research proposal sample on education

17 Research Proposal Examples

A research proposal systematically and transparently outlines a proposed research project.

The purpose of a research proposal is to demonstrate a project’s viability and the researcher’s preparedness to conduct an academic study. It serves as a roadmap for the researcher.

The process holds value both externally (for accountability purposes and often as a requirement for a grant application) and intrinsic value (for helping the researcher to clarify the mechanics, purpose, and potential signficance of the study).

Key sections of a research proposal include: the title, abstract, introduction, literature review, research design and methods, timeline, budget, outcomes and implications, references, and appendix. Each is briefly explained below.

Watch my Guide: How to Write a Research Proposal

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Research Proposal Sample Structure

Title: The title should present a concise and descriptive statement that clearly conveys the core idea of the research projects. Make it as specific as possible. The reader should immediately be able to grasp the core idea of the intended research project. Often, the title is left too vague and does not help give an understanding of what exactly the study looks at.

Abstract: Abstracts are usually around 250-300 words and provide an overview of what is to follow – including the research problem , objectives, methods, expected outcomes, and significance of the study. Use it as a roadmap and ensure that, if the abstract is the only thing someone reads, they’ll get a good fly-by of what will be discussed in the peice.

Introduction: Introductions are all about contextualization. They often set the background information with a statement of the problem. At the end of the introduction, the reader should understand what the rationale for the study truly is. I like to see the research questions or hypotheses included in the introduction and I like to get a good understanding of what the significance of the research will be. It’s often easiest to write the introduction last

Literature Review: The literature review dives deep into the existing literature on the topic, demosntrating your thorough understanding of the existing literature including themes, strengths, weaknesses, and gaps in the literature. It serves both to demonstrate your knowledge of the field and, to demonstrate how the proposed study will fit alongside the literature on the topic. A good literature review concludes by clearly demonstrating how your research will contribute something new and innovative to the conversation in the literature.

Research Design and Methods: This section needs to clearly demonstrate how the data will be gathered and analyzed in a systematic and academically sound manner. Here, you need to demonstrate that the conclusions of your research will be both valid and reliable. Common points discussed in the research design and methods section include highlighting the research paradigm, methodologies, intended population or sample to be studied, data collection techniques, and data analysis procedures . Toward the end of this section, you are encouraged to also address ethical considerations and limitations of the research process , but also to explain why you chose your research design and how you are mitigating the identified risks and limitations.

Timeline: Provide an outline of the anticipated timeline for the study. Break it down into its various stages (including data collection, data analysis, and report writing). The goal of this section is firstly to establish a reasonable breakdown of steps for you to follow and secondly to demonstrate to the assessors that your project is practicable and feasible.

Budget: Estimate the costs associated with the research project and include evidence for your estimations. Typical costs include staffing costs, equipment, travel, and data collection tools. When applying for a scholarship, the budget should demonstrate that you are being responsible with your expensive and that your funding application is reasonable.

Expected Outcomes and Implications: A discussion of the anticipated findings or results of the research, as well as the potential contributions to the existing knowledge, theory, or practice in the field. This section should also address the potential impact of the research on relevant stakeholders and any broader implications for policy or practice.

References: A complete list of all the sources cited in the research proposal, formatted according to the required citation style. This demonstrates the researcher’s familiarity with the relevant literature and ensures proper attribution of ideas and information.

Appendices (if applicable): Any additional materials, such as questionnaires, interview guides, or consent forms, that provide further information or support for the research proposal. These materials should be included as appendices at the end of the document.

Research Proposal Examples

Research proposals often extend anywhere between 2,000 and 15,000 words in length. The following snippets are samples designed to briefly demonstrate what might be discussed in each section.

1. Education Studies Research Proposals

See some real sample pieces:

• Assessment of the perceptions of teachers towards a new grading system
• Does ICT use in secondary classrooms help or hinder student learning?
• Digital technologies in focus project
• Urban Middle School Teachers’ Experiences of the Implementation of
• Restorative Justice Practices
• Experiences of students of color in service learning

Consider this hypothetical education research proposal:

The Impact of Game-Based Learning on Student Engagement and Academic Performance in Middle School Mathematics

Abstract: The proposed study will explore multiplayer game-based learning techniques in middle school mathematics curricula and their effects on student engagement. The study aims to contribute to the current literature on game-based learning by examining the effects of multiplayer gaming in learning.

Introduction: Digital game-based learning has long been shunned within mathematics education for fears that it may distract students or lower the academic integrity of the classrooms. However, there is emerging evidence that digital games in math have emerging benefits not only for engagement but also academic skill development. Contributing to this discourse, this study seeks to explore the potential benefits of multiplayer digital game-based learning by examining its impact on middle school students’ engagement and academic performance in a mathematics class.

Literature Review: The literature review has identified gaps in the current knowledge, namely, while game-based learning has been extensively explored, the role of multiplayer games in supporting learning has not been studied.

Research Design and Methods: This study will employ a mixed-methods research design based upon action research in the classroom. A quasi-experimental pre-test/post-test control group design will first be used to compare the academic performance and engagement of middle school students exposed to game-based learning techniques with those in a control group receiving instruction without the aid of technology. Students will also be observed and interviewed in regard to the effect of communication and collaboration during gameplay on their learning.

Timeline: The study will take place across the second term of the school year with a pre-test taking place on the first day of the term and the post-test taking place on Wednesday in Week 10.

Budget: The key budgetary requirements will be the technologies required, including the subscription cost for the identified games and computers.

Expected Outcomes and Implications: It is expected that the findings will contribute to the current literature on game-based learning and inform educational practices, providing educators and policymakers with insights into how to better support student achievement in mathematics.

2. Psychology Research Proposals

See some real examples:

• A situational analysis of shared leadership in a self-managing team
• The effect of musical preference on running performance
• Relationship between self-esteem and disordered eating amongst adolescent females

Consider this hypothetical psychology research proposal:

The Effects of Mindfulness-Based Interventions on Stress Reduction in College Students

Abstract: This research proposal examines the impact of mindfulness-based interventions on stress reduction among college students, using a pre-test/post-test experimental design with both quantitative and qualitative data collection methods .

Introduction: College students face heightened stress levels during exam weeks. This can affect both mental health and test performance. This study explores the potential benefits of mindfulness-based interventions such as meditation as a way to mediate stress levels in the weeks leading up to exam time.

Literature Review: Existing research on mindfulness-based meditation has shown the ability for mindfulness to increase metacognition, decrease anxiety levels, and decrease stress. Existing literature has looked at workplace, high school and general college-level applications. This study will contribute to the corpus of literature by exploring the effects of mindfulness directly in the context of exam weeks.

Research Design and Methods: Participants ( n= 234 ) will be randomly assigned to either an experimental group, receiving 5 days per week of 10-minute mindfulness-based interventions, or a control group, receiving no intervention. Data will be collected through self-report questionnaires, measuring stress levels, semi-structured interviews exploring participants’ experiences, and students’ test scores.

Timeline: The study will begin three weeks before the students’ exam week and conclude after each student’s final exam. Data collection will occur at the beginning (pre-test of self-reported stress levels) and end (post-test) of the three weeks.

Expected Outcomes and Implications: The study aims to provide evidence supporting the effectiveness of mindfulness-based interventions in reducing stress among college students in the lead up to exams, with potential implications for mental health support and stress management programs on college campuses.

3. Sociology Research Proposals

• Understanding emerging social movements: A case study of ‘Jersey in Transition’
• The interaction of health, education and employment in Western China
• Can we preserve lower-income affordable neighbourhoods in the face of rising costs?

Consider this hypothetical sociology research proposal:

The Impact of Social Media Usage on Interpersonal Relationships among Young Adults

Abstract: This research proposal investigates the effects of social media usage on interpersonal relationships among young adults, using a longitudinal mixed-methods approach with ongoing semi-structured interviews to collect qualitative data.

Introduction: Social media platforms have become a key medium for the development of interpersonal relationships, particularly for young adults. This study examines the potential positive and negative effects of social media usage on young adults’ relationships and development over time.

Literature Review: A preliminary review of relevant literature has demonstrated that social media usage is central to development of a personal identity and relationships with others with similar subcultural interests. However, it has also been accompanied by data on mental health deline and deteriorating off-screen relationships. The literature is to-date lacking important longitudinal data on these topics.

Research Design and Methods: Participants ( n = 454 ) will be young adults aged 18-24. Ongoing self-report surveys will assess participants’ social media usage, relationship satisfaction, and communication patterns. A subset of participants will be selected for longitudinal in-depth interviews starting at age 18 and continuing for 5 years.

Timeline: The study will be conducted over a period of five years, including recruitment, data collection, analysis, and report writing.

Expected Outcomes and Implications: This study aims to provide insights into the complex relationship between social media usage and interpersonal relationships among young adults, potentially informing social policies and mental health support related to social media use.

4. Nursing Research Proposals

• Does Orthopaedic Pre-assessment clinic prepare the patient for admission to hospital?
• Nurses’ perceptions and experiences of providing psychological care to burns patients
• Registered psychiatric nurse’s practice with mentally ill parents and their children

Consider this hypothetical nursing research proposal:

The Influence of Nurse-Patient Communication on Patient Satisfaction and Health Outcomes following Emergency Cesarians

Abstract: This research will examines the impact of effective nurse-patient communication on patient satisfaction and health outcomes for women following c-sections, utilizing a mixed-methods approach with patient surveys and semi-structured interviews.

Introduction: It has long been known that effective communication between nurses and patients is crucial for quality care. However, additional complications arise following emergency c-sections due to the interaction between new mother’s changing roles and recovery from surgery.

Literature Review: A review of the literature demonstrates the importance of nurse-patient communication, its impact on patient satisfaction, and potential links to health outcomes. However, communication between nurses and new mothers is less examined, and the specific experiences of those who have given birth via emergency c-section are to date unexamined.

Research Design and Methods: Participants will be patients in a hospital setting who have recently had an emergency c-section. A self-report survey will assess their satisfaction with nurse-patient communication and perceived health outcomes. A subset of participants will be selected for in-depth interviews to explore their experiences and perceptions of the communication with their nurses.

Timeline: The study will be conducted over a period of six months, including rolling recruitment, data collection, analysis, and report writing within the hospital.

Expected Outcomes and Implications: This study aims to provide evidence for the significance of nurse-patient communication in supporting new mothers who have had an emergency c-section. Recommendations will be presented for supporting nurses and midwives in improving outcomes for new mothers who had complications during birth.

5. Social Work Research Proposals

• Experiences of negotiating employment and caring responsibilities of fathers post-divorce
• Exploring kinship care in the north region of British Columbia

Consider this hypothetical social work research proposal:

The Role of a Family-Centered Intervention in Preventing Homelessness Among At-Risk Youthin a working-class town in Northern England

Abstract: This research proposal investigates the effectiveness of a family-centered intervention provided by a local council area in preventing homelessness among at-risk youth. This case study will use a mixed-methods approach with program evaluation data and semi-structured interviews to collect quantitative and qualitative data .

Introduction: Homelessness among youth remains a significant social issue. This study aims to assess the effectiveness of family-centered interventions in addressing this problem and identify factors that contribute to successful prevention strategies.

Literature Review: A review of the literature has demonstrated several key factors contributing to youth homelessness including lack of parental support, lack of social support, and low levels of family involvement. It also demonstrates the important role of family-centered interventions in addressing this issue. Drawing on current evidence, this study explores the effectiveness of one such intervention in preventing homelessness among at-risk youth in a working-class town in Northern England.

Research Design and Methods: The study will evaluate a new family-centered intervention program targeting at-risk youth and their families. Quantitative data on program outcomes, including housing stability and family functioning, will be collected through program records and evaluation reports. Semi-structured interviews with program staff, participants, and relevant stakeholders will provide qualitative insights into the factors contributing to program success or failure.

Timeline: The study will be conducted over a period of six months, including recruitment, data collection, analysis, and report writing.

Budget: Expenses include access to program evaluation data, interview materials, data analysis software, and any related travel costs for in-person interviews.

Expected Outcomes and Implications: This study aims to provide evidence for the effectiveness of family-centered interventions in preventing youth homelessness, potentially informing the expansion of or necessary changes to social work practices in Northern England.

Research Proposal Template

Get your Detailed Template for Writing your Research Proposal Here (With AI Prompts!)

This is a template for a 2500-word research proposal. You may find it difficult to squeeze everything into this wordcount, but it’s a common wordcount for Honors and MA-level dissertations.

Your research proposal is where you really get going with your study. I’d strongly recommend working closely with your teacher in developing a research proposal that’s consistent with the requirements and culture of your institution, as in my experience it varies considerably. The above template is from my own courses that walk students through research proposals in a British School of Education.

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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
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8 thoughts on “17 Research Proposal Examples”

Very excellent research proposals

very helpful

Very helpful

Dear Sir, I need some help to write an educational research proposal. Thank you.

Hi Levi, use the site search bar to ask a question and I’ll likely have a guide already written for your specific question. Thanks for reading!

very good research proposal

Thank you so much sir! ❤️

Very helpful 👌

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Home » How To Write A Research Proposal – Step-by-Step [Template]

How To Write A Research Proposal – Step-by-Step [Template]

Table of Contents

How To Write a Research Proposal

Writing a Research proposal involves several steps to ensure a well-structured and comprehensive document. Here is an explanation of each step:

1. Title and Abstract

• Choose a concise and descriptive title that reflects the essence of your research.
• Write an abstract summarizing your research question, objectives, methodology, and expected outcomes. It should provide a brief overview of your proposal.

2. Introduction:

• Provide an introduction to your research topic, highlighting its significance and relevance.
• Clearly state the research problem or question you aim to address.
• Discuss the background and context of the study, including previous research in the field.

3. Research Objectives

• Outline the specific objectives or aims of your research. These objectives should be clear, achievable, and aligned with the research problem.

4. Literature Review:

• Conduct a comprehensive review of relevant literature and studies related to your research topic.
• Summarize key findings, identify gaps, and highlight how your research will contribute to the existing knowledge.

5. Methodology:

• Describe the research design and methodology you plan to employ to address your research objectives.
• Explain the data collection methods, instruments, and analysis techniques you will use.
• Justify why the chosen methods are appropriate and suitable for your research.

6. Timeline:

• Create a timeline or schedule that outlines the major milestones and activities of your research project.
• Break down the research process into smaller tasks and estimate the time required for each task.

7. Resources:

• Identify the resources needed for your research, such as access to specific databases, equipment, or funding.
• Explain how you will acquire or utilize these resources to carry out your research effectively.

8. Ethical Considerations:

• Discuss any ethical issues that may arise during your research and explain how you plan to address them.
• If your research involves human subjects, explain how you will ensure their informed consent and privacy.

9. Expected Outcomes and Significance:

• Clearly state the expected outcomes or results of your research.
• Highlight the potential impact and significance of your research in advancing knowledge or addressing practical issues.

10. References:

• Provide a list of all the references cited in your proposal, following a consistent citation style (e.g., APA, MLA).

11. Appendices:

• Include any additional supporting materials, such as survey questionnaires, interview guides, or data analysis plans.

Research Proposal Format

The format of a research proposal may vary depending on the specific requirements of the institution or funding agency. However, the following is a commonly used format for a research proposal:

1. Title Page:

• Include the title of your research proposal, your name, your affiliation or institution, and the date.

2. Abstract:

• Provide a brief summary of your research proposal, highlighting the research problem, objectives, methodology, and expected outcomes.

3. Introduction:

• Introduce the research topic and provide background information.
• State the research problem or question you aim to address.
• Explain the significance and relevance of the research.
• Review relevant literature and studies related to your research topic.
• Summarize key findings and identify gaps in the existing knowledge.
• Explain how your research will contribute to filling those gaps.

5. Research Objectives:

• Clearly state the specific objectives or aims of your research.
• Ensure that the objectives are clear, focused, and aligned with the research problem.

6. Methodology:

• Describe the research design and methodology you plan to use.
• Explain the data collection methods, instruments, and analysis techniques.
• Justify why the chosen methods are appropriate for your research.

7. Timeline:

8. Resources:

• Explain how you will acquire or utilize these resources effectively.

9. Ethical Considerations:

• If applicable, explain how you will ensure informed consent and protect the privacy of research participants.

10. Expected Outcomes and Significance:

11. References:

12. Appendices:

Research Proposal Template

Here’s a template for a research proposal:

1. Introduction:

2. Literature Review:

3. Research Objectives:

4. Methodology:

5. Timeline:

6. Resources:

7. Ethical Considerations:

8. Expected Outcomes and Significance:

9. References:

10. Appendices:

Research Proposal Sample

Title: The Impact of Online Education on Student Learning Outcomes: A Comparative Study

1. Introduction

Online education has gained significant prominence in recent years, especially due to the COVID-19 pandemic. This research proposal aims to investigate the impact of online education on student learning outcomes by comparing them with traditional face-to-face instruction. The study will explore various aspects of online education, such as instructional methods, student engagement, and academic performance, to provide insights into the effectiveness of online learning.

2. Objectives

The main objectives of this research are as follows:

• To compare student learning outcomes between online and traditional face-to-face education.
• To examine the factors influencing student engagement in online learning environments.
• To assess the effectiveness of different instructional methods employed in online education.
• To identify challenges and opportunities associated with online education and suggest recommendations for improvement.

3. Methodology

3.1 Study Design

This research will utilize a mixed-methods approach to gather both quantitative and qualitative data. The study will include the following components:

3.2 Participants

The research will involve undergraduate students from two universities, one offering online education and the other providing face-to-face instruction. A total of 500 students (250 from each university) will be selected randomly to participate in the study.

3.3 Data Collection

The research will employ the following data collection methods:

• Quantitative: Pre- and post-assessments will be conducted to measure students’ learning outcomes. Data on student demographics and academic performance will also be collected from university records.
• Qualitative: Focus group discussions and individual interviews will be conducted with students to gather their perceptions and experiences regarding online education.

3.4 Data Analysis

Quantitative data will be analyzed using statistical software, employing descriptive statistics, t-tests, and regression analysis. Qualitative data will be transcribed, coded, and analyzed thematically to identify recurring patterns and themes.

4. Ethical Considerations

The study will adhere to ethical guidelines, ensuring the privacy and confidentiality of participants. Informed consent will be obtained, and participants will have the right to withdraw from the study at any time.

5. Significance and Expected Outcomes

This research will contribute to the existing literature by providing empirical evidence on the impact of online education on student learning outcomes. The findings will help educational institutions and policymakers make informed decisions about incorporating online learning methods and improving the quality of online education. Moreover, the study will identify potential challenges and opportunities related to online education and offer recommendations for enhancing student engagement and overall learning outcomes.

6. Timeline

The proposed research will be conducted over a period of 12 months, including data collection, analysis, and report writing.

The estimated budget for this research includes expenses related to data collection, software licenses, participant compensation, and research assistance. A detailed budget breakdown will be provided in the final research plan.

8. Conclusion

This research proposal aims to investigate the impact of online education on student learning outcomes through a comparative study with traditional face-to-face instruction. By exploring various dimensions of online education, this research will provide valuable insights into the effectiveness and challenges associated with online learning. The findings will contribute to the ongoing discourse on educational practices and help shape future strategies for maximizing student learning outcomes in online education settings.

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Researcher, Academic Writer, Web developer

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Research Design: Qualitative, Quantitative, and Mixed Methods Approaches

Student resources, research proposal tools and sample student proposals.

Sample research proposals written by doctoral students in each of the key areas covered in Research Design --quantitative, qualitative, and mixed methods—are provided as a useful reference. A Research Proposal checklist also serves to help guide your own proposal-writing.

›   Morales Proposal_Qualitative Study

›   Kottich Proposal_Quantitative Study

›   Guetterman Proposal_Mixed Methods Study

›   Research Proposal Checklist  

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Writing your research proposal

A doctoral research degree is the highest academic qualification that a student can achieve. The guidance provided in these articles will help you apply for one of the two main types of research degree offered by The Open University.

A traditional PhD, a Doctor of Philosophy, usually studied full-time, prepares candidates for a career in Higher Education.    

A Professional Doctorate is usually studied part-time by mid- to late-career professionals. While it may lead to a career in Higher Education, it aims to improve and develop professional practice.  

We offer two Professional Doctorates:  

• A Doctorate in Education, the EdD and
• a Doctorate in Health and Social Care, the DHSC.

  Achieving a doctorate, whether a PhD, EdD or DHSC confers the title Dr.  

Why write a Research Proposal?  

To be accepted onto a PhD / Professional Doctorate (PD) programme in the Faculty of Wellbeing, Education and Language Studies (WELS) at The Open University, you are required to submit a research proposal. Your proposal will  outline the research project you would like to pursue if you’re offered a place.  

When reviewing your proposal, there are three broad considerations that those responsible for admission onto the programme will bear in mind:    

1.     Is this PhD / PD research proposal worthwhile?

2.     Is this PhD / PD candidate capable of completing a doctorate at this university?

3.     Is this PhD / PD research proposal feasible?  

Writing activity: in your notebook, outline your response to each of the questions below based on how you would persuade someone with responsibility for admission onto a doctoral programme to offer you a place:

• What is your proposed research about & why is it worthy of three or more years of your time to study?
• What skills, knowledge and experience do you bring to this research – If you are considering a PhD, evidence of your suitability will be located in your academic record for the Prof Doc your academic record will need to be complemented by professional experience.
• Can you map out the different stages of your project, and how you will complete it studying i) full-time for three years ii) part-time for four years.

The first sections of the proposal - the introduction, the research question and the context are aimed at addressing considerations one and two.  

Your Introduction

Your Introduction will provide a clear and succinct summary of your proposal. It will include a title, research aims and research question(s), all of which allows your reader to understand immediately what the research is about and what it is intended to accomplish. We recommend that you have one main research question with two or three sub research questions. Sub research questions are usually implied by, or embedded within, your main research question.  

Please introduce your research proposal by completing the following sentences in your notebook: I am interested in the subject of ………………. because ……………… The issue that I see as needing investigation is ………………. because ………………. Therefore, my proposed research will answer or explore [add one main research question and two sub research questions] …... I am particularly well suited to researching this issue because ………………. So in this proposal I will ………………. Completing these prompts may feel challenging at this stage and you are encouraged to return to these notes as you work through this page.

Research questions are central to your study. While we are used to asking and answering questions on a daily basis, the research question is quite specific. As well as identifying an issue about which your enthusiasm will last for anything from 3 – 8 years, you also need a question that offers the right scope, is clear and allows for a meaningful answer.  

Research questions matter. They are like the compass you use to find your way through a complicated terrain towards a specific destination. 

A good research proposal centres around a good research question. Your question will determine all other aspects of your research – from the literature you engage with, the methodology you adopt and ultimately, the contribution your research makes to the existing understanding of a subject. How you ask your question, or the kinds of question you ask, matters because there is a direct connection between question and method.  

You may be inclined to think in simplistic terms about methods as either quantitative or qualitative. We will discuss methodology in more detail in section three. At this point, it is more helpful to think of your methods in terms of the kinds of data you aim to generate. Mostly, this falls into two broad categories, qualitative and quantitative (sometimes these can be mixed). Many academics question this distinction and suggest the methodology categories are better understood as unstructured or structured.  

For example, let’s imagine you are asking a group of people about their sugary snack preferences.  

You may choose to interview people and transcribe what they say are their motivations, feelings and experiences about a particular sugary snack choice. You are most likely to do this with a small group of people as it is time consuming to analyse interview data.  

Alternatively, you may choose to question a number of people at some distance to yourself via a questionnaire, asking higher level questions about the choices they make and why.

Once you have a question that you are comfortable with, the rest of your proposal is devoted to explaining, exploring and elaborating your research question. It is probable that your question will change through the course of your study.  

At this early stage it sets a broad direction for what to do next: but you are not bound to it if your understanding of your subject develops, your question may need to change to reflect that deeper understanding. This is one of the few sections where there is a significant difference between what is asked from PhD candidates in contrast to what is asked from those intending to study a PD. There are three broad contexts for your research proposal.  

If you are considering a PD, the first context for your proposal is professional:

This context is of particular interest to anyone intending to apply for the professional doctorate. It is, however, also relevant if you are applying for a PhD with a subject focus on education, health, social care, languages and linguistics and related fields of study.  

You need to ensure your reader has a full understanding of your professional context and how your research question emerges from that context. This might involve exploring the specific institution within which your professionalism is grounded – a school or a care home.  It might also involve thinking beyond your institution, drawing in discussion of national policy, international trends, or professional commitments. There may be several different contexts that shape your research proposal. These must be fully explored and explained.  

Postgraduate researcher talks about research questions, context and why it mattered

The second context for your proposal is you and your life:

Your research proposal must be based on a subject about which you are enthused and have some degree of knowledge. This enthusiasm is best conveyed by introducing your motivations for wanting to undertake the research.  Here you can explore questions such as – what particular problem, dilemma, concern or conundrum your proposal will explore – from a personal perspective. Why does this excite you? Why would this matter to anyone other than you, or anyone who is outside of your specific institution i.e. your school, your care home.  

It may be helpful here to introduce your positionality . That is, let your reader know where you stand in relation to your proposed study. You are invited to offer a discussion of how you are situated in relation to the study being undertaken and how your situation influences your approach to the study.  

The third context for your doctoral proposal is the literature:

All research is grounded in the literature surrounding your subject. A legitimate research question emerges from an identified contribution your work has the potential to make to the extant knowledge on your chosen subject. We usually refer to this as finding a gap in the literature. This context is explored in more detail in the second article.

You can search for material that will help with your literature review and your research methodology using The Open University’s Open Access Research repository  and other open access literature.

Before moving to the next article ‘Defining your Research Methodology’, you might like to explore more about postgraduate study with these links:  

• Professional Doctorate Hub  
• What is a Professional Doctorate? 
• Are you ready to study for a Professional Doctorate? 
• The impact of a Professional Doctorate

Applying to study for a PhD in psychology

• Succeeding in postgraduate study - OpenLearn - Open University
• Are you ready for postgraduate study? - OpenLearn - Open University
• Postgraduate fees and funding | Open University
• Engaging with postgraduate research: education, childhood & youth - OpenLearn - Open University

We want you to do more than just read this series of articles. Our purpose is to help you draft a research proposal. With this in mind, please have a pen and paper (or your laptop and a notebook) close by and pause to read and take notes, or engage with the activities we suggest. You will not have authored your research proposal at the end of these articles, but you will have detailed notes and ideas to help you begin your first draft.

More articles from the research proposal collection

Defining your research methodology

Your research methodology is the approach you will take to guide your research process and explain why you use particular methods. This article explains more.

Level: 1 Introductory

Addressing ethical issues in your research proposal

This article explores the ethical issues that may arise in your proposed study during your doctoral research degree.

Writing your proposal and preparing for your interview

The final article looks at writing your research proposal - from the introduction through to citations and referencing - as well as preparing for your interview.

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This free course, Succeeding in postgraduate study, will help you to become familiar with the requirements and demands of postgraduate study and to develop the skills and confidence to pursue your learning further.

This free OpenLearn course is for psychology students and graduates who are interested in PhD study at some future point. Even if you have met PhD students and heard about their projects, it is likely that you have only a vague idea of what PhD study entails. This course is intended to give you more information.

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Education Research Proposal Samples

Type of paper: Research Proposal

Topic: Education , Students , Mathematics , Teenagers , Youth , Stereotypes , Bias , Discrimination

Words: 4750

Published: 10/26/2020

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The element of teacher bias in the education institutions is of great significance to the educational development of the students. It is important in the sense that it provides insights into the role of the integration of the students and the teachers for educational success. Research has been conducted to determine the potential effects of the teacher bias on the educational achievement of the students. This research encompassed both the qualitative and the quantitative methods in identifying these concepts. Classroom observations were conducted for the research and results drawn and analyzed from the data. The results of this research suggested that the attributional bias was most significant among the teachers, especially in terms of gender, performance, race and other aspects.

Introduction and Background

This research problem came to attention with reference to my background experience at school. That is, at tender age it was observed that there was the tendency of some of the teachers to identify and ignore some of the students based on various aspects including performance, heath, social status or behavior. As such, based on the problem that the teacher bias affects the students’ achievement in the classrooms, there was need for the formulation of various questions that would assist in the development of the argument and discussions. For this reason, the first question was, do the teachers treat students differently based on input from previous teachers? That is, this question seeks to identify the role of the teachers and the school environment to define and determine the achievement of the students. The second question was, are students who need modifications treated differently from other students? This aspect seeks to develop the understanding of the concepts surrounding the students in terms of the social status, behavior or health. The last question was, does the race or ethnicity of the students affect how their teachers treat them? Nevertheless, despite the formation of the three questions, the key question was that how does that the teacher bias affect the student achievement in the classroom. In the discussion and research of this question, there was the identification of both the dependent and the independent variables. As such, in this case the dependent variable was the achievement of the students in classroom while the independent variable was the teacher bias. That is, the results and the achievement of the students in the classrooms are dependent on the state of biasness of the teachers (Anti-Defamation League, 2015).

Previous Research

The information from the previous research, including the theoretical perspective of the issue as well as the readings acted as guides for the development of the strategy and the focus for this study. There is a broad writing considering the determinants of instructive accomplishment. There is, in specific, an enthusiasm for the elements, which encourage racial, ethnic, or sexual orientation holes in education. Most studies concentrate on the adequacy of instructive inputs, for example, educator quality, companion impacts, or parental attributes (Anti-Defamation League, 2015). Various inputs have a significant effect on the accomplishments or the achievements of the students. Nevertheless, understudy exertion additionally affects accomplishment, and exertion may react deliberately to instructive inputs. For example, examination proposes that the students' conduct reacts to an adjustment in associate gathering qualities in a manner that effects instructive accomplishment. Furthermore, understudies' conduct might likewise react to educator qualities. In brain science, the generalization risk writing contends that female and minority understudies' apprehension that educators' judgments will affirm racial or sexual orientation generalizations may prompt lower execution (Dusek, 2009). Nevertheless, little examination or evaluation and studies exist to report the students' impression of educators as well as the impact of these recognitions on exertion and accomplishment. Late writing on educator's evaluating practices has discovered steady, regardless of the possibility that occasionally little, inclinations along the lines of sexual orientation, race, and ethnicity. For instance, previous studies have shown that in Israel, the male students are given considerably lower evaluations in all fields when reviewed non-anonymously at the school registration exam and finds that these findings are sensitive to the gender of the teachers. More research has found that instructors give better evaluations to the students they could call their own sexual orientation. In England, studies utilizing managerial information that incorporates an expansive scope of understudy qualities yet not educator attributes, discovered educator inclinations relying upon race and sex. In India, utilizing a trial outline, which arbitrarily relegates exam substance to understudy attributes, and where accomplishment at the exam is fixed to money related prizes, the research finds that lower rank students get lower evaluations and accordingly lower prizes. In Sweden, researchers additionally evaluated instructor predispositions in reviewing utilizing an exploratory plan and discovered noteworthy instructor predispositions by understudy ethnicity yet not by the gender of the students (Dusek, 2009). Instructive situations that mirror the rich differences of the group, country and world help with opening understudies' brains and effectively captivating them in their learning. Exploration has demonstrated that preference is countered when instructive situations foster discriminating considering, compassion improvement and positive self-regard in the students. As such, with the realization of the negative impacts of the teacher bias on the achievement of the students, other research has been conducted on some of the measures to avoid the bias (Dusek, 2009). These studies are important because understanding the measures through which the teacher bias can be prevented can assist in the understanding of the reasons for the development of the bias and the probable effects to the student academic achievement.

The process of the research encompassed the identification of the strategy, approach, or the intervention required for the development of a plausible research. These strategies included various steps undertaken to develop an elemental actual research. These steps included the initial reflection, the planning, the action, the observation, and the reflection. First, there was the observation of which issues are attainable to concentrate on in the course of the project. Occasionally, an answer for a present trouble was promptly discovered, while there were institutional limitations, which rendered the endeavors at arrangement past the extent of instructing staff. Having established the facts, it was not remarkable for issues identified with showing and figuring out how to emerge from course arranging archives, which was unable to be changed for a given time of time, like until the course assessment and the update was expected. The recording of the previous or existing situation was a significant approach. It sought to promote change through the actual change. This aspect encompassed the identification of the observations, the research information and the techniques employed in previous studies. Next, there was the identification and the finding of the relevant literature for the research. The relevant literature was like the supporting material and information for the study. Planning followed and it encompassed the development of the action plan, which involved the timing, the participants, the application of the strategies learnt in class, and the various alterations for the research. Action and observation followed planning where action encompassed the execution of the plan while observation encompassed the evaluation of the research and the interventions employed for the same (Brundin, 2014, February). Last reflection involved the analysis of the lessons, the barriers, and the implications for the future.

Data Collection and Analysis

Classroom observations were performed and the achievement levels of the students looked at. The demographics of the students were also reviewed. The observation was chosen because of the directness. The primary quality of observation is that it gives direct access to the social phenomena under thought. As opposed to depending on a self-report, for example, asking students what they would do in a certain circumstance, the observation enabled the watching and recording of the conduct in that circumstance. This, on a basic level in any event, stays away from the extensive variety of issues connected with self-report. In a meeting circumstance or because of a poll thing, for instance, a man may not generally give exact or complete data, or they may reply in ways that relate to what is socially alluring. There is a perceived wellspring of inclination in self-report systems alluded to as a 'social allure set', which implies that in numerous circles of social life there are socially alluring methods for carrying on and, intentionally or unknowingly, people will have a tendency to react in that route, albeit in 'this present reality' they may carry on in an unexpected way. Asking students whether they would have a tendency to be useful to other youngsters in specific circumstances, for instance, would be vulnerable to such a wellspring of predisposition (Brundin, 2014, February). Observation can take different structures, from casual and unstructured methodologies through to firmly organized, institutionalized techniques and can yield related various sorts of information, both subjective and quantitative. Observation, consequently, is pertinent in an extensive variety of connections. Quite a bit of human social conduct that may be of enthusiasm to the scientist is transient. The way that all observation involves some type of recording implies that it gives a perpetual record of such occasions or conduct, subsequently permitting further examination or ensuing correlations crosswise over time or area to be completed. Utilizing more than one strategy of information accumulation through a procedure of triangulation is seen as profoundly alluring as a general exploration methodology. Consequently, another quality of observation is that it can adequately supplement different methodologies and accordingly upgrade the nature of proof accessible to the specialist. The observation of the observational data was based on the reflection of the hypothesis. In this case, the research hypotheses was that teacher bias can affect student achievement in the classroom. The observation items included the nomotetic and idiographic. This is a fundamental measure that not generally has the same pertinence yet displays imperative inquiries in the methodological angle, contingent upon the subjects being considered separately or as individuals from an aggregate gathering (alternately an agent piece of it). It is imperative to bring up that a little gathering of subjects going about as a unit is considered idiographic, amplifying the excellent feeling of a word. The analysis of the observational data encompassed the conducting observations multiple times. On the off chance, that one is uncommon somehow, and completes observation structures amid and instantly taking after a observation. Watching for more periods diminished the degree to which members changed their conduct in response to being watched. Despite the fact that dependability was higher for records of cement as opposed to digest practices, watching just solid practices prompted ignoring important conduct (Clark, 2010). Dependability was higher for agendas than for evaluations, which included more prominent eyewitness judgment. Once the observations began, there was the refining of the observation techniques or meanings of observational classifications to build dependability. While comparing the means that gave contrasts between the groups observed and the times, there was the need to utilize the factual tests to exhibit that these distinctions are unrealistic to have happened by possibility. Numerous measurable evaluations encompassed the provision of a value that shows the likelihood that gathering contrasts happened by chance alone. For instance, an estimation of .05 shows that there is a 5% likelihood that contrasts between gatherings happened by chance as opposed to in light of the intercession (Clark, 2010). In the preceding evaluation of the information or observational data, there was the setting of the value to be used as the paradigm for measurable significance. An estimation of .05 was utilized as a cutoff. As such, the analysis of the observational data was a significant component of the research because this analysis was employed in the discussion of the results and the implications for future educational practice (Sawchuk, 2014, May).

The research is displayed on the attributional gender bias: the propensity to create diverse attributions (clarifications) for female versus male students' execution in math. Though young men's triumphs in math are ascribed to capacity, young ladies' victories are credited to exertion; alternately, young men's disappointments in math are ascribed to an absence of exertion and young ladies' disappointments to an absence of capacity(Chetty, Friedman, Rockoff, & National Bureau of Economic Research, 2013). This kind of bias has been demonstrated in past research submitted by instructors, folks, and the students themselves. The present work looked to explore whether this inclination among auxiliary school math instructors may be lessened after some time through selection of an incremental hypothesis of knowledge. Discoveries uncovered at benchmark, instructors submitted the normal bias in reference to their high-performing students' math execution. Taking after presentation to jolts, teachers in both trial and control conditions lessened this predisposition. Teachers crosswise over conditions demonstrated a sort of pay for the predisposition by switching cliché attributions for girls' and young men's victories and disappointments in math. Further, member’s backslid to the first predisposition almost a year later (Gabriel & Smithson, 1990). Discoveries show the possibility to alter attributional Gender bias predisposition, additionally the difficulties for accomplishing long haul changes inside of school settings and for underlining exertion past capacity in math execution. In spite of limited or, by and large, no attendant gender bias crevices in math accomplishment, sex contrasts hold on regarding men's prevalence in math-related occupations, especially in physical sciences and designing. Prior exploration exhibited that people see male students as having generally more prominent scientific capacities than female understudies.

Attributional gender bias

The present work manages a particular sexual orientation inclination, alluded to here as the attributional sex predisposition: the propensity to property young men's triumphs in math to capacity and young ladies' victories to exertion, yet young men's disappointments in math to an absence of exertion and young ladies' disappointments to an absence of capacity. In a mixture of experimental studies, this inclination has been exhibited among folks, and educators. The research has done investigation on the degree to which kids' view of their math execution is affected by the impression of grown-ups. Some exploration shows that instructors' observations don't impact students' math self-recognitions to the same degree as folks' discernments. Yet, other examination has demonstrated that educators have noteworthy impacts on understudy self-discernments (Leiding, 2006). Different discoveries may mirror the relative variability in instructor understudy connections when contrasted with guardian youngster connections regarding length of time, recurrence, individual consideration, and other such variables (Gabriel & Smithson, 1990). In any case, momentum-training examination underscores the potential effect of instructors on the students, especially with respect to their mentality and accomplishment in math and science. This effect may be particularly significant amid center school, a period when new numerical ideas are presented and generously diverse scholarly objectives and difficulties emerge. Therefore, math instructors at the optional school level are accused of advancing comprehension of innovative numerical ideas for students at an exceptionally transitional period. It is basic, then, to examine techniques by which educators keep up sexual orientation impartial observations and desires for students' execution in math.

Intelligence theories

The present study examined how attributional sex predisposition may be decreased among optional school math instructors by situating them toward an incremental hypothesis of insight. A productive line of examination has shown how seeing insight as dynamic is frequently connected with positive scholastic results, for example, setting learning objectives, keeping up self-viability, and creating inherent inspiration(Lym, 1973). The research has demonstrated that in respect to the individuals who credit to an incremental hypothesis of insight, grown-ups who attribute to a substance hypothesis are more inclined to judge people on the premise of beginning execution, frame more inflexible judgments, are more affected by their starting desires when making assessments, additionally go to generalization predictable data, are less inclined to put stock in their capacity to impact others' learning, are less inclined to choose testing errands, and are more inspired by making examinations between people than inside of individual changes (Chetty, Friedman, Rockoff, & National Bureau of Economic Research, 2013). These discoveries suggest that a few instructors, through element driven perceptions and practices, may make classroom situations that present boundaries to young women’s dynamic investment in math, a subject connected with sex generalizations. In this way, it is advantageous to research how an incremental hypothesis of knowledge could encourage more evenhanded and less one-sided view of understudies in math classrooms.

The hypothesis

At the point when making attributions about students' execution in math, instructors presented to an incremental hypothesis of insight ought to ascribe accomplishment to exertion and inability to an absence of exertion for both young men and young ladies(Presseau, 2004). The attributional sex predisposition ought to be hard to keep up when seeing insight as dynamic and moldable. Further, it was normal that the attributional gender bias would not reemerge as instructors continued connections with the students in math classrooms over the long haul.

Methodologies

A longitudinal test configuration was utilized to test the speculation that members who were presented to boosts on the incremental hypothesis of knowledge would take part in less attributional sexual orientation inclination after some time, in respect to members in a control bunch.

Participants

Preceding member enrollment, schools were arbitrarily relegated to control or exploratory conditions. This was done to guarantee that educators from a given schoolwould be in the same condition, counteracting conceivable tainting through exchange of diverse conditions. Center and secondary school math teachers were enlisted from nearby state funded school regions and esteemed qualified to take an interest in the study in the event that they were showing Pre-Algebra, Algebra, or Geometry. The study was depicted to educators as expert advancement to address challenges in instructing math. Given the measure of time that educators would be included in the study, it was basic to give members in both conditions with helpful instructing materials. In any case, the goals of the study concerning sexual orientation predisposition were not revealed to members until the finish of the study, to control for member response inclination. The specimen--N =64, mirrored the demographic attributes of the bigger populace of educators in the Southwest United State city where the study occurred: sixty percent female and sixty six percent Hispanic or Latino (Presseau, 2004). Likewise, a lion's share of the example taught at the center school level-sixty percent and had ten years or less of showing background-fifty eight percent. Members were given fiscal pay to each finished session of the study.

The dependent measures: Attributional Bias instrument

Attributional sex inclination was measured utilizing a unique instrument created to recognize the particular sort of predisposition theorized. Estimation of attributions for math execution in other exploration has regularly given members a general situation—that is, falling a test and evaluated an assortment of clarifications for the occasion. The Attributional Bias Instrument was particularly intended to inspire exertion or capacity clarifications for male and female understudies' prosperity and disappointment practices in math. Other work has affirmed the legitimacy and dependability of the ABI when it was utilized to survey understudies' attributions for their own particular math execution. Despite the fact that the ABI was utilized to survey instructors' attributions in the present study, it comprised of the same structure and things just altered from ‘she’ to ‘he’ or ‘she’.

The beginning session of the study was held at a college grounds on a Saturday independently for educators in the test gathering and those in the control bunch. In accordance with the pretense of the study, the session was depicted to instructors as a 3-h proficient advancement workshop on math educating difficulties. Toward the beginning of the session, members finished the gauge ward measures (Time 1). The experimenter then exhibited the jolts relating to the trial or control condition. Jolts for every condition were introduced in comparable organizations, comprising of a slide show presentation, feature, mentality change activities contained in a booklet, and little gathering discourse of the activities. Taking after presentation to the boosts, members finished a second arrangement of ward measures (Time 2). Endless supply of the measures, instructors were expressed gratitude toward for their support in the introductory session, and they gave contact data to be utilized for consequent sessions of the study. Time 3 happened one semester after the beginning session of the study and Time 4 happened about a year after the starting session.

Scoring the Attributional Bias Instrument

Members' reactions to each of the achievement and disappointment practices were coded as either an exertion attribution 1 or a capacity attribution 0. Accordingly, mean scores for this measure speak to the likelihood of attempting attribution more than a capacity attribution, or the extent of exertion attributions in respect to capacity attributions, which are communicated as rates.

Analysis of the Attributional Bias Instrument

A progression of examinations were led to test the speculations of the study. First, it was anticipated that at standard (Time 1), educators in every condition would show the attributional sexual orientation predisposition. All the more particularly, it was normal that instructors would property fruitful practices in math to exertion (versus capacity) more for young ladies than for young men. Likewise, it was anticipated that instructors would trait disappointment practices in math to exertion (versus capacity) more for young men than for young ladies. Given this introductory expectation, a 2 [condition: trial versus control] multiplied by 2 [sex of understudy target: female versus male] ×2 {conduct in math: achievement versus failure) ×2 [Achievement level of understudy target: high-accomplishing versus low-accomplishing] model was tried for Time 1 information in a logistic relapse examination with attribution sort-exertion versus capacity as the dichotomous ward variable. The Generalized Estimating Equations work in SPSS 18.0 was utilized for this and resulting examinations. Results demonstrated that the anticipated 2-way connection--Gender x Behavior rose, Wald's 12.14=X2(3), 0.007=q, such that distinctive attributions were made for young men's and young ladies' triumphs and disappointments in math. All the more particularly, members submitted the attributional sexual orientation inclination as victories in math were credited to exertion more for young ladies (sixty one percent) than for young men (forty four percent); and, disappointments in math were ascribed to exertion more for boys(fifty seven percent)than forgirls(forty percent).

Implications for Future Educational Practice

Initially, not surprisingly, optional school math teachers occupied with the attributional sexual orientation predisposition at Time 1, such that they credited victories in math to exertion (in respect to capacity) more for young ladies than for young men, and ascribed disappointments in math to exertion more for young men than for young ladies. The one-sided example of attributions saw at Time 1 changed quickly after introduction to boosts in both conditions at Time 2. Then again, the boosts did not support exertion attributions equally for the disappointments and accomplishments of both young ladies and young men (as speculated for the incremental knowledge jolts). Maybe, instructors expanded theireffortattributionsforboys'successeswhiletheydecreasedtheireffortattributions for young ladies' victories. Correspondingly, educators diminished the abnormal state of exertion attributions made for young men's disappointments, while giving more exertion attributions to young ladies' disappointments. As opposed to desires, educators in the trial and control conditions demonstrated comparable changes in their attributions taking after presentation to either incremental insight boosts or option jolts on learning styles. Suddenly, the extent of exertion attributions in the control condition generally mirrored those in the test condition over the long haul and no noteworthy contrasts developed by condition. This recommends that educators reacted to the control materials by moving their attributions for understudies' math execution in a way like how instructors reacted to the exploratory boosts. At the point when instructors thought about either understudies' learning styles in the control condition, or on the pliability of knowledge in the trial condition, they considered procedures by which understudies learn. After this, educators were gotten some information about their male and female understudies, and may have been affected to reevaluate their conventional or stereotypic perspectives of understudies' math execution. In spite of the fact that educators made less one-sided attributions at Time 2, the goal of the study was to impact instructors to give expanded exertion attributions to both young men's and young ladies' victories and disappointments in math. Undoubtedly, at Time 2, instructors gave more noteworthy thought to exertion as the reason for young men's victories and young ladies' disappointments, yet educators all the while expanded capacity attributions for young ladies' triumphs and young men's disappointments. The incremental hypothesis of knowledge jolts (nor the control materials) did not incite educators to give elevated amounts of exertion attributions crosswise over achievement and disappointment practices for both sexes. Work is expected to examine how the incremental hypothesis control could be fortified to underline the part of exertion in math execution and produce exertion attributions, past impacting educators to just invert the capacity and exertion attributions regularly connected with every sexual orientation(Chetty, Friedman, Rockoff, & National Bureau of Economic Research, 2013). It ought to be noticed that the attributional sexual orientation predisposition was watched just for high accomplishing understudies. This may have happened on the grounds that there was low variability in the clarifications accommodated the practices of low-accomplishing understudies crosswise over sex: the triumphs of both low-accomplishing young men and young ladies were mostly credited to exertion, and their disappointments were by and large ascribed to absence of capacity. As such, educators seemed to view low-accomplishing students as low-achievers, as opposed to regarding their sexual orientation. That attributional sexual orientation predisposition was found for high-accomplishing understudies recommends even young ladies who reliably perform well in math are seen one might say as less "talented" here than their male partners(Leiding, 2006). Despite the fact that the gathering of information on genuine understudy execution was past the extent of this study, the discoveries can be considered nearby other work where view of understudies' math execution do not reflect target sex contrasts in performance of students.

Anti-Defamation League. (2015). Imagine a world without hate. Curriculum Resources. biased Brundin, J. (2014, February). Teachers undo personal biases to help students of color engage. Chetty, R., Friedman, J. N., Rockoff, J. E., & National Bureau of Economic Research. (2013). measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates. Cambridge, MA: National Bureau of Economic Research. Clark, P. (2010). I don’t think I’m biased. Teaching Tolerance, 37. Retrieved May 9, 2015 from Colorado Public Radio. Retrieved May 12, 2015 from http://www.cpr.org/news/ Dusek, J. B. (2009). Do Teachers Bias Children's Learning? Review of Educational Research. doi:10.2307/1170069 Gabriel, S. L., & Smithson, I. (1990). Gender in the classroom: Power and pedagogy. Urbana: University of Illinois Press. http://www.tolerance.org/magazine/number-37-spring-2010/feature/i-don-t-thingi-m- Leiding, D. (2006). Racial bias in the classroom: Can teachers reach all children? Lanham, MD: Rowman & Littlefield Education. Lym, C. L. (1973). The effect of introducing an expectancy bias of student achievement on teachers' interactive behavior in a microteaching situation. S.l. Presseau, C. P. (2004). Identifying gender bias through verbal instructional feedback in middle school physical education. resources/c/creating-an-anti-bias-learning-environment.html Retrieved May 9, 2015 from http://www.adl.org/education-outreach/curriculum- Sawchuk, S. (2014, May). Research detects bias in classroom observations. Education Week. Retrieved May 9, 2015 from http://www.edweek.org/ew/articles/2014/05/ 13/32observe.h33.htmlstory/teachers-undo-personal-biases-help-students-color-engage Appendix Appendix A The beginning session of the study was held at a college grounds on a Saturday independently for educators in the test gathering and those in the control bunch. In accordance with the pretense of the study, the session was depicted to instructors as a 3-h proficient advancement workshop on math educating difficulties. Toward the beginning of the session, members finished the gauge ward measures (Time 1). Appendix B The experimenter then exhibited the jolts relating to the trial or control condition. Jolts for every condition were introduced in comparable organizations, comprising of a slide show presentation, feature, mentality change activities contained in a booklet, and little gathering discourse of the activities. Taking after presentation to the boosts, members finished a second arrangement of ward measures (Time 2). Appendix C Time 3 happened one semester after the beginning session of the study and Time 4 happened about a year after the starting session.

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What’s Included: Research Proposal Template

Our free dissertation/thesis proposal template covers the core essential ingredients for a strong research proposal. It includes clear explanations of what you need to address in each section, as well as straightforward examples and links to further resources.

The research proposal template covers the following core elements:

• Introduction & background (including the research problem)
• Literature review
• Research design / methodology
• Project plan , resource requirements and risk management

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Research Proposal Template FAQS

What types of research proposals can this template be used for.

The proposal template follows the standard format for academic research projects, which means it will be suitable for the vast majority of dissertations and theses (especially those within the sciences), whether they are qualitative or quantitative in terms of design.

Keep in mind that the exact requirements for the introduction chapter/section will vary between universities and degree programs. These are typically minor, but it’s always a good idea to double-check your university’s requirements before you finalise your structure.

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How long should my research proposal be?

The length of a research proposal varies by institution and subject, but as a ballpark, it’s usually between 1,500 and 3,000 words.

To be safe, it’s best to check with your university if they have any preferences or requirements in terms of minimum and maximum word count for the research propsal.

How detailed should the methodology of the proposal be?

You don’t need to go into the fine details of your methodology, but this section should be detailed enough to demonstrate that your research approach is feasible and will address your research questions effectively. Be sure to include your intended methods for data collection and analysis.

Can I include preliminary data or pilot study results in my proposal?

Generally, yes. This can strengthen your proposal by demonstrating the feasibility of your research. However, make sure that your pilot study is approved by your university before collecting any data.

Can I share this template with my friends/colleagues?

Yes, you’re welcome to share this template in its original format (no editing allowed). If you want to post about it on your blog or social media, we kindly request that you reference this page as your source.

What format is the template (DOC, PDF, PPT, etc.)?

The research proposal template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

Do you have templates for the other chapters?

Yes, we do. We are constantly developing our collection of free resources to help students complete their dissertations and theses. You can view all of our template resources here .

Can Grad Coach help me with my dissertation/thesis?

Yes, you’re welcome to get in touch with us to discuss our private coaching services .

Further Resources: Proposal Writing

The template provides step-by-step guidance for each section of your research proposal, but if you’d like to learn more about how to write up a high-quality research proposal, check out the rest of our free proposal-related resources:

• Research Proposal 101
• Examples of research proposals
• How To Find A Research Topic
• How To Find A Research Gap
• Developing Your Golden Thread
• How To Write A Research Proposal
• 8 Common Proposal Writing Mistakes

You can also visit the Grad Coach blog for more proposal-related resources.

If you’d prefer 1-on-1 support with your research proposal, have a look at our private coaching service , where we hold your hand through the research process, step by step.

Educational Leadership - Ed.D.

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• Literature Review

Research Proposal

• Annotated Bibliography
• Peer Review or Scholarly Journal Articles
• APA Citation

Research Support

Additional information.

There is additional information in the Organizing Academic Research Papers research guide.

The goal of a research proposal is to present and justify a research idea you have and to present the practical ways in which you think this research should be conducted. The forms and procedures for such research are defined by the field of study, so guidelines for research proposals are generally more exacting and less formal than a project proposal. Research proposals contain extensive literature reviews and must provide persuasive evidence that there is a need for the research study being proposed. In addition to providing rationale for the proposed research, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and/or benefits derived from the study.

Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005.

How to Approach Writing in a Research Proposal

• Develop your skills in thinking about and designing a comprehensive research study.
• Help learn how to conduct a comprehensive review of the literature to ensure a research problem has not already been answered [or you may determine the problem has been answered ineffectively] and, in so doing, become familiar with scholarship related to your topic.
• Improve your general research and writing skills.
• Practice identifying what logical steps must be taken to accomplish one's research goals.
• Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in the process of doing scholarly research.

A proposal should contain all the key elements involved in designing a complete research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the results of the study and your analysis of those results. Finally, an effective proposal is judged on the quality of your writing. It is, therefore, important that your writing is coherent, clear, and compelling.

Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:

• What do you plan to accomplish? Be clear and succient in defining the research problem and what it is you are proposing to research.
• Why do you want to do it? In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of study. Be sure to answer the "So what? question.
• How are you going to do it? Be sure that what you propose is do-able.

Common Mistakes to Avoid

• Failure to be concise; being "all over the map" without a clear sense of purpose.
• Failure to cite landmark works in your literature review.
• Failure to delimit the contextual boundaries of your research [e.g., time, place, people, etc.].
• Failure to develop a coherent and persuasive argument for the proposed research.
• Failure to stay focused on the research question; going off on unrelated tangents.
• Sloppy or imprecise writing. Poor grammar.
• Too much detail on minor issues, but not enough detail on major issues.

Procter, Margaret. The Academic Proposal .  The Lab Report. University College Writing Centre. University of Toronto; Sanford, Keith. Information for Students: Writing a Research Proposal . Baylor University; Wong, Paul T. P. How to Write a Research Proposal . International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences, Articles, and Books . The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

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• Last Updated: Mar 19, 2024 4:07 PM
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