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Assessment

Instructions

Preparation

Before you begin, carefully read the course overview and syllabus as well as chapters 1-3 of the APA manual. Review the Chapters 1–5 Integrated Project Overview document under Required Resources and the Research Proposal Development Resources under Suggested Resources. These tools are fundamental to your understanding of how to approach the first stage of research.

The introductory section of your Integrative Project (Research Proposal): Chapters 1–5 will include two significant descriptions:

• The area of practice that you have chosen for the project.
• The significance of this topic for the scientific community.

For Assessment 1, you will submit a draft of CHAPTER 1 for feedback and grading. To complete this assessment, you need to do the following:

• Identify a topic as it relates to the field of psychology. The more specific and focused your topic, the more useful and comprehensive it will be. Present your topic that will guide your search of the literature. Be sure, as you identify your topic, to identify the context that the population inhabits. Consider identifying gender, developmental stage, age range, region, diagnoses or health status, intervention or therapy, assessment tools, racial identity, ethnic identity, class, history and other specifics associated with the questions that you wish to explore.
• Identify the knowledge gap or problem you wish to address. In your proposal, your readers will need to understand why this research is needed and how it would contribute to the overall knowledge pool. To help with this process, become familiar with existing literature. As you read the work of others, consider the following:

  What types of problems are all or most of the authors attempting to address?
  What questions are these authors explicitly asking? What questions might they be implicitly asking?

• Create a research question that serves as the guiding question for the proposal, which should include a valid reason for your positioning. The research question should determine the scope of your proposal.

Walkthrough: You may view the following walkthrough video to help you complete the Draft of CHAPTER 1 assessment:

• Draft of Chapter 1 Walkthrough.

Instructions

Use the appropriate template (qualitative or quantitative) that is located in the resource section CHAPTER 1.

Please refer to the APA manual, pages 27–28, for detailed instructions on how to complete this assignment. You must use the required subheadings that are listed in the templates provided.

• Title page: Include a brief yet descriptive title of 15 words or less.

  For tips on writing titles, read the How to Write an Effective Title and Abstract and Choose Appropriate Keywords document linked in the Resources.

• Abstract: Leave this blank for now. You will complete this in Chapter 4.
• Table of contents (TOC).
• Introduction: Start your proposal by presenting “the problem being investigated, the importance of the study, and an overview of your research strategy. Use the literature to support your statement of the problem.”
• Background of the Problem

  What do we know so far about the area of the literature that you reviewed?
  What do you think we need to know to advance the knowledge base?
  How will this new knowledge serve the stakeholders (scientists, care providers, families, patients, institutions) that may in turn be served by implementation of new developments?

• Statement of the Problem

  Identify the gap in research or the need for additional research in your area.

• Purpose of the Study

  Why does the problem deserve new research?
  Are you resolving inconsistency in previous research? Extending the reach of a theory? Solving a social problem?

• Significance of the Study

  Describe the significance of the proposed investigation by explaining how the results promise to advance the scientific knowledge base. In three sentences or fewer, explain how this inquiry is original.

• Research Question(s)

  Articulate whether the research question is a qualitative or a quantitative question and provide a rationale. For quantitative research questions, include your hypothesis or hypotheses.

• Definition of Terms

  For a qualitative study, the definition of terms should relate to how the participants should interpret the definitions.
  For a quantitative study, the definition of terms should relate to how the variables will be quantified.

• Research Design

  Discuss the method and how the question will be answered. Be sure to make mention of the relevant APA Code of Ethics, but not how you intend to address them. How you will address the codes and ensure they are adhered to will be covered in Chapter 3.

• Reference Page

  Include at least 10 scholarly, peer-reviewed articles. Make sure they are also cited within text.

Running head: ABBREVIATED TITLE OF YOUR PAPER 1

ABBREVIATED TITLE OF YOUR PAPER 11

Full Title of Your Paper

Learner’s Full Name (no credentials)

Capella University

Abstract

Leave this blank until Chapter 4.

It is necessary to complete the abstract after the entire project has been developed. The abstract contains an abbreviated overview of the entire project. This overview will reference the following elements of the project:

The Research Question_________________________________

The Research Problem: _____________________________________

The Significance of the Study: _______________________________

Theory or theories that apply to the concepts associated with the RQ: ________________

A Narrative describing the qualitative approach planned, implications for stakeholders, significance to the scientific community, and a description of expected results. The abstract is one concise paragraph.

Keywords: [Add keywords here.]

Table of Contents

CHAPTER 1. INTRODUCTION

1

Background of the Study 1

Statement of the Problem 1
Purpose of the Study 1

Significance of the Study 1

Research Question 1

Definition of Terms 1

Research Design 1

Summary 1

CHAPTER 2. LITERATURE REVIEW 1

Theoretical Orientation for the Study 1

Review of the Literature

1

Synthesis of the Research Findings

1

Critique of Previous Research Methods

1
Summary 1

CHAPTER 3. METHODOLOGY 1

Purpose of the Study 1

Research Question 1

Target Population 1

Recruitment Strategy 1

Sampling Design (purposive for qualitative) 1

Procedure 1

Analysis 1

Ethical Considerations

1
CHAPTER 4. EXPECTED FINDINGS/RESULTS 1
CHAPTER 5. DISCUSSION 1
Implications 1

Methodological Strengths and Weaknesses 1

Suggestions for Future Research 1

CHAPTER 1. INTRODUCTION

Does the reading of moral stories build character? This is the question that will be answered in this paper. The purpose of this paper is the study the above-mentioned claims. This paper involves the use of qualitative research methods. Multiple forms of data will be gathered (Narvaez, 2001). There exists a long-standing assumption that children raise their moral literacy level through the consuming content that are moral in nature is highly questionable in light of what is currently known concerning all the relevant fields, moral comprehension plus text comprehension. The assumption pushed concerning traditional character educators that children curate their moral literacy from hearing and reading moral stories is challenged by several research findings. Firstly, research regarding text comprehension shows that readers do not necessarily process texts the same way because of differences in reading skill as well as background knowledge. Moreover, moral comprehension research shows that moral arguments are processed in a different manner due to differences in moral schema development. Additionally, moral texts that are provided with moral reasoning are understood and modified in a different manner by readers who possess varying moral schemas. Lastly, children do not derive the same moral story themes that were intended by the writer. However, before delving into the relevant research one must first examining what the traditional character educators said about this topic. This is covered below (Nash, 1997).

Background of the Study

What do we know so far about the area of the literature that you reviewed?

For some morality ministers, interest in character education is pushed by a general perception that cultural values are decreasing in society and youth disorders are on the rise. Robert Nash even branded traditional character education advocates as declinists. According to his view, America is on its way to a catastrophe of grand proportions if nothing is done to modify the erosion of the country’s fundamental values. According to supporters of traditional character education, the consumption of virtue stories is one of the crucial pillars of moral education. These advocates contend that visibility and exposure to virtue stories possesses a formative impact on one’s moral character. Nash (1997) elaborates how declinists point out the importance of inspiring books and virtuous stories due t the fact that these texts contain the aspirations and motivations of moral heroes who are plagued with a wide array of moral conflicts. When children read these texts, they begin to learn and understand traditional moral values. This in turn leads them to latch onto these heroes and start to emulate them (Narvaez, 2001).

What do you think we need to know to advance the knowledge base?

Modern research has basically disconfirmed the theory of the passive reader. Readers have actually been discovered to be active learners. They tend to use their prior knowledge to allow for the strategic construction of meaning from a text. Simply put, whenever a child reads and recalls text, he/she will try to devise a coherent understanding of the text through the integration of text information with prior knowledge about the environment/world (Gill, 2009). Reading theorists have contended that schemas which are basically generalized knowledge structures that are relevant to the discourse lead the construction of the mental form of the text when one is reading. A good example of this is when someone reads the following text, “Owen looked both ways before he crossed the road”. In order for one to understand this text, the reader has to first infer several things from the common knowledge about the real world. These inferences begin with the fact that cars are driven on roads; Owen is crossed a road that has traffic on both sides; there is a high likelihood that Owen is walking; cars can be hazardous to pedestrians; Owen is crossing the road in order to get to the other side, among other types of inferences. If one did not possess such knowledge of the world then it would be hard to understand them passage and it would be even more difficult to imagine what was taking place. The set of inferences that are taken from world knowledge can be linked in the reader’s mind through a schema or an overall knowledge structure that represents “crossing a road.” The schema is activated by a stimulus configuration that is similar to previous stimuli or one’s own personal experiences (Bebeau, Rest, & Narvaez, 1999).

How will this new knowledge serve the stakeholders (scientists, care providers, families, patients, institutions) that may in turn be served by implementation of new developments?

Stakeholders should take into account all the points that have been made with the new research and relinquish their simplistic understanding concerning the reading of moral stories to build character. In addition to this, they should also reconsider their view concerning character itself as a collection of traits to be nurtured and developed. Such a way of viewing things does not match with the current conceptualizations that personality has or the new approaches to character education. The stakeholders have to attend to the following points:

· Themes can be made up by the reader but not in an easy or automatic manner.

· Active reading is a given.

· Reader acquire different types of information from a text based on their specific background e.g. expertise.

· Readers do not technically understand the information or message in the way the author intended it to be perceived.

· Moral messages are a specific kind of theme that the reader put together. They are influenced by one’s reading skills as well as their moral development.

Statement of the Problem

Identify the gap in research or the need for additional research in your area.

Much is unknown concerning how students derive general themes as well as how and why they do not succeed or fail. Researchers have to examine the specific elements that are required for the extraction of the moral theme and the manner in which student use can be facilitated. If armed with such knowledge then they will be able to study whether or not moral theme extraction is a matter that can be taught (Lickona, 2004).

Purpose of the Study

The problem deserves new research as researchers and traditional characters educators do not know how to make sure that children end up with the proper moral message of the stories they read. An inconsistency pushed by traditional educators on this matter needs to be resolved. These individuals are able to advocate for teaching character and even emphasize its crucial characteristics but they are quiet on how it can be properly taught. There is an assumption that if readers are exposed to morality by way of an inspiring book then they will latch onto the concept off contact alone.

Significance of the Study

The results of this study promise to advance the scientific knowledge base demystifying theme extraction. This is matter of particular difficulty for children and strategies that will help children learn to generalize from a story need to be examined. Researchers are still unaware of what happens at the most fundamental levels. The elements that are used by a reader to generalize a lesson are still not fully known (Bebeau, Rest, & Narvaez, 1999).

Research Question

The research question, “Does the reading of moral stories build character?” is a qualitative question. Research has shown that children do not necessarily comprehend the theme of a story as it was intended by the author. Although a large number of children can generate and even select a theme after being prompted., the choice is oftentimes wrong according to the author perspective or an adult’s. This begs the questions, “What sort of themes do children come up with/generate?”.

Definition of Terms

Readers are not passive adaptors or assimilators of textual data. Rather, they are actively constructing meaning through the application of their prior knowledge to the context of the text. As a result of constructive and active, reader do not leave with the same mental representation when they have read a text. There exists no good reason to suppose that children will take away the intended meaning from reading a story. Instead, it is highly likely that children will devise the meaning of story based on prior knowledge. This leads one to question whether or not moral development research has any contributions to this matter (Narvaez, 2001).

Research Design

Findings will be collected through a variety of ways/methods. Content analysis will be used for analysis purposes to look at how the words and images are used. Additionally, the context in which these things are used to draw inferences concerning the underlying culture. In-depth interviews and focus groups will also be used too. All these methods will be used in accordance with the APA code of ethics. Confidentiality Is paramount and so is informed consent.

Summary

The purpose of this paper is to study the claims made by traditional educators concerning this matter. The assumption that children grow their moral literacy through the reading of moral stories is highly questionable in light of what is already known concerning all of the relevant fields plus text and moral comprehension.

CHAPTER 2. LITERATURE REVIEW

Note, this is typically the entry point for beginning the project. It is important to understand that the project is iterative. You will work on, change and refine all elements of the project. You will begin by understanding and synthesizing what is known so far in the Literature Review, (Chapter 2).

Theoretical Orientation for the Study

The Literature Review provides detailed information about theory that applies to the research topic, theory that applies to the research method, population(s) studied and key concepts under review. Seminal and current sources are analyzed and evaluated thematically. The research problem is identified.

Review of the Literature

It is essential that the literature review be organized with reference to themes identified in articles that you have read. It is not acceptable to organize the literature review article by article or one article at a time. You need to include 5 or more current research articles for your literature review and review the research design, the research question, the research hypothesis, the sample demographics, the methodology and what instruments were given and how, the data collection and process, the data analysis procedures and the findings, the best practices and guidelines related to diversity and ethical issues. This is not an annotated bibliography.

Synthesis of the Research Findings

Synthesize the research reviewed in the review of the literature section.

Critique of Previous Research Methods

Critique the research reviewed in the review of the literature section.

Summary

Add a brief summary

CHAPTER 3. METHODOLOGY

Purpose of the Study
The introductory paragraph addresses the research problem or proposes to fill the gap in the literature. It includes the purpose of the proposed research and presents formally the Research Question. The purpose is to answer the research question. State your Research Question in the form of a question in the introductory paragraph for Chapter 3. As you prepare this section of this chapter review the characteristics of Qualitative Research Questions:

1. Qualitative Research questions ask for description and interpretation of phenomena through the identification of socially constructed themes and categories.

2. Qualitative questions address concepts associated with thoughts, feelings, and actions that are not necessarily accessible with empirical methods of measurement.

3. Qualitative data take the form of stories, narratives and observations.

4. Qualitative questions identify the target population and phenomena under consideration.

5. Qualitative questions do not test empirically measured data.

Research Question

Conclude the introductory paragraph to Chapter 3, by writing out the Research Question. Add your constructs.

Target Population

As you describe the target population you will include:

Information about the number of participants.

Information about inclusion and exclusion criteria; describe how you decide who can participate in the study and who cannot.

Recruitment strategy

Sampling design (purposive for qualitative)

Procedure

As you describe the procedures you will include:

Information about materials used for data collection.

Information about the location where data collection takes place

Information about the time required for data collection

Information about the instruments used to collect data. Instruments used vary widely and can include audio and video recording equipment, pen and paper, interventions, observation journals, member-checking documents and so on, depending on the requirements indicated in the research question.

Information about the order of steps taken to obtain data.

Information about how data will be recorded and transferred into a transcript or documents, audio or video, ready for analysis.

When using an interview guide or observation check sheet that is also included.

Analysis

Analysis describes strategies for analyzing the narratives offered by participants. Once the data has been transcribed into a format for interpretation, typically “words on the page”, and then it can be interpreted. Analysis uses strategies that interpret meaning components from words, phrases and narratives into interpreted conceptual descriptions across transcripts.

Ethical Considerations

The APA Code of Ethics that apply to your study and research design should be addressed, including both APA standard and principles.

CHAPTER 4. EXPECTED FINDINGS/RESULTS

For the expected findings/results, use the literature reviewed in Chapter 2 To anticipate findings that are likely to result from the collection and interpretation of data. Note: that some results that are not expected are possible and should be addressed in this chapter.

CHAPTER 5. DISCUSSION

Implications

Implications of the potential results are discussed, implications for wide range of potential stakeholders is addressed, significance to the scientific community and the potential to address the research problem is discussed, limitations of the study are addressed, and suggestions for future research are offered.

Methodological Strengths and Weaknesses

Suggestions for Future Research

The suggestions for future research should close the gap on the methodological limitations.

References
Bebeau, M. J., Rest, J. R., & Narvaez, D. (1999). Beyond the Promise: A Perspective on Research in Moral Education. Educational Researcher.
Gill, D. W. (2009). Becoming Good: Building Moral Character. Intervarsity Press.
Lickona, T. (2004). Character Matters: How to Help Our Children Develop Good Judgement, Integrity and Other Essential Virtues. Simon and Schuster.
Narvaez, D. (2001). Individual Differences That Influence Reading Comprehension. Reading Comprehension Instruction, 158-175.
Nash, R. (1997). Answering the Virtuecrats: A Moral Conversation on Character Education. Teachers College Press.