All the references need to be current not ten years old (2010-2018) Location of school is Miami Norland Middle School. I need only Chapter 1 complete. Paper should be written in Leadership the role of a principal in Secondary Education. Follow the given outline for university requirements Outline will be attach…..make sure you do grammar check no plagiarism please. I need your best writer on this paper.
CHAPTER 1. INTRODUCTION
1. Introduction to the Problem (Hit Tab to add page numbers)
2. Background, Context, and Theoretical Framework
3. Statement of the Problem
4. Purpose of the Study
5. Research Questions Rationale, Relevance, and Significance of the Study
5. Nature of the Study
6. Definition of Terms
7. Assumptions, Limitations, and Delimitations
8. Chapter 1 Summary
A SUGGESTED FORMAT FOR CHAPTER 1 OF THE DISSERTATION*
Introduction/Background A general overview of the area or issue from which the problem will be drawn and which the study will investigate
Statement of the Problem A clearly and concisely detailed explanation of the problem being studied, ie, “While evidence of this relationship have been established in the public schools in Florida,
Conceptual Framework for the Study The theoretical base from which the topic has evolved. This information is the material that undergirds and provides basic support for the study.
Purpose of the Study What the study will investigate. There should be one or two paragraphs to introduce the research questions and hypotheses.
Research Questions Listed as 1. . . . 2. . . . 3. . . . . . . n. Definition of Terms The terms in this section should be terms directly related to the research that will be used by you throughout the study.
Procedures A brief description of the procedures and methodology used to accomplish the study Significance of the Study Its importance to practice, to the discipline or to the field
Limitations of the Study Limitations to the study over which the researcher has no control.
Organization of the Study How the study and chapters will be organized
Chapter 1 Topic Sections
Research Questions
In this section the researcher narrows the focus of the study. The questions are derived from the problem statement. Within the general purpose of the study, what are the specific questions the research will attempt to answer? If quantitative, state the research question(s) and the hypotheses that will be researched.
Quantitative research may have one question or several questions. One way of organizing research questions is identifying a primary research question followed by additional or sub-questions. The primary research question should flow logically from the problem statement and purpose statement and be very similar in wording although phrased as a question.
If there is no primary research question, simply list all the research questions. Sequence the questions by priority and by listing those questions first that best align to the problem and purpose statements. Follow testable quantitative research questions with an alternative hypothesis and the null hypotheses. Research questions that cannot be tested will not have hypotheses.
A well written properly formed research question will contain the following characteristics:
• Clearly identifies the phenomenon to be investigated.
• Specifies the nature of the investigation (a description, etc.) if qualitative.
• Uses key words associated with the specific methodology, such as “experience,” “process,” “describes,” etc., if qualitative. These words suggest the nature of the methodology for answering the question.
• Clearly specifies the sample.
• Is in the form of a grammatically correct English question, ending in a question mark.
The Significance of the Study
This section must clearly justify the methods the researcher plans to use for conducting the study. It provides a description of the need for the study and provides a rationale or need for studying an issue or phenomenon. This should enhance the reader’s understanding of how this research will contribute to the existing body of knowledge and/or practice.
Organize this section with three subsections: Rationale, Relevance, and Significance. This will leave no doubt in the reader’s mind regarding which issue/topic is covered in each section. These three sections are very important and provide readers, including committee members, all necessary elements to make a judgment regarding the potential significance of your proposed study.
Significance of the Proposed Study
1. What is the value of the proposed study to the scientific community?
2. Will your proposed study serve to begin to close a gap in knowledge?
3. How will the new knowledge produced because of this proposed study contribute to, test, advance, refine, evaluate, or challenge existing theory or research?
4. Will your proposed study begin to bridge a debate or controversy in the literature?
5. Will your completed study impel further research?
Rationale for the Proposed Study
The proposed study answers:
1. Why is the study being proposed? Lack of communication with new teacher. Some new teachers come from teach of America and only stay for three years and leave.
2. What practice problem does this proposed study address, provide a solution, or help to solve?
3. Why is the research problem important?
4. To whom is the research problem important?
5. How has this proposed study emerged from the relevant research, theory and knowledge in your field or discipline?
6. Who are the researchers or content experts calling for this research?
7. Who has asked for this new knowledge or acknowledged existence of a gap in the research literature (which researchers, authorities, content experts)?
8. Will the new knowledge the study generates revise, extend, or create new knowledge?
9. For whom?
Relevance of the Proposed Study
1. What is the relevance to your specialization?
2. What is the potential value of your findings in your specialization?
Definition of Terms
Defining key terms helps to establish the parameters of the study variables. All terms must be properly cited. Do not use Wikipedia or a generic dictionary or encyclopedia for your definitions. In the definition of terms, define (a) technical terms and any words or phrases that have unusual or a restricted meaning; (b) concepts, words, and phrases that may have ambiguous meaning (e.g., if a researcher is repeatedly using an ambiguous expression or term such as “engaging,” define this word); (c) for quantitative research, define the variables as well as the relationships between the variables and the research question (see the detailed explanation below); and (d) for qualitative research, define the constructs, characteristics, or conditions necessary to provide your reader conceptual clarity (see the detailed explanation below). The definition of terms section aids the reader in understanding how specific terms are being used. Although it makes sense to draw definitions from the literature, the researcher ultimately establishes the definition that best fits the researcher’s conceptualization of the term considering the research problem, research design, and so on.
• Adequately define constructs investigated in the study
• Provide an operational definition to terms and phrases used in a unique way
• Define the study variables at the level of a general reader
• Define terms and jargons used in the current study and in the research area at the level of a general reader.
• All definitions are supported with valid source citations or clearly identified as operationally defined for this study?
Assumptions, Limitations and Delimitations
When explaining the nature of your study, be sure to:
• Identify the assumptions inherent with the research focus
• Identify the assumptions behind the stated research questions or hypotheses for this study.
• Provide a clear rationale for each assumption
• Identify the limitations of the study design.
• Provide a clear rationale for each limitation
• Identify the delimitations that might limit the scope of the study
• Describe the decisions that were made in the development of the proposal for research
• Discuss the generalizability of the study findings
