Increasing Engagement of Students from Low Socioeconomic Circumstances

Name
School
Establishing a Research Framework
Master of Education, Educational Leadership
Establishing a Research Framework
This assignment will builds on the research methods identified in EDUC 6013 and EDUC 6123 by applying them to create the theoretical framework for my research inquiry. Research is necessary to answer specific question questions involving data collection and analysis of the data and information. If the researchers and find themselves in unfamiliar roles, and they should step back and focus on the aim of the study (Bell & Waters, 2018). The research framework was applied to guide the research. The framework further guides the research and is linked to the research question of improving student engagement among students from low socioeconomic status. Engagement is associated with improved achievement and reduces the risk of dropping out of high school. In the research, reflexivity helps in clarifying and contextualizing the research process and reducing researcher bias. In addition to providing an overview of the proposed research questions, this essay will analyzes my the researcher’s philosophical perspective (the ontological position), justifying the methodological approach and methods that best meet the intended research outcomes. There is a focus on the inquiry and context, then research questions ontology, epistemology, and philosophical paradigm, research approach, research methodology, and the research methods.
Focus of Inquiry and Context
Various studies indicate that students from low-income households are more likely to struggle with academic engagement than their more affluent peers. The lower engagement levels among learners from low- socioeconomic backgrounds have been attributed to several things. One of these reasons is that poor households have fewer learning materials or experiences to encourage positive literacy. Therefore, students from low-income backgrounds tend to have a limited vocabulary (Ferguson et al., 2007). When students have a smaller vocabulary toolkit, they are likely to experience problems representing, manipulating, and reframing information and disengaging from class activities.
Consequently, students from low -socioeconomic backgrounds are less likely to exercise, get appropriate medical attention, or eat a balanced diet (Morsy & Rothstein, 2015). Learners from low -socioeconomic backgrounds are likely to negatively view their future outcomes and resign to failure and low performance. Students from low -socioeconomic backgrounds are also likely to come from chaotic families and suffer the chronic stresses of relational adversity. Poor students who lack role models, absentee parents, or even change schools because they move a lot are likely to disengage from their studies. The constant stresses of their poor backgrounds adversely impact attentional control and working memory while increasing impulsivity and negative behavior. (Morsy & Rothstein, 2015). Besides, a significant proportion of teachers fail to invest the extra effort to reach poor students and assume that there is a lack of engagement because they are unmotivated and lazy (Morsy & Rothstein, 2015)..
Even though there is a high completion rate in Canadian schools, many learners or students from low socioeconomic households lack sufficient access to educational resources, quality nutrition, and financial ability to sustain their school activities. Notably, specific communities record a high rate of high school dropouts, particularly for students aged 20 to 24 years. The rate is three times more than the national average (Pathways to Education Canada, 2020). Some of the ways student engagement among low-income students in high schools can be improved is by increasing investment in education for poor children, enhancing school accountability reforms to improve academic and completion rate outcomes for poor children. There is also adopting evidence-based teaching practices that cater to the needs of low -socioeconomic learners, as well as expanding support services to poor students such as providing school transport and free lunches (Milner et al., 2017). The research questions focus on educational leadership student engagement and learning outcomes.
Research Questions
What role can educational leaders play in increasing student engagement of Ontario secondary school students from low socioeconomic circumstances? Possible subq Questions include the following:
* What are the individual and societal implications of student disengagement from Ontario secondary schools?
* What are some of the key risk factors that create student disengagement for Ontario secondary students from low socioeconomic circumstances?
* What type and how could interventions be implemented to positively affect the academic achievement rate for those in low socioeconomic status?
Ontology, Epistemology, and Philosophical Paradigm
The ontological position, which is my philosophical perspective, intends that the research position must be informed by reflexivity. In this regard, it is appropriate to reveal more information about my life. There is an individual interest in the research question because I am a White woman aged 51 years who is heterosexual. Although I grew up in a family with low economic abilities, I overcame the conditions I was raised in. However, people argued that I would never be able to overcome these conditions. My family comes from a low socioeconomic background, but gradually there has been social mobility allowing access to better education opportunities.. I am now a citizen of Canada who is working as a I am Canadian who is working as a leader in the education sector leader in the education sector. Through my work as an education sector leader, I have experienced numerous challenges because I have lived as a single mother responsible for raising three children alone. Through these experiences, I have a unique interest in eliminating or reduce the current disengagement level in the academic sector, particularly for marginalized and low-income learners.
Research Approach: Qualitative
The qualitative method considers perspectives and experiences to understand better the role that educational leaders play in increasing student engagement among Ontario secondary school students from low socioeconomic circumstances. Additionally, there is a reflection on the posed research questions and the need for educational leadership and strategies to improve student engagement and academic achievement. When there are participants, they are primed to have a better understanding of their explanation and knowledge is constructed based on the contexts, but care is prioritized to ensure credibility (Darwin HolmesHolmes, 2020). Analytical interpretation of responses to the research question and prior research provides insights on improving learning outcomes among students from poor backgrounds.
Research Methodology: Anti-Oppressive
Andrews and Bawa (2019) argued that, when undertaking research, the investigator needs to remain “accountable to research subjects in ways that help in possibly transforming their lives for the better” (p. 2875). Thus, this research will incorporate anti-oppressive methodological principles, which are vital in understanding and addressing the complications arising from the marginalization of poor individuals, especially concerning their educational engagement (Humphries & Truman, 2017). Moreover, there are certain anti-oppressive principles where the research will be grounded, including crucial principles related to history, geography, social differences, the links between politics and individuals, and reflexivity. While Although the anti-oppressive approach is helpful to promote structural analysis of the research topic focusing on lived experience, it does not necessarily address implementing the proposed solutions in practice.
It is argued It is argued that social differences arise because of power inequalities between the dominant and dominated social entities (Piff, Kraus & Keltner, 2018). . These disparities are usually portrayed in sexuality, gender, race, disability, ethnicity, and age. On the other hand, linking the political and individual is another principle that individual biographies are usually situated with the broader social contexts. Therefore, the individual’s living condition must be understood based on the prevailing social systems as peer groups, communities, family, and peer groups (Humphries & Truman, 2017). For example, there is a need to acknowledge that poor educational engagement among low socioeconomic households is not simply based on school or family traits. However, it must also be understood from the general policies, approaches to education, and ideologies defining teaching practices within the broader social context. This affirms the importance of leadership and the specific interest I have developed in this particular research question.
On the other hand, power is also acknowledged as a social concept. This is why it is effective in understanding the different domains of life. Notably, social work is perceived to be political and centered on power. Researchers in the education sectors ought to understand how the power structure influences society and how structures work on challenging these power structures (Jupp, 2019). Contrarily, Stier Strier (2006) argues has argued that individual life experience is located within particular places and periods based on the history and geography aspects. In this regard, the specific experiences usually gain meaning based on prevailing social ideas, facts, and cultural differences.
Reflexivity relates to a researcher’s consciousness in the research process and how this it influences how they do research, and which in turn influences the research findings. There is critical introspection and critiquing the socio political contexts, unlike reflection (Lyle, 2018 a). Teachers reflect in teaching, which influences learning and development, and being reflective for researchers necessitates they consider various perspectives and the (trans)formative) formative life experiences (Agostinelli, 2017). Reflexivity allows the person to reflect or comprehend the power, values, and social disparities that influence interactions between individuals. Notably, the interactions should be understood from psychological, historical, political, ethical, and sociological perspectives. It is also essential to note that these perspectives relate to each other and have mutual associations.
Research Method: Systematic Literature Review
The literature review focuses on research that informs the research question of how educational leaders can influence increaseing student engagement of Ontario secondary school students from low socioeconomic circumstances (Ferguson, Bovaird & Mueller, 2007). ?
Literature reviews entails investigating prior knowledge on the study subject and is consequently a different study from the original research. As a result, the research studyI will use the methodology. outline by Greene (2006) outlined, which entails evaluating the literature’s theoretical assumptions and positions, inquiry reasoning, strategies for research practice, and sociopolitical obligations. Johan Jahan et al. (2016) reported that conducting a narrative systematic review requires understanding different views on the topic of study and making interpretations using one’s own experience and existing theories, knowledge, and models. Systematic reviews include eligibility criteria, the sources of information sources, study selection, bias, search strategy, and data synthesis.
Secondary Research
This project will use the secondary research method because it is easier to conduct and does not need extensive research expertise. As well, it is quicker to perform since one only needs to access statistical data that is already within the public domain, and much cheaper in terms of quantity of information gathered is compared to primary research (Johnston, 2014). However, secondary research also has the weaknesses of providing information that may be too general to be of any assistance, incompatible with research objectives, or even o...