Background of the study in research paper
Of southern zing your social sciences research ound zing your social sciences research paper: background purpose of this guide is to provide advice on how to develop and organize a research paper in the social of research flaws to ndent and dependent ry of research terms. Choosing a research ing a topic ning a topic ing the timeliness of a topic idea. An oral g with g someone else's to manage group of structured group project survival g a book le book review ing collected g a field informed g a policy g a research ound information identifies and describes the history and nature of a well-defined research problem with reference to the existing literature. The background information should indicate the root of the problem being studied, appropriate context of the problem in relation to theory, research, and/or practice, its scope, and the extent to which previous studies have successfully investigated the problem, noting, in particular, where gaps exist that your study attempts to ance of having enough background ound information expands upon the key points stated in the beginning of your introduction but is not intended to be the main focus of the paper. Sufficient background information helps your reader determine if you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your analysis and findings. This information provides the reader with the essential context needed to understand the research problem and its ing on the problem being studied, forms of contextualization may include one or more of the following:Cultural -- placed within the learned behavior of specific groups of ic -- of or relating to systems of production and management of material wealth and/or business -- located within the behavioral, cultural, or psychological traits typically associated with being male or ical -- the time in which something takes place or was created and how that influences how you interpret isciplinary -- explanation of theories, concepts, ideas, or methodologies borrowed from other disciplines applied to the research problem rooted in another ophical -- clarification of the essential nature of being or of phenomena as it relates to the research al/spatial -- reflects the space around something and how that influences how you see cal -- concerns the environment in which something is produced indicating it's public purpose or -- the environment of people that surrounds something's creation or intended audience, reflecting how the people around something use and interpret al -- reflects issues or events of, relating to, or limited by ound information can also include summaries of important, relevant research studies.
Background of the study in a research paper
This is particularly important if there is an essential or groundbreaking study about the research problem or a key study that refutes or supports your thesis. The key is to summarize for the reader what is known about the specific research problem before you conduct the analysis. This is accomplished with a general review of the foundational research literature [with citations] that document findings informing your study's aims and : research studies cited as part of the background information of your introduction should not include very specific, lengthy explanations. University of new ure and writing ing background information in the introduction of a research paper serves as a bridge that links the reader to the topic of your study. But precisely how long and in-depth this bridge should be is largely dependent upon how much information you think the reader will need to know in order to fully understand the topic being discussed and to appreciate why the issues you are investigating are another perspective, the length and detail of background information also depends on the degree to which you need to demonstrate to your professor how much you understand the research problem. Keep this in mind because providing pertinent background information can be an effective way to demonstrate that you have a clear grasp of key issues and concepts underpinning your overall study.
Background of the study for research paper
And, avoid stating the that the structure and writing style of your background information can vary depending upon the complexity of your research and/or the nature of the assignment, here are some questions to consider while writing this part of your introduction:Are there concepts, terms, theories, or ideas that may be unfamiliar to the reader and, thus, require additional explanation? The research study unusual in a way that requires additional explanation, such as, 1) your study uses a method of analysis never applied before; 2) your study investigates a very esoteric or complex research problem; or, 3) your study relies upon analyzing unique texts or documents, such as archival materials or primary documents like diaries or personal letters, that do not represent the established body of source literature on the all introductions to a research problem require some contextualizing, but the scope and breadth of background information varies depending on your assumption about the reader's level of prior knowledge. Despite this assessment, however, background information should be brief and succinct; save any elaboration of critical points or in-depth discussion of key issues for the literature review section of your ound of the problem section: what do you need to consider? The literature orating background information into the introduction is intended to provide the reader with critical information about the topic being studied, such as, highlighting and expanding upon foundational studies conducted in the past, describing important historical events that inform why and in what ways the research problem exists, or defining key components of your study [concepts, people, places, things]. Although in social sciences research introductory background information can often blend into the literature review portion of the paper, basic background information should not be considered a substitute for a comprehensive review and synthesis of relevant research , cris. Therefore, the network researchers chose to concentrate on a small number of sites which, looking beyond individual reform projects, have taken a systemic approach to teacher professionalism.
It was thus necessary and appropriate to take an exploratory approach in this study to begin to understand the phenomena of systemic reform in a manner that captures the essence of the problems, the nature of the solutions attempted, and the evolving story of successes and failures enroute. Willingness to participate with us as research partners,And a track record, having been established for at least five years;. Conceptual g-1 portrays the emerging conceptual framework used for studying systemic reform in the professionalism of educators. The school change literature (fullan, 1991; fullan & miles, 1992; louis & miles, 1990), which has identified critical elements of reform (left box in figure g-1) provided the focus for the design of the study. The critical elements examined for each case include: a) the visions guiding the reforms; b) the leadership driving them; c) the knowledge and research/inquiry foundation upon which they are built; d) the opportunities for learning needed to sustain them; e) the mechanisms for communication used to coordinate them; f) the organizational arrangements designed to support them, and g) the strategies used to implement them. An independent assessment of the impact of these reforms on student learning was beyond the scope of this study.
In toronto and southern maine, the study sample included one high school and one elementary school in each of two districts. The selection of individual schools was made by mutual agreement between the participating partnerships and the network researchers. The research questions and design of the network study established parameters defining the major variables under investigation. Although not the primary focus of the study, where these outside influences were particularly influential, their impact was explored. The challenge of studying these complex entities is made even more daunting by the fact that the partnership members are attempting to do this while working within dynamic institutions that are engaged in restructuring their own organizations. After many additions and revisions, the final version of the journeys completed by each site became the outline from which the research team identified questions to explore to further understand the processes used to facilitate and support change and what it took to bring about the changes that had occurred.
In this way, the journeys served as an important research tool for guiding the investigation, and as useful storyboards for describing these reform initiatives. The four overarching questions guiding the study were as follows:What has been the nature of the systemic reform effort, including the objectives, structures, roles, and strategies employed? Field notes were transcribed and coded using a coding scheme derived from the principal research questions. The goal of the first portion of the study was to create a narrative record of the evolution of the reform initiative and to analyze the key forces affecting the reform process for each organization within the partnership. The cross-case analysis concludes with an assessment of the resources required to implement reforms of this magnitude (section k), and finally with the implications derived from the study for policy and practice (section l), and future research needs (section m). It is important to remember that the total amount of time spent at each site was short (15-20 days), particularly when studying a number of different organizations within each partnership.
