of knowledge I have acquired within the sector of education. As indicated in the constructivist concept within the field of education, the aspect of interaction plays a significant role in creating an in-depth understanding of a problem and growing the levels of knowledge.
This approach remains one of the essential elements I am pursuing in my classroom environment. According to the constructivists and the interpretivism, there are certain ontological similarities that the two methods face. Both of these ideologies centrally focus on individuals, a characteristic that I wholly disagree with.
Considering the fact that I have gained a lot of knowledge through the duties I have performed in different social environments and cultures, the attention that this paradigm gives an individual was not well received within my own ontological and epistemological orientations. Basing the fact from my own theoretical analysis, I find constructivism an important element since it refutes on the factors that make the research methodology dichotomous aspect and allows research to develop from the roots of investigating a problem.
Hodkinson and Macleod (2010) allege that research methods have various weaknesses and strengths, and those researchers need to determine the appropriate methods that have the capacity to address the research questions. A closer focus on these paradigms clearly revealed to me that the positivistic paradigm structured its research approaches through a quantitative approach focusing on receiving an empirical data. Due to this factor it is essential to note that the end results of the study only gave a generalized and a replicable outcome.
It is, therefore, necessary to detail that these approaches appeared to derive the complexities of a learning approach and the individualism that is presented by this approaches. In my view, positivism mitigates the efforts of a research approach by conforming to an already structured method of research. In addition to this, positivism also differs with my knowledge on how quantitative data is gathered.
To complete the wider picture, the idea that qualitative methods and data can be integrated would be an important element in a research study. I also agree with on the characteristics of critical research that include the ontological and epistemological elements. This is under the consideration of the fact thatthey make the pursuit of social knowledge and change ideal within the context of neutrality and objectivity.
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Conclusion
Research evidence that is developed to inform education practice remains an important element that can be acquired from different sources. The variability in the structure of research and design through which evidence are obtained is exhaustive. Through an analysis into the paradigms provided in this paper, it was determined that research plays a central role in understanding their functions (Lather, pp. 63–84. 2008).
In other words, there is no research paradigm that is superior since each has a specific purpose in providing a distinct approach in which knowledge is acquired and dispensed. This clearly depicts the need for educational researches geared towards providing an understanding of the key theoretical and methodological perspectives. The outcomes of this research studies should, therefore, empower and envisage new practices and policies that have the capacity to meet the current emerging needs of education.
References
Gage, N.L. 2009 ‘The Paradigm Wars and Their Aftermath: A ‘Historical’ Sketch of Research on Teaching since 1989′, Educational Researcher, vol. 18, no. 7, pp. 4-10 [Online] Stable URL: http://www.jstor.org/stable/1177163.
Hammersley, M. 2006 ‘Ethnography: problems and prospects’, Ethnography and Education, 1:1, 3-14, DOI: 10.1080/17457820500512697 [Online]. Available at http://dx.doi.org/10.1080/17457820500512697
Hargreaves, D. 2007 ‘Teaching as a research-based profession: Possibilities and prospects.’ in Martyn Hammersley (ed.) Educational Research and Evidence-Based Practice, London, Sage, pp. 3-17
Hargreaves, E. 1997 ‘The diploma disease in Egypt: Learning, teaching, and the monster of the secondary leaving certificate.’ Assessment in Education 4, no. 1:161-76.
Helsper, E.J. and Eynon, R. 2010 ‘Digital natives: where is the evidence?’, British Educational Research Journal, vol. 36, no. 3, pp. 503–20.
Hodkinson, P. and Macleod, F. 2010 ‘Contrasting concepts of learning and contrasting research methodologies: affinities and biases, British Educational Research Journal, vol. 36, no. 2, pp. 173–89. DOI: 10.1080/01411920902780964
Lather, P. 2008 ‘Issues of validity in openly ideological research: between a rock and a soft place’, Interchange, vol. 17, no. 4, pp. 63–84.
Livingstone, D.W. 2010 ‘Job requirements and workers’ learning: formal gaps, informal closure, systemic limits’, Journal of Education and Work, 23:3, 207-231, DOI: 10.1080/13639081003785732 [Online]. Available at http://dx.doi.org/10.1080/13639081003785732
Open University 2014 E891 Study Guide 2.5 Constructionism and post-structualist theories; Comparing Constructionist Theories,
Open University 2014a E891 Study Guide 2.3 Scientific Theory and the positivist Paradigm
Open University 2014b E891 Study Guide 2.5 Constructionism and post-structualist theories; Theoretical positions within Constructionism,
Open University 2014c E891 Study Guide 2.5 Constructionism and post-structualist theories,
Open University 2014d E891 Study Guide 3.2Working within Research frames; Asking questions in interviews,
Prensky, M. 2001 ‘Digital natives, digital immigrants.Part 1’, On the Horizon, 9(5), 1–6.
Shawer, S. 2010 ‘Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change’, Curriculum Journal, vol. 21, no.3, pp. 333–59.
Shawer, S. 2010 ‘Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change’, Curriculum Journal, vol. 21, no.3, pp. 333–59.
Sheehy, K. 2009‘Teaching word recognition to children with severe learning difficulties: an exploratory comparison of teaching methods’, Educational Research, 51:3, 379-391, DOI: 10.1080/00131880903156955 [Online]. Available at http://dx.doi.org/10.1080/00131880903156955
Stylianou, Vasso; Savva, Andreas; Vraka, Maria &Serghiou, Andreas 2004: ‘Information and Communication Technology: First-Aid to the Private Tutoring Problem?’.Proceedings of the Sixth International Conference on Computer-Based Learning in Science. Nicosia: University of Cyprus, pp.334- 343.
Torgerson, C.J. (2009) ‘Randomized controlled trials in education research: a case study of an individually randomized pragmatic trial’, Education 3-13: International Journal of Primary, Elementary and Early Years Education, 37:4, 313-321, DOI: 10.1080/03004270903099918 [Online]. Available at http://dx.doi.org/10.1080/03004270903099918 (Accessed 24th February 2014).
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Sexual Education
Idea for evidence based project
My project will be on a systemic review on the effectiveness of sexual education in enhancing knowledge among teenagers, encouraging safe sex practices, and decreasing the incidence of STIs. This is an important project in the field of healthcare because it has been proven that one out of five adolescents will have sex before they are 15 years old and most of those who continue being sexually active rarely use condoms consistently. This exposes themselves to STIs and unwanted pregnancies.
Moreover, what interested me into conducting this project is the sad revelation that more than half of all new HIV patients acquire the HIV virus through unprotected sexual intercourse before they attain the age of 25 years (CDC, 2012). In addition, research by Boonstra (2015) reported that approximately 85,000 teens in the U.S experience pregnancies. It is for these reasons that I chose this project of sexual education which will not only safeguard teenagers from STIs but also from teenage pregnancy that is acquired through unprotected sex.
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Evidence Based or Research Based
This project will be an Evidence Based Project and not a research project because it will rely entirely on systematic review of several peer review sources on the effectiveness of sexual education. A number of scholars have conducted research on this subject and documented their findings which will be essential in my project.
Description of Project Issue
My project will be on sexual education with an aim of filling the gap revealed by studies that majority of teenagers lack adequate knowledge about their sexual behavior and they therefore fail to make responsible decisions leaving them vulnerable to STIs, coercion as well as unintended pregnancy. Most adolescents turn to their families and schools for reliable information. Therefore, my project will aim at support parents and schools for them to do a good job in encouraging the teens to engage in safe sexual practices.
The project will emphasize on provision of detailed whole-school sexual education that will offer accurate and consistent information to young people from an early age. According to Duflo, Dupas & Kremer, (2014), teenagers exercise good behavior when they make good decisions on their sexual health. Furthermore, the project will encourage maintenance of a shared partnership approach between parents, schools, and the local community so that accurate evidence-based sexual education is available for teenagers.
Some of the objectives that this study will aim to attain include; encouraging abstinence, promoting safe sex practices such as the use of condoms for sexually active adolescents, discourage several sexual partners, sensitize teens on the significance of early documentation and management of STIs, and teach the teens crucial sexual communication knowledge, which will be operative in keeping them free from STIs as well as safe from unwanted pregnancies.
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Relevancy to specialization
This project is at the core of my practice. As healthcare practitioners, we are charged with the responsibility coming up with effective strategies for advising and counseling the general on important health practices (Boonstra, 2015). It has been proven that most young people do not receive adequate education on crucial health topics such as sex and sex-related issues (Tolli, 2012). As a result, they end up acquiring this information from other people and platforms such as the mass media which in most cases are misleading.
For instance, teenagers are exposed to several messages about sexuality which they present through highly communicative and fancy styles just to sell their products but not to equip young people with relevant education on health promotion. With such a project, I will be in a better position to introduce new interventions that will counter what young people have been fed by the media and let them know what their parents or teachers might have failed to educate them. It is our role as clinicians to ensure that high health practices are maintained in the society.
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Centers for Disease Control and Prevention (CDC. (2012). HIV, other STD, and pregnancy prevention education in public secondary schools–45 states, 2008-2010. Morbidity and mortality weekly report, 61(13), 222.
Tolli, M. V. (2012). Effectiveness of peer education interventions for HIV prevention, adolescent pregnancy prevention and sexual health promotion for young people: a systematic review of European studies. Health Education Research, 27(5), 904-913
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Higher Education System in the UK and the US
Introduction
Education systems in the United States and in the United Kingdom have certain differences and similarities. The similarities and differences can be traced when tertiary education is examined. The goal of any institution of higher learning is to produce excellent and brilliant scholars who would transform the societies. Lindberg (2009, p.345) argues both education systems foster quality.
Education facilities of both countries are superficial to facilitate learning. The other notable similarity between the two countries is that their institutions of higher learning promote intellectualism and academic freedom. However, notable differences are observed between the education systems of the countries.
One of the differences occurs in terms of the time taken to graduate from the institutions of higher learning. In the United Kingdom, a bachelor degree mostly takes a period of 3 years, except in Scotland where it takes 4years. In the United States, the period to acquire a bachelor degree can take 4years. However, both systems share a similarity in that a graduate can go for the PhD program after coming out of the undergraduate level (Lewis, Lyons, Jarvis & Baillargeon 2015, p.14).
Nevertheless, in the United Kingdom, it is encouraged for one to take master before proceeding to PhD. Still on the same line, courses of study usually consume shorter period in the United Kingdom than in the United States. This is apparent because education system in the United Kingdom is more focused than that of the United States.
University organization
Universities in the United Kingdom usually have colleges that are oriented toward a particular subject matter. Each college establishes some sense of autonomy from the mainstream. However, in the United States, students apply to the central university admission unit. In the United Kingdom, the student applies directly to the college of the unit/subject of study (Loeber & Higson 2009, p.513).
Therefore, a scenario that is drawn is that students know what to study before applying. In the US, the student is not aware of the subject before applying for it. A student is introduced to many units for the first and second years. From here, the student is supposed to declare a major. For instance, a student pursuing Bachelor of Arts in the United States must experience a number of related majors.
Observably, a student is supposed to take classes outside the majors that are known as ‘electives’ (Moodie 2015, p.5). Therefore, it can be declared that in the United States the general emphasis of higher education majorly focus on gaining knowledge from a variety of varied subjects. However, in the United Kingdom, the focus changes since acquisition of knowledge is focused through understanding of the selected subject.
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Grades and homework
Since education system in the United States requires one to attend to various majors, other assignments are needed to compliment the weekly readings. The additional assignments include oral presentations, writing projects, and writing research articles (Pickard 2014, p.6). The additional assignments are done throughout the course. However, this situation is not experienced in the United States since most universities and colleges are lecture-grounded.
The students are subjected to infrequent assignments throughout the semester. In another dimension, the entire grade may be based on one ultimate test (Proper 2009, p.150) However, in the United States, the final test does not account much of the grades. In fact, it makes up only a percentage (30) of the total grade. In emphasis, the final grade is based on the performance on the number of assignments done during the course.
Cost of education
The cost of education in the United States is relatively higher. It is the role of the institution in the US to dictate the tuition fees for students. However, in the United Kingdom, the cost of tertiary education is a bit cheaper. The UK government sets the limit for tuition fee, which is followed by the latter by each individual school. In simpler terms, the US government has comparatively low control over what the institutions of higher learning charge.
The government soles differentiates between out-of-state and in-state tuition fees (Silver 2009, p.8). There is the presence of a third party lender when funding the institutions of higher learning in the United States. The United Kingdom government subsidizes funding of student tuition fees. This makes the tuition fee to become cheaper in this education setting. In social matters, the education program in the United States does not include the concepts of social life such as athletic scholarships. In the United Kingdom, athletic scholarships are available to include social phenomena in the education system.
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Conclusion
Based on the above comparison, it can be said that learning in the universities in the United States is preferable. There are many differences in the two educational systems than similarities. This is because the education system facilitates serious learning. The consistent assignments throughout the course ensure that the students get a comprehensive understanding of the concepts. Quality in this case can be mirrored through the time taken to finish the course.
Lindberg, ME 2009, ‘Student and early career mobility patterns among highly educated people in Germany, Finland, Italy, and the United Kingdom’, Higher Education, 58, 3, pp. 339-358, Academic Search Premier, EBSCOhost, viewed 28 March 2016.
Moodie, G 2015 , ‘How Different Are Higher Education Institutions in the UK, US and Australia? The Significance of Government Involvement’, Higher Education Quarterly, 69, 1, pp. 3-36, Academic Search Premier, EBSCOhost, viewed 28 March 2016.
Pickard, S 2014. Higher education in the UK and the US: converging university models in a global academic world? Leiden, Brill.
Proper, E 2009, ‘Bringing educational fundraising back to Great Britain: A comparison with the United States’, Journal Of Higher Education Policy & Management, 31, 2, pp. 149-159, Business Source Complete, EBSCOhost, viewed 28 March 2016.
Silver, H 2009, ‘Martin Trow on British higher education’, Studies In Higher Education, 34, 7, pp. 751-763, Professional Development Collection, EBSCOhost, viewed 28 March 2016.
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Reasons for carrying out research on impact of student intern engagement on the operations of an organization
The research question is the impact of student intern engagement on the operations of an organization. The reason why I choose to research on it is the fact that most supervisors complain that they do not feel the impact of engaging interns in their organizations. After theoretical studies, students get attached to an organization to take have practical experience before taking on real jobs. However, interns influence a firm’s productivity differently thus the research was intended to find out how part-time, temporary, and paid interns affect the production of an organization so that managers can provide terms and conditions that will motivate the interns to be highly productive.
What I did to carry out the research
First of all, I reviewed works done by other researches on the particular topic in order to find a gap and improve their studies. Since little research has been carried out on intern engagement, I decided to find a solution to the research question by engaging managers and interns through one on one interview and questionnaires. Apart from the managers, the other respondents had prior intern experience which they used to answer the questions. The questions explored the different aspects of intern engagement and the respondents had either been part-time, temporal, paid, or a combination. The responses formed the basis of concluding the research question.
Result of the research
After a thorough literature review and data collection through interviews and questionnaires, I found out that the different levels of intern engagement influence the productivity of the interns in organizations. One of the findings is that paid interns tend to be more productive than the unpaid interns. When there is monetary compensation, interns are motivated to work hard and also have peace of mind since they can take care of their personal financial needs.
Monetary compensation and peace of mind motivates them to give their best to the organization and thus end up increasing the productivity of the organization. On the other hand, unpaid interns are not motivated and only try to finish up the assigned tasks so that they can be given a positive recommendation letter.
Additionally, I found out that part-time interns are more productive compared to the temporal interns since the part-time interns have few hours to work at the organization thus do their best so that their work can sell them to the managers and be retained after the internship. The temporal interns tend to feel comfortable at the place of work since they mingle with the other employees and only work on given tasks instead and do not put extra effort. Overall, paid and part-time interns are the most productive in an organization. If organizations paid their interns and utilized more of the part-time interns, they would have an increase in productivity.
How the research changed my thinking on the topic
Prior to doing the research, I thought that intern’s productivity in organizations is the same and they normally work hard so that they can be retained irrespective of working conditions. However, while carrying out the interviews I realized that majority of people consider the conditions given by a firm for engagement and organizations that offer monetary compensation are the most sought after. The common belief that interns only need a positive recommendation and do not mind about the working conditions is not the case anymore but working conditions and motivation play a key role in the engagement process.
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How the research changed me as a researcher
I have gained confidence after interactions with different stakeholders during the research process. As a researcher, I realized that people have different views and perceptions about a certain topic or situation thus it’s important to involve many data samples in order to get a complete analysis of the research question.
Originality of my thesis and what I did before doing the dissertation
My thesis is original since I used real life situations and samples to conduct the research instead of relying on the already published works. I identified a problem as far as intern engagement is concerned and that formed the basis of my thesis. Before writing the dissertation, I read books and articles concerning internship engagement, I then wrote a draft of literature review as a guide on the questions I would ask during interviews and in the questionnaires to avoid duplication of previous research, I identified the methods to use to collect data, then carried out the research. It was after successful research that I wrote the dissertation since I then had all the needed information.
Practical and theoretical implications of my research
The findings of the research can be utilized by managers that take up interns in their organizations. Firms that want interns to contribute productively to their operations should consider monetary compensation so that the interns are more motivated. Also, more supervision and encouragement should be given to the temporal interns while part-time interns should be given the most productive sections of the firms operations since they normally give their best. Theoretically, the research forms a foundation for future research where it can be based on specific industrial sectors instead of generalizing it.
Reasons for not answering vocally during the first VIVA interview
Though I have improved my confidence after the research, I find presenting my ideas in writing simpler than oral communication. It’s easier to write than communicate amiably in English but I am in the process of engaging myself with people and situations that will enable me improve on my oral communication.
Carrying out the research helped me to view internship engagement in a different perspective and I realized that motivation is essential in ensuring there is productivity of interns in the organizations. Future research should be carried out in different industrial sectors since my research was general and assumed all sectors offer the same internship environment.
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Tablets for Quality Education
Abstract
The department of education has decided to set aside funds for financial start-ups for chartered schools. These funds would be crucial for the implementation of system where students use pads for their daily learning activities. A tablet is a machine whose features are greatly advanced to meet those of a computer and are easy to transport or move with. They help in making work easier and they will be effective in the school because students are now finding books bulky either in transportation or in travelling with them.
Tablets give students opportunities to travel with their work and safely keeping it in case it is needed for reference. This paper deliberates on how funds from the department of education can be accessed and used to effectively boost the grades of capable students without remediation.
Introduction
A request for qualification should be sent to the education department with an attachment for the potential of the institution with the money. This study in important to people who run non-performing institution and have recently acquired funds to be used towards student development. The paper will assist institutional managers with a solution on how the funds acquired can be used to promote student grades. Schools have many capable students who fail in their exams because they lack the resources to be used in their studies.
These students either fail because of lack of commitment to their studies or fail to get enough access to resources that can boost their learning. With the funds gotten from the department of education, the students will have a platform to enhance their learning skills and teachers will be awarded the opportunity to enhance their teaching skills (Hattie, 2009).
The primary goal, therefore, is to implement the use of tablets for all students regardless of their grade. The introduction of these devises will help make both teaching and learning easier. The major problem in learning institutions is the lack of sufficient funds that can be exerted to help boost the learning conditions. A change in the teaching strategies should occur to do away with the old teaching habits, which even after being applied are leading to low performance among students.
The major purpose of this study is to provide teachers or institutions in general with an idea of what they can do with funds that they get to enhance performance among students. At the same time, it tries to figure out how tablets can be incorporated in the education sector to boost performance among students thus eliminating low grades in the school system.
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Literature review
According to the European Schoolnet Academy, tablets are affordable, simple, have potable speed and are because of the wide variety of applications they have are greatly gaining recognition in European schools with most teachers already experimenting with them (Scimeca et al., 2009). The organization goes ahead to claim that institutions that have already started using tablets have registered a raise in their mean grades.
This is a positive issue for the purpose of this study in that it asses other areas that are already implementing this type of teaching and gives a positive report on the implementation of these devices. The firm also alleges that with the upcoming generation better teaching methods will have to be introduced as the generation prefers tablets to books. The main goal behind the introduction of the devises is because most students were complaining of having to carry large books home and the stress of borrowing books from the library.
Students complained that they were not being given adequate time with the books that they had borrowed from the library. This gave the institutions a challenge because providing test books for all the students seemed costly. The management of these organization preferred tablets to administer education because it simplified teaching and learning.
The BBC also argues that 70% of schools in Europe have implemented this style of learning although it has not provided evidence for the improvement of students using the devices. According to a study that they did most students admitted carried their devices to bed in order to continue with their social media conversations.
The institutions are relying on the tradition that has been adapted by the young students to effectively administer learning. One a student has carried the device to bed they can even go through their assignments before retiring to sleep. This is good as they carry knowledge to their beds and can learn or remind themselves a thing or two before sleeping which will on the other hand boost their performance.
Ethical issues
Certain issue may arise in the course of the study and may interfere with the research. For example, teachers are against the implementation of this type of learning claiming that it gives students the opportunity to become lazy. Some are claiming that the old teaching methods have always been successful to serious students while others are claiming that it would be unfair to the poor kids. This is very genuine concern because children who originate from poor families might have the challenge of purchasing these devices. The funds that will be acquired will ensure that the children are provided with free tablets upon registering at the institution.
The tablet has many applications, which the younger generation is quite conversant with. This will also provide a challenge as teachers will have to be trained to effectively use the devices. Another challenge comes up in the applications that the tablet has many of the teaching staff are concerned that the devices will promote other kind of material in classes. For example with the help of the tablet students can send text messages to each other during class session. Other student might start playing games on their devices while the teacher is teaching. This is an essential concern but the devices will be customized for educational purposes only.
Type of data collected
The study is relying on qualitative data from all the concerned parties. This type of data was chosen because it is easy to analyze and can be done by even non-professionals but it is advisable to get professional for this type of study as one cannot rely on incompetence. The data collected will be critically analyzed with the sole purpose of identifying the exact department that will be allowed access to these privileges as not all subjects can utilize the tablet.
Participation methods for the interviewees will be simple in that they will be required to answer questions that will be in form of interviews and questionnaires. Getting feedback from all the parties is essential towards development. The interviewees might offer other solutions that may not include remediation. Remediation is effective where applied with extreme caution because it can also lead to non-performance among students.
Answers retrieved form the teachers are essential for student development as it is teachers who know the needs of the students. Data from the parent is also essential because it will determine if the students are allowed to carry the devices home. Parents who are objected to poverty might feel the need to sell the devices to provide for their children so interviewing the parents is important to ensure that the institution does not waste the funds provided.
The students also play a significant role in the implementation of this program. Nowadays children are very conversant with electronics and have knowledge that their teachers have no knowledge these devices. Thus, getting their feedback is essential because it will determine the type of applications to block on the tablets to ensure that they have maximum concentration in class without the interference of any software or application that might distract them.
Data collection methods and their limitations
The most suitable type of data collection for the purpose of this study would be interviews and administration of questionnaires. Interviews would be conducted on all those who are involved that is teachers, students and the parents to assess the advantages and disadvantages that this type of teaching would have. Data collection would be important to understand the type of attitude all of the above mentioned have towards this method of learning.
The interviews will only apply to teachers and parents because they are the ones who know how their children behave and can give answers that are more accurate. It will also be advantageous because information from both sides will be achieved and the concerns that both parties have will also be addressed.
The questionnaires would be handed out to students to fill them. The main reason behind administering questionnaires to students is that students have the capability of lying if it is towards their benefits. Giving them questionnaires will limit their answers and only important questions will be asked. The form of answering the questions will be yes/no with a little space provided on the paper where students will offer additional information.
The data collection methods will be used to try to know the areas that are most affecting the students and the solutions they think should be applied. Parents and teachers know the strongholds of their students and they will offer the information through interviews. Several days will be set aside to ensure that the data collected in sufficient and truthful.
These types of data collection come with their own limitations for example during interviews parents can offer false information to protect their children. Poor interviewing skills may get insufficient information/data that cannot be used in the study. Badly answered questionnaires will also be a challenge in that the data collected may be incomplete hence becoming of no importance to the study. The questionnaires will have clear and simple questions that are expected to be truthfully answered by students. Because students will never say no to such a proposal (learning through tablets), it is important that professional skills are applied in the data collection.
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Data analysis
Professionals, to avoid confusion and incomplete analysis, will do analysis of the data provided. The participants of the analysis will be required to gather in a room to give their final report and each member must participate. The analysis will be directed towards understanding the context of the matter. This is where the political, social and economic issues regarding the matter will be retrieved.
It will cover other environmental and organizational factors that influence education and affect the implementation of the devices. Understanding people is fundamental to gain their experiences with tablets and the type of impact that they had on their lives. Previous experiences will be helpful in that the effects of the devices will be known and also ideas will be gathered on the best ways to implement them.
The best way of analyzing information collected form interviews is looking at all the answers and marking the most common ones. Using this type of data analysis is very effective in that the most common answers, which are, probably the correct answers will achieved. This will be very useful towards understanding the effectiveness of the study and to gauge whether it can be used for educational purposes.
Understanding the interaction of the participant is very important because it offers a view of how the system will be and whether it will be a success or a failure. The primary reason for choosing the data analysis methods is that they provide accurate answers if properly conducted and it is also simple compared to quantitative method which requires a lot of calculations
Another reason for choosing this type of data analysis is that it is broad and flexible. For example if something was left out there is the option of adding it to the final results without the need of conducting the whole investigation again. Quantitative method of data collection and analysis can have its disadvantages, in that: if something has been left out the calculations have to be started again afresh to incorporate the forgotten data/information.
The answers from the questionnaires will analyzed in a different manner for the interview answers this is because they contain simple yes/no questions with a space of providing additional information. The questions that receive ‘yes’ answers will be put against those with those answered ‘no’. Doing this will give a clear view of which was the dominant side and the in the implementation of the program the winning side will be awarded more priority.
Significance of study in research
The study will be beneficial to those interested in introducing tablets to the education system. The forms of data collection provided in the paper will be of significance importance to researchers as they will be aware of the most effective method of data collection during this type of research. It will also be suitable for teachers who want to know how to go about such type of research and the advantages that are associated with it. Parents can also use it to try to understand how tablets can be implemented in the learning system and the advantages that are associated with it.
Other institutions can also adapt it in the implementation of tablets in school programs. The department of education can also recommend this type of data collection and analysis to schools that want to adapt tablets or rather they can be recommended to use this study in their implementation of the program.
Conclusion
It is important to note that lack of tablets in institutions is not the only contributor to poor grades, and, that there are other factors that need to be looked and implemented to ensure top performance among students. Tablets will however boost student teacher relations because unlike a book, which has to be shared among several students. This is supported by the fact that each student will own a tablet so the teacher can concentrate on performance from an individual level.
Work will also be made easier because no paper work will be required in that upon completion of an assignment the student will send it via email to the teacher who will mark and respond via email. This will also help the institution to reduce on its expenditure and the funds used to acquire papers will be directed towards other duties that are of much importance. Students will benefit a great deal since they can get access to all the books that are in the library on their tablets free of charge. The institution will make sure that they are customized to include all the textbooks that are available in the library. The tablets will also offer additional sources of information for the students because of the availability of the internet.
Reference
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Role of Media in Influencing Decision-Making in P-20 Education
The Role of Media in Influencing Decision-Making in P-20 Education
Research Question
What is the role of media in influencing decision-Making in P-20 Education?
Rationale
The media, especially television, video, and social media, are often viewed negatively in the education sector. In early childhood and K-12 models of education and in more conservative environments, children are even discouraged from exposure to media such as video and social media, which are considered bad influence over learners. In such surroundings and circumstances, it is perceived that media can only affect education in a negative way.
However, this negative perception about the influence of media on education is fast changing in many settings, institutions, and jurisdictions as more studies unearth the real nature of the correlations between media and learning or education (Jabbar et al., 2014). In recent times, it has become more apparent that media not only affect learners but also decision makers and policymakers in educational institutions.
Decision-making is core to the success of all educational concepts, models, systems and institutions. Given the fundamental influence and role of media in modern educational systems, the media, most likely, influence the people and processes in learning institutions in several ways (Galway & Sheppard, 2015). Thus, the proposed study is justifiable in several ways. First, the study may enable P-20 education stakeholders to establish whether media is a core external force that affects their decision making, thus influencing P-20 education’s relevance and competitiveness in the education sector and in economic circles.
Second, from the study’s findings and recommendations, it may be possible for P-20 education leaders and learners to appreciate the potential role of media as an incentive to decision-making and education improvement. Third, the study may be of help to P-20 education’s stakeholders by highlighting how media can be used to influence federal, state, or local educational policy to favor the pursuit of skilled, knowledgeable, and productive learners and workforce.
Background Information
The P-20 is a model of education that builds on the principle that educational programs, financial and human resources, strategies, performances, expectations, and outcomes should be focused on the early years of learners’ growth and development. Unlike the early childhood and development concept, the P-20 model covers the kindergarten or early childhood years, the K-12 years, and the post-secondary school years.
The main purpose of P-20 education is to ensure that pre-school, K-12, and college years are formative years during which self-discovery ought to be emphasized. Instead of the public education system mandating everything that students learn, educators should be more concerned with preparing learners for their future life’s challenges. The years following the P-12 should be characterized by academic performances and outcomes that would imply quality adult life.
P-20 education also covers learners’ lives during their workforce years. That is, an education should prepare an individual to survive and perform in the workforce long after graduation with post-secondary education. The skills acquired during learning must translate into expertise in the workforce.
Essentially, P-20 education is based on the realization that the knowledge and skills that learners acquire in their early childhood or K-12 education should prepare them for college education and their lives in the workforce. Thus, all the stages of academic development are weighted equally and allocated the deserved financial and human resources and effort.
Numerous studies have been conducted to establish the connection among communication, communication technology, communication media, the learning process, and education. While studies have been done on the influence of media on education in general, no studies have been done to link media and decision-making in the concept of P-20 education. Most studies have just plainly established the relationship between media and education.
In one such study, Cuc (2014) sought to establish the influence of media on both formal and informal education. In the study, Cuc (2014) not only studied the influence of media on learning but also rephrased the research question and hypothesis to help the research establish how media affects the process of learning and the actual and potential relationships between media and learning. The commonest media found to greatly influence education are books, television, radio, video, and social media (Cuc, 2014).
Malin and Lubienski (2014) established that the practical dimensions by which media influences education are the development or inculcation of new interests in learners, adoption of novel leisure-time skills, availability of fresh entertainment options and expanded areas of learner preoccupation.
Malin’s and Lubienski’s (2014) findings concurred with Lubienski, Scott and DeBray (2014) who established that while media has positive influences on education, most learners pick up media messages and turn them into behaviours and cultures, which interfere with learning processes, habits, and activities. Clearly, media influences education in various ways and may possibly greatly influence decision-making in emergent concepts such as P-20 education in the technologically advanced 21st century.
Data Sources and Collection Methods
The proposed study will combine qualitative and quantitative research approaches to collect and process exhaustive data on the variables and constructs of the study. The study will specifically target P-20 stakeholders as the source of its data and information, targeting a population of 1500 and a sample size of 300. The sample size will be representative of P-20 education officials, educational programme managers, school and college administrators, teachers, local education leaders, education system’s beneficiaries and the public. Selective methods of sampling such as purposive sampling, expert sampling, snowball sampling, modal instance sampling and diversity sampling will be used in the study.
The main reason purposive sampling techniques are preferred for this study is that these techniques enable the researcher to access the targeted sample rather fast (Shields & Rangarjan, 2013). Second, purposive sampling techniques make the identification of the potential respondents with the desired characteristics. Purposive sampling also enables the use of a variety of qualitative research approaches (Mannay, 2010).
Data will be collected using questionnaires, interviews, observations and focus group discussions while data analysis will be done using Statistical Packages for Social Science (SPSS) software and Microsoft Excel. The questionnaires will contain structured and unstructured items to capture qualitative and quantitative data. However, the study’s independent and the dependent variables will be identified prior to the development of the data collection tools.
The analysis and presentation of the findings will be done using inferential and descriptive statistics. The study will use Spearman’s Rho, regression and ANOVA to establish correlation between the dependent and independent variables of the study and establish the role or influence of media on decision making in P-20 education.
Possible Impact on the Field
The proposed study is likely to impact educational policy and advocacy once the role of media in decision-making in P-20 education is established. From the findings of the proposed study, P-20 educationists may be able to design and realign their advocacy efforts champion the preferred educational policies notwithstanding the findings of earlier studies on the role of the media on education. The study may also erase any doubts on the role of media on education that may have been reported without much evidence, particularly on the effects and effectiveness of media on education.
In particular, P-20 educationists and other stakeholders may be able to associate media with educational decision making for the first time. From the proposed study’s findings, educational policy advocates may read implications of media on education that have elided research experts in their interpretation of study findings. Hence, the study may be of great help to the policymaking processes in P-20 education.
The other likely impact of the study is the elimination of the disconnect that exists between high school and college on one hand and adult life on the other. From the study’s findings, educationists may be better placed to give the most appropriate and effective classroom support and guidance to learners that would prepare learners for the challenges of adult life. The study may also help in the better use of media to make educational decisions that would create a seamless kindergarten-to-college education system.
References
Cuc, M. C. (2014).The Influence of Media on Formal and Informal Education.Social and Behavioral Sciences, 143(1); 72.
Galway, G., and Sheppard, B. (2015). Research and Evidence in Education Decision-Making: A Comparison of Results from Two Pan-Canadian Studies. Education Policy Analysis Archives, 23(1); 10.
Jabbar, H., Goldie, D., Linick, M., and Lubienski, C. (2014). Using Bibliometric and Social Media Analyses to Explore the “Echo Chamber” Hypothesis. Educational Policy, 28(2), 281-305. Retrieved on November 2, 2016 from http://dx.doi.org/10.1177/0895904813515330
Lubienski, C., Scott, J., and DeBray, E. (2014). The Politics of Research Use in Education Policymaking. Educational Policy, 28(2), 131-144. Retrieved on November 2, 2016 from http://dx.doi.org/10.1177/0895904813515329
Malin, J. R., and Lubienski, C. (2014). Educational Expertise, Advocacy, and Media Influence. Retrieved on November 2, 2016 from http://epaa.asu.edu/ojs/article/view/1706
Mannay, D. (2010). Making the Familiar Strange: Can Visual Research Methods Render the Familiar Setting More Perceptible? Qualitative Research, 10(1): 91.
Shields, P., and Rangarjan, N. (2013). A playbook for research methods: integrating conceptual frameworks and project management. Stillwater, OK: New Forums Press.
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