Unit Two: Investigation, Discovery

1. Unit Two: Investigation, Discovery Short-Cycle Research 2014

2. The Task: • Conduct a short-cycle research study on a complex issue related to society and humanity that is unassuming to the general population, unobvious because of its location, remoteness, lack of distinction, “old” but redesigned, overlooked or deemed to be trivial.

3. Unit Objectives: • To understand how to develop logical, data-oriented research questions • To resolve a complex problem through understanding and analysis of its dynamics • To synthesize information from various sources to generate sound conclusions • To compose a results-based informational text on a complex problem with research applications

4. Research Questions: • 3) What can you report based on your data? (Data Analysis) • Why should schools promote organizations to support female achievement while in high school? • 2) What will you do? (Method) • How do high-school female students views on leadership differ culturally? • 1) What do you want to know? (Problem) • In what ways have adolescent females declined in intrinsic motivation?

5. Problem Statement: • A problem statement is a clear concise description of the issue(s) that need(s) to be addressed by a researcher. It is used to center and focus the researcher at the beginning, keep the researcher on track during the effort, and is used to validate that the effort delivered an outcome that solves the problem statement.

6. Writing the Problem Statement: • Define your problem in your own words. Explain why it is a problem. What are your claims? (Remember claims are your beliefs that must be proven or disproven through research). What facts have remained unchanged, incorrect, incomplete or inaccurately assumed about your topic that has made it prevail as a lingering problem? Why is it necessary to challenge, change or correct this issue? • Do not use I in your commentary!

7. Problem Statement: Historically, societies predominated by males have promoted the welfare of its like fellows. This acceptance of dominion where men and their well-being are a primary matter of significance is evident in corporate domains where men lead organizations, private residences where men are encouraged to take precedence in finances and decision-making and even in schools, where young males are often incited with urgency to exhibit citizenship, leadership and intellectual acumen by male and female authorities and peers. This mentality has especially diminished the value of female influence and feminine esteem in schools. Public educational systems are failing in their mission to promote traits of governance, communication and assurance in girls that challenge them to be confident, convicted pupils with a profound capacity to lead. The complacency of young girls will continue to affect the lack of diverse representation in higher education, work force and international affiliations, causing nations across the world to believe that young women are as inadequate as they have been conditioned to believe.

8. Unit Skills: Standards of Learning: • Conduct short research projects to answer a question (including a self-generated question) or solve a problem; • narrow or broaden the inquiry when appropriate; • synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; • assess the strengths and limitations of each source in terms of the task, purpose, and audience; • integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. • Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. Results: • Draw evidence from literary or informational texts to support analysis, reflection, and research. • Analyze the results of surveys, interviews, observations, website reviews, visits, flyers, etc—this is the data YOU collected. • What does it say explicitly? Quotes, stats, facts • What does it say implicitly? Interpret its meaning

10. Example: • Results.docx

11. Conclusion: • Explain that your study has “limitations”—it is based on one school, two families, a small sampling of people and their situations, etc. • What solutions have emerged from your perspective? • How can these solutions be developed, implemented, publicized?

12. Data Collection • •Observing and recording well-defined events (e.g., counting the number of patients waiting in emergency at specified times of the day). • •Obtaining relevant data from management information systems. (brochures, flyers, public records) • •Administering surveys with closed-ended questions • Literature review

13. Data Collection: • For this research study, I will conduct two observations. 1) I will observe a school-based environment to document interactions and behaviors of young female students. 2) I will observe a public mall in DeKalb county to record how adolescent girls interact and present themselves outside of an academic environment. Additionally, I will obtain information by visiting the school websites of two high schools in two counties. I will compare student organization and program offerings specifically designed for young girls…

14. Today: • Revise problem statement and data collection sections if necessary • Begin collecting data • I strongly urge you to begin with your review of literature – you may print your five articles during class from the online library today and tomorrow only

15. Reviewing Literature:

16. Reviewing Literature: