Who can help me with writing this Essay: on RESEARCH REASONING

Course Project Research TOPIC: How can educators in Detroit schools ensure students are able to transition to new routines, expectations, and responsibilities virtually during the Covid-19 Pandemic? 

This pandemic brought to the forefront questions that teachers must answer to assist students in achieving academic expectations on the level as if the school year had not been cancelled 

FULL Assignment Details & Rubric are attached … Must follow exactly!!! Need by Thursday!! 11/11  

 4-6 pages

Asment

Instructions

***** Course Project Research TOPIC: How can educators in Detroit schools ensure students are able to transition to new routines, expectations, and responsibilities virtually during the Covid-19 Pandemic?

RESEARCH REASONING

Overview

For this assignment, you will:

· Analyze and compare the research methods you will use to collect data for your project.

Instructions

Arrange your assignment in a single document with two headings:

1. Part 1: What If?

2. Part 2: Qualitative vs. Quantitative Research.

Complete the following under the heading “Part 1: What If?”:

· Explain how course project research could be conducted if quantitative data were collected instead of qualitative data.

***** Course Project Research TOPIC: How can educators in Detroit schools ensure students are able to transition to new routines, expectations, and responsibilities virtually during the Covid-19 Pandemic?

. This is a hypothetical explanation. You will not conduct quantitative research for your course project, but it is useful to consider how quantitative data could contribute to your project.

· Explain the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups.

. Describe specific differences between these two types of methods (surveys vs interviews or focus groups) as they apply to your topic.

. What might your data collection have looked like if you had chosen to conduct descriptive survey research (i.e., quantitative surveys)?

. What would your sample need to look like in terms of number of participants and who the participants were?

. Why would a quantitative design be appropriate in relation to the purpose of your study?

. What would your anticipated outcomes be? In other words, what do you think the surveys might reveal, and why would they be useful instead of a qualitative study with interviews or focus groups?

· Compare applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method.

. Describe the purpose for which the issue might be researched with a quantitative survey approach.

. Describe the educational setting involved (type of environment, age and level of learners, and other relevant characteristics).

. Describe the purpose for which the issue might be researched with a quantitative survey approach.

. Describe a purpose for which the issue or problem might appropriately be researched with a qualitative method.

. What would your anticipated outcomes be? In other words, what do you think the surveys might reveal, and why would they be useful instead of a qualitative study with interviews or focus groups?

Complete the following under the heading “Part 2: Qualitative vs. Quantitative Research”:

Begin by completing the following according to your Creswell and Creswell (2018) text:

· Compare quantitative, qualitative, and mixed methods research approaches and their differences.

. See Creswell, pages 16–21.

. Reflect on the role of the literature review as it relates to the different research methodologies.

· Discuss a project that brings together a worldview, designs, and methods.

. Address a topic that you would like to study.

. Apply the worldviews, designs, and research methods in Figure 1.1 (Creswell, page 5).

. Identify whether this would be quantitative, qualitative, or mixed methods research.

. Use the typical scenarios that we have explored in this course as a guide.

· Develop a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment.

. Draw a visual model of the variables in the theory using the procedures for causal model design discussed in Creswell (pages 49-73).

. Provide a diagram for your quantitative proposal based on what you learned about diagrams from reading Creswell.

· Paraphrase or summarize to represent ideas from external sources.

. Refer to Creswell and other relevant sources in your discussion.

. Clearly apply ideas from external sources to your own interpretation of a topic or scenario.

Additional Requirements

In addition to the requirements outlined above, your assignment should meet the following:

· Written communication: Written communication should be scholarly, professional, and consistent with expectations for members of professional contexts.

· Introduction: Before submitting, prepare a brief introductory paragraph for your paper.

· APA format: Follow current 

APA Style and Format

, including a cover page, headings, and a hanging indent for all citation entries

· References: Follow applicable instructions of 4-7 references or more.

· Font and font size: Times New Roman, 12 points.

Research Reasoning Scoring Guide

Due Date: End of Week 5
Percentage of Course Grade: 15%.

10%

Communication is clear and precise, adhering to APA formatting rules and APA writing style with correct grammar, usage, and mechanics.

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Explain how course project research could be conducted if quantitative data were collected instead of qualitative data. 13%	Does not identify how course project research could be conducted if quantitative data were collected instead of qualitative data.	Identifies how course project research could be conducted if quantitative data were collected instead of qualitative data.	Explains how course project research could be conducted if quantitative data were collected instead of qualitative data.	Explains how course project research could be conducted if quantitative data were collected instead of qualitative data, and includes examples or citations to support the explanation.
Explain the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups. 13%	Does not identify the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups.	Identifies the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups.	Explains the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups.	Explains the differences between conducting surveys and carrying out a qualitative method, such as one-on-one interviews or focus groups, and includes examples or citations to support the explanation.
Compare applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method. 13%	Does not compare applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method.	Provides unclear or partial comparison of applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method.	Compares applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method.	Compares applications of quantitative and qualitative methods with a specific hypothetical issue in an educational setting other than that of the course project that might be investigated by each method, including examples or citations to support the conclusions.
Compare quantitative, qualitative, and mixed methods research approaches and their differences. 13%	Does not compare quantitative, qualitative, and mixed methods research approaches and their differences.	Provides unclear or partial comparison of quantitative, qualitative, and mixed methods research approaches and their differences.	Compares quantitative, qualitative, and mixed methods research approaches and their differences.	Compares quantitative, qualitative, and mixed methods research approaches and their differences, including examples or citations to support the conclusions.
Discuss a project that brings together a worldview, designs, and methods. 14%	Does not describe a project that brings together a worldview, designs, and methods.	Describes a project that brings together a worldview, designs, and methods.	Discusses a project that brings together a worldview, designs, and methods.	Discusses a project that brings together a worldview, designs, and methods, and refers to scenarios explored in this course as context and support.
Develop a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment. 14%	Does not describe a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment.	Describes a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment.	Develops a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment.	Develops a quantitative proposal based on the topic addressed in the Frame Your Issue and Collect Your Data assignment, and provides a visual model of the variables in the theory using the procedures for causal model design discussed in Creswell.
Paraphrase or summarize to represent ideas from external sources. 10%	Does not refer to external sources.	Refers with partial clarity to ideas from external sources.	Paraphrases or summarizes to represent ideas from external sources.	Paraphrases or summarizes to represent ideas from external sources, and effectively applies external ideas to provide insight into other topics or scenarios.
	Communication is clear and precise, adhering to APA formatting rules and APA writing style with correct grammar, usage, and mechanics.	Communication is not clear and precise and does not adhere to APA formatting and APA writing style. Does not use correct grammar, usage, and mechanics.	Inconsistent communication in terms of clarity and precision. Inconsistent use of APA formatting and APA writing style. Contains substantial errors in grammar, usage, and mechanics.	Communication in terms of clarity and precision is exemplary, exhibiting strict and nearly flawless adherence to APA formatting rules and APA writing style with correct grammar, usage and mechanics.