The research
questions posed by the researcher are as follows:

1. Will a
student’s overall reading achievement increase or decrease as their intrinsic
motivation towards reading increases or decreases? 
 2. Will a student’s accelerated reading scores increase or decrease their intrinsic
motivation towards reading?
 3. Does a performance based reward increase or decrease a student’s intrinsic motivation towards reading? 
4. Will a student’s accelerated reading score positively or negatively correlate to their overall reading achievement? 
5. Will the performance based reading reward positively or negatively correlate with a student’s accelerated reading scores? 
6. Will the performance based reading reward positively or negatively correlate with a student’s overall reading achievement? 

In the research
problem presented, there are six possible correlations which are important to
answering the research question: (1) student’s intrinsic motivation towards
reading and their overall reading achievement, (2) students intrinsic motivation
towards reading and their accelerated reading scores, (3) students intrinsic
motivation and the performance based reward; (4) students accelerated reading
scores and their overall reading achievement, (5) students accelerated reading
scores and the performance based reward given as a result of their scores; (6)
the performance based reward and student’s  overall reading achievement. The first three research questions are qualitative in nature and can be examined using surveys, interviews, audiovisual data, field notes, and the students accelerated reading data.  The last three research questions are quantitative in nature and can be examined using descriptive and/or experimental researching techniques. Using descriptive statistics, the researcher can examine correlations among the different variables. For example, the researcher can examine the correlation among students accelerated reading scores and their standardized test scores for reading. Once the researcher establishes statistically significant correlations among variables, a cause and effect relationship can be examined using experimental research. Using experimental research to establish cause and effect relationships among variables will help seal the validity of one’s research. 

When answering
complex research questions, the researcher must dig deep to get a complete understanding of the phenomenon their studying. More importantly, the researcher
must decide the type of research study will work best to uncover certain truths about the phenomenon in question.  The entire body of data collected, not any single statistic calculated, is what ultimately must be used to resolve the esearch problem. There is no substitute for the task the researcher ultimately faces: to discover the meaning of the data and its relevance to the research problem (Leedy & Ormrod, 2010, p. 30). 

The purpose of this analysis is to examine the three main types of
doctoral research: qualitative, descriptive, and experimental research.
Furthermore, the researcher will synthesize how each strand of research could
potentially be applied to the research problem in question: will administering a
reading rewards program increase/decrease a
student’s intrinsic motivation towards reading, and/or increase/decrease a
student’s overall reading achievement scores? 
           
Qualitative research has two common core attributes in common. First, it
focuses on phenomena that occur in a real-world or natural setting, and second,
it involves studying those phenomena in all their complexity. 
Some qualitative researchers believe that there isn’t necessarily a
single, ultimate truth to be discovered, instead, there may be multiple
perspectives held by different individuals, with each of these perspectives
having equal validity, or truth (Creswell, 2009; Lincoln & Guba, 1985).
Other qualitative researchers believe that all inquiry starts out in a
qualitative form (Lauer& Asher, 1988). 

Qualitative research studies typically serve one or more of the
following purposes:
 1. Description: they can reveal the nature of certain situations,
settings, processes, relationships, systems, or people. 
2. Interpretation: they enable a researcher to (a) gain new insight
about a particular phenomenon, (b) develop new concepts or theoretical
perspectives about the phenomenon, and/or (c) discover the problems that exist
within the phenomenon.
3. Verification: they allow a researcher to test the validity of
certain assumptions, claims, theories, or generalizations within real world
contexts. 
4. Evaluation: they provide a means through which a researcher can
judge the effectiveness of particular policies, practices, or innovations
(Peshkin, 1993). Studying student’s intrinsic motivation towards reading is a complex task. Many variables can potentially contribute to increased or decreased student motivation levels and reading achievement. Thus, the researcher aims to “recognize that the issue being studied has many dimensions and layers, and will try to portray the issue in its multifaceted form” during the dissertation defense process (Leedy & Ormrod, 2010, p. 135). 
         
Qualitative research has five common research designs: (a) case studies,
(b) ethnography, (c) phenomenological study, (d) Grounded theory study, and (e) content analysis. While all of the qualitative research designs may be useful,
for the purpose of monitoring student’s intrinsic motivation towards reading, a
case may be one of the best options. A case study involves collecting extensive
data on the individuals (students), programs (accelerated reader), or events
(reading rewards) on which the investigation is focused. These data often
include observations, interviews, documents, past records, and audiovisual
materials (Leedy & Ormrod, 2010, p. 137). Gathering many forms of
qualitative data is vital when presenting a complete and unbiased account of the
case. Thus, the research will use a variety of case study methods as data to
collect, interpret, and report.


Descriptiveresearch involves either identifying the characteristics of an observedphenomenon or exploring possible correlations among two or more phenomena (Leedy & Ormrod, 2010, p. 182). The researcher also aims to do both in the research problem presented. There are four descriptive research designs: observation studies, correlational research, developmental designs, and survey research. In observational studies, when human beings are being studied, the focus is typically on a certain aspect of behavior, which can then be quantified in some way. For the research problem in question: : will administering a reading rewards program increase/decrease a student’s
  intrinsic motivation towards reading, and/or increase/decrease a student’s
  overall reading achievement scores; the behavior(s) being studied are students
  reading, their motivation, their test taking ability, and their reaction to a
  performance based reward.

A correlational study examines the extent to which differences in one characteristic or variable
are related to differences in one or more other characteristics or variables. A
correlation exists if, when one variable increases, another variable either
increases or decreases in a somewhat predictable fashion (Leedy & Ormrod,
2010, p. 183). In the research problem presented, there are six possible
correlations which are important to answering the research question: (1)
student’s intrinsic motivation towards reading and their overall reading
achievement, (2) students intrinsic motivation towards reading and their
accelerated reading scores, (3) students intrinsic motivation and the
performance based reward; (4) students accelerated reading scores and their
overall reading achievement, (5) students accelerated reading scores and the
performance based reward given as a result of their scores; (6) the performance
based reward and student’s  overall reading achievement. A developmental design often time involves the researcherstudying how a particular characteristic changes as people grow older, normally through the use of either a cross sectional study or longitudinal study. And finally, survey research involves acquiring information about one or moregroups of people-perhaps about their characteristics, opinions, attitudes, or previous experiences- by asking them questions and tabulating their answers
with the ultimate goal being to learn about a large population by surveying a
sample of that population (Leedy & Ormrod, 2010, p. 187). 
           
Once the researcher has identified correlations between variables, an
experimental design could possibly be used to establish cause and effect
relationships among the variables. In experimental research, the researcher
considers many possible factors that might cause or influence a particular
condition or phenomenon. The researcher then attempts to control for all
influential factors except those whose possible effects are the focus of
investigation (Leedy & Ormrod, 2010, p. 223). In this type of research,
experimenters control for independent and dependent variables. In true
experimental research, the researcher manipulates the independent variable and examines its effects on another, dependent variable (Leedy & Ormrod, 2010, p. 228). Thus, when the research has evolved to the stage of defining cause and effect relationships, experimental research will be used. 
 
In conclusion, a good researcher will incorporate as many types and
designs of research necessary to solve problems. No one research design will
ever be all encompassing. A true researcher must remember that the statistical
values obtained in a research study are never the end of a research endeavor or
the final answer to a research problem- the entire body of data collected is
what ultimately must be used to resolve the research problem (Leedy &
Ormrod, 2010). Thus the research will use all three types of research:
qualitative, quantitative, and experimental, to resolve the research problem:
will administering a reading rewards program increase/decrease a student’s intrinsic motivation towards reading, and/or increase/decrease a student’s overall reading achievement scores?





References

 Creswell, J.W. (2009). Research design:
Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand
  Oaks, CA: Sage.

Lauer, J.M., & Asher, J.W. (1988) Composition
  research: Empirical designs. New York: Oxford University Press. 

Leedy, P. D., & Ormrod, J. E. (2010). Practical
  research: Planning and design. Upper Sadle River, New Jersey: Merrill. 

Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic
  inquiry. Thousand Oaks, CA: Sage.

 Peshkin, A. (1988). Understanding complexity: A gift of qualitative
research. Anthropology and Education
Quarterly, 19, 416-424. 


 

The purpose of
this  study is to compare the student reading achievement scores of
third graders and monitor their intrinsic motivation towards reading when a
reading rewards program is implemented inside the classroom. 
Student reading achievement scores will be tracked on a yearly basis, and
will be measured by the scores of their state specific end-of-the-year
standardized test. The instruments used to monitor their intrinsic motivation
will be a student reading survey given both before and after implementing the
reading rewards program. The reading tracking program Renassaince Place will be used to monitor student reading throughout the school year. Students will set reading goals for themselves every grading period and the researcher will give an intrinsic reward to each student who meets their reading goal per grading
period. The researcher will then compare the student’s standardized reading test
scores to that of a control group of students of whom the reading rewards
program was not implemented. The researcher will then discuss the data between
the two groups of third grade students in the summary and include any
implications for future research and classroom implementation. 


 
 
 

Child development research suggests that schools, along with the family and peer group, are one of the most influential social contexts for children’s development. In the United States, poor educational attainment is a major cause of poverty, and poverty is a key influence on academic failure, therefore it should not be surprising that poverty tends to be chronic, or that poor achievement has massive costs to individuals and society (Arnold & Doctoroff, 2003). Numerous factors contribute to the relation between SES and educational outcomes, including birth weight; nutrition, housing quality, and access to health care (Bradley & Corwyn 2002). Unfortunately, while children living in poverty will likely require extra educational resources to counteract their poverty, schools serving low-SES children receive much lower public funding than schools serving higher-SES children (Arnold & Doctoroff, 2003). Furthermore, during the past decade the American public has been exposed to an intense debate relating to the real and perceived inadequacies of public education and in particular, the improvement of reading instruction in our schools (Taylor, Pearson, Peterson, & Rodriguez, 2005).        

          In 2001, the No Child Left Behind Act was enacted to increase accountability and performance standards for public schools, and it was anticipated that this new legislation would close the achievement gaps and ensure that all students, regardless of any existing disadvantage could make significant achievement gains in schools. Unfortunately, with the exception of research on class size, little evidence is available to evaluate the effects of various reform efforts of the past 25 years on student learning and motivation, and even fewer studies have examined how these different reform efforts influence important aspects of the classroom or school environment that young people experience (Meece, Anderman, & Anderman, 2006). Therefore, the researcher intends to add to this research deficit by shedding light on the most effective way to motivate students to read by positively reinforcing their intrinsic motivation towards reading.

One main reason why the researcher chose reading achievement as a problem to explore is because there is a growing consensus of key elements in a successful reading program. In this consensus, the teacher is the main focus. Not only is the teacher the main focal point, but the quality of instruction he or she delivers is also being heavenly scrutinized because the quality of instruction the students receive is a major factor in their reading success (Meece, Anderman, & Anderman, 2006). The International Reading Association (2000) listed the following as research based qualities of excellent classroom teachers:

          1. They understand reading and writing development, and believe all        children can learn to read and write.

          2. They continually assess children’s individual progress and relate          reading instruction to children’s previous experiences.

          3. They know a variety of ways to teach reading, when to use each method, and how to combine the methods into an effective instructional      program.

          4. They offer a variety of materials and texts for children to read.

          5. They use flexible grouping strategies to tailor instruction to individual students.

          6. They are good reading “coaches”-that is, they provide help strategically          
(Meece, Anderman, & Anderman, 2006).

          In conclusion, research indicates that young people adopt the most positive and adaptive approach to learning when the school environment emphasizes learning, understanding, and improving skills and knowledge (Meece, Anderman, & Anderman, 2006). Through researching the problem of reading achievement, the researcher will add to the growing body of knowledge already surrounding reading motivation, the programs being used, what works best to not only increase student’s intrinsic motivation, but what works best to increase student achievement overall. Thus, the proposed research problem: How can one increase a student’s intrinsic motivation towards reading?

 

References Arnold, D.H. & Doctoroff, G.L. (2003). The early education of socioeconomically           disadvantaged children. Annual Review of Psychology, 54, 517-545.



Bradley, R.H. & Corwyn, R.F. (2002). Socioeconomic status and child       development. Annual Review of Psychology, 53, 371-399.



Meece, J.L., Anderman, E.M., & Anderman, L.H. (2006). Classroom goal   structure, student motivation, and academic achievement. Annual   Review of Psychology, 57, 487-503.

 

Taylor, B.M., Pearson, P.D., Peterson, D.S., & Rodriguez, M.C. (2005). The         CIERA school change framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, 40, 40-69.

 

 

 





 
 

Scientific research is driven by societal problems. When choosing a research problem, one
  must remember that finding the problem is only the beginning. After identifying the problem, one must articulate it in such a way that is carefully phrased and
  represents the single goal of the total research effort (Leedy & Ormrod, 2010, p. 48). The purpose of this analysis is to analyze what constitutes a
  researchable problem, the components of a well formed research problem, and what constitutes a reasonable theoretical framework for the need of a study. 
    When choosing a problem in society to research, “one must be sufficiently
knowledgeable about the topic of interest to know what projects might make
important contributions to the field” (Leedy& Ormrod, 2010, p. 46).  There are several strategies that may be useful for one to explore when deciding on a research problem:
1. Look at the world around oneself.
           
2. Read the literature.

 3. Attend professional conferences.
           
4. Seek the advice of experts.
  
5. Choose a topic that intriguing or
  motivating.
           
6. Choose a topic that other will find interesting and worthy of
attention  (Leedy& Ormrod,
2010). 
Looking around can be very helpful to the researcher because phenomena
that need explanation are everywhere. Reading the literature will help the
researcher“challenge research findings that seem contradictory to what one
already knows or believes to be true (Neuman, 1994). Attending professional
conferences will help the researcher to find out about hot topics within their
field of study, and also help them network with other professionals who share
the same research interests. Asking an expert about a topic of interest while
attending a conference can also be a great way of identifying a research
problem.  Finally, researchers must
also remember future employers may make judgments about them based on their topic of research. One’s resume or curriculum vitae will be more apt to attract employer’s attention if the research is pursuing an issue of broad scientific or social concern, or more generally, a hot topic in a particular field (Leedy & Ormrod, 2010, p. 48). 
    Once the researcher has used the six strategies listed above to find a
meaningful problem in society to research, the job of articulating it in such a
way that is carefully phrased and represents the single goal of the total
research effort then presents itself. There are five strategies that may be
useful for one to explore when articulating a research
problem:
1. State the problem clearly and
  completely.
           
2. Think through the feasibility of the project that the problem implies.

 3. Say precisely what one means

 4. State the problem in a way that reflects an open mind about its
solution. 

5. Edit one’s work (Leedy & Ormrod,
2010).
Stating the problem clearly should be top priority for the researcher.
One must avoid confusing or deceiving statements, or incomplete thoughts. Also, the researcher must remember to choose a problem that is practically
researchable. Having a sharp focus on a particular issue within a field of study
will help, but one must remember to account for how the research will be
conducted, who or what will be studied, how much money will it cost to fund the research, and how long will it take to conduct the research, among other things. Next, being precise is vital to the researcher when stating the problem. One’s failure to being precise with their words can “have grave results for one’s
status as a scholar and a researcher. In the academic community, a basic rule
prevails: absolute honesty and integrity are assumed in every statement a
scholar makes” (Leedy& Ormrod, 2010, p. 49). Also, stating the problem
should not involve one’s personal bias. It is important for researchers to
present the problem in a way not to sound as though they are intending to prove that “such-and-such a fact is true” (Leedy & Ormrod, 2010, p. 50). 
Editing helps to sharpen one’s thoughts by extracting any useless
verbiage. 
In conclusion, deciding on what constitutes a reasonable theoretical framework for the need of the study begins with identifying a good research question, most effectively, one that no one has ever thought to ask before. In our minds, researchers who contribute the most to our understanding of the physical, biological, psychological, and social worlds are those who pose questions that lead us into entirely new lines of inquiry. 

References

 Leedy, P. D., & Ormrod, J. E. (2010). Practical
  research: Planning and design. Upper Sadle River, New Jersey: Merrill. 

Neuman, W.L. (1994). Social research methods: Quantitative and
qualitative approaches (6th
ed.). Boston, Massachusetts: Allyn & Bacon. 
 

Deciding on a problem in society to research is the first step towards completing a doctoral dissertation and making a meaningful academic contribution to a particular body of knowledge. However, finding a problem in society to research is only the beginning: “It can be said with complete confidence that any scientist of any age who wants to make important discoveries must study important problems” (Medawar, 1979, p. 13). The purpose of this analysis is to explore the societal problems and research which lead to the proposed research topic: Increasing elementary school students reading achievement through the use of reading rewards programs.

The researcher began with the centralized problem of education reform. The researcher then began the search by accessing the “ebrary” database online. From there, “educational journals” were chosen to begin the search, and “educational change” was chosen as the focus of the search. The researcher refined the search by choosing “school improvement programs” within the “educational change” topic of interest.  The first piece of literature reviewed for the topic was Improving America's Schools: The Role of Incentives by Eric A. Hanushek, Dale Jorgenson, and The National Research Council Staff (1996).  According to the research, the United States faces an immense crisis in educating at-risk students, who are unlikely to succeed in existing schools. Such students compromise over one-third of all elementary and secondary school enrollments, and their numbers are rising absolutely and proportionately over time (Hanushek, Jorgenson, and The National Research Council, 1996, p. 225).  Additionally, the rising numbers of at risk students and their continuing failure to succeed educationally will have severe economic ramifications for the Unites States (Hanushek, Jorgenson, and The National Research Council, 1996, p. 227). These two societal problems drove further research into educational change and the role of incentives inside the classroom.

The second database searched was Education Resources Information Center (ERIC). The key terms “education change” were used to begin the search. The researcher then refined the search by adding the key words: low income schools; and elementary education. The first article chosen to review was: The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. According to the research, there was no significant change in the reading test scores of fourth and eighth graders in 2011 from the reading test scores of fourth and eighth graders in 2009 (National Center for Education Statistics, 2010), which leads one to believe that student reading achievement in the United States is at a standstill.

The second article chosen from the ERIC database directly relates to how current researchers are attempting to solve the problem of stagnant reading achievement scores among students. The research article Rewards for reading: their effects on reading motivation by Pin-Hwa Chen and Jen-Rung Wu (2010) analyzed how reading rewards both tangible and intangible, motivates students to read. The purpose of this study was to try to realize the effects of rewards in extensive reading activities and it identified the relevant reward variables found in controlled experimental situations (Chen & Wu, 2010). According to the authors “the results showed that the reward process could explain the variances of intrinsic, extrinsic, and global reading motivation, even when including the effects of previous motivation” (Chen & Wu, 2010, p.2).  The authors also found that intangible reward and effort attribution were two variables that had a positive predictive influence on intrinsic, extrinsic, and global reading motivation while the presence of a tangible reward had a positive predictive influence on extrinsic motivation (Chen & Wu, 2010, p.4). Finally, longitudinal studies indicate that intangible rewards have a positive predictive effect on intrinsic reading motivation (Chen & Wu, 2010, p.4). This information lead to the proposed research topic: Increasing elementary school students reading achievement through the use of reading rewards programs.

In conclusion, as one begins the process of identifying a suitable research problem, it is important to two keep two criteria in mind. First, your problem should address an important question, such that the answer can actually make a difference in some way; and second, it should advance the frontiers of knowledge, perhaps by leading to new ways of thinking, suggesting possible applications, or paving the way for further research into the field (Leedy & Ormrod, 2010, p. 45). The research problem presented in this analysis includes criteria from both important questions. The researcher aims to address the question of whether or not reading rewards programs can increase student achievement across all subjects, and distinguish which reading rewards programs work best at increasing student achievement scores. The researcher furthermore will suggest the possible application of such programs inside the classroom.   

 

References

Chen, P., Wu, J. (2010). Rewards for reading: their effects on reading motivation. Journal of Instructional Pedagogies, 3, 1-8.

 

Hanushek, E. A., Jorgenson, D., National Research Council Staff. (1996). Improving  America’s Schools: The Role of Incentives. United States: National Academies Press.

 

Medawar, J.H. (1979). Advise to a young scientist. New York: Harper & Row.

 

Leedy, P. D., & Ormrod, J. E. (2010). Practical research: Planning and design. Upper Sadle River, New Jersey: Merrill.

 

The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455. (2011). National Center for Education Statistics.

 

 

 


 

Doctoral research is a phenomenon often misrepresented in mainstream society. Leedy& Ormrod (2010) suggests that the word research itself has been so widely used in everyday speech that few people have any idea of its true meaning. The purpose of this analysis is to explore the definition of true doctoral research and uncover a few misconceptions about research and how it is misrepresented in society. Furthermore, this analysis will explore the topic of increasing elementary school students reading achievement through the use of a reading
  rewards program and the doctoral research process associated with it.  

Leedy & Ormrod (2010) debunks four common ways in which doctoral
research is misrepresented in mainstream society: research is not mere
information gathering; research is not mere transportation of facts from one
location to another; research is not merely rummaging for information; and
finally, research is not a catch word used to get attention.  For
example, if students are assigned a project in school which requires them to go
to the library and gather information about a particular topic, the teacher
often refers to this as“research”, but in fact, this is mere information
gathering. Another example is the college student who reads a few articles on a
particular reading literacy program and its implications for student learning
gains, then writes a paper summarizing and citing the data. Although this is one
process of doctoral research, merely “transporting facts from one location to
another” alone is not true doctoral research. Another example of how doctoral
research is misused in mainstream society is when one wants to buy a new home.  He or she may find a listing of interest and call their agent to get some
“research” on the home. The agent then begins rummaging through files on the
property to find out information they did not know previously. While the agent
is finding out specific unknown information about the particular house, this is
mere collecting or “rummaging (Leedy & Ormrod, 2010, p. 2)” for
information-not true doctoral research.  The final example of a misuse of
research is when one reacts to a television, internet or radio advertisement
based on the catch phrase “years of research has produced”.This is often a
marketing strategy used to lure the consumer, but there is always a fine print
written towards the bottom of the screen about the validity and reliability of
the claims. As a doctoral learner, it is very critical to recognize and
disseminate these common misuses of the term research in mainstream society. 
 
While research is often misrepresented in mainstream society, in academic
circles, doctoral research can be precisely defined and practiced. 
According to Leedy & Ormrod (2010) research can be defined as a
systematic process of collecting, analyzing, and interpreting information (data)
in order to increase our understanding of a phenomenon about which we are
interested or concerned. The main difference between scientific research and the research commonly misused in society is the formal collecting and interpretation of information or data for the use of communicating it with the larger scientific community. To help clarify how scientists conduct true research, Leedy & Ormrod (2010) offers eight distinct research
characteristics:

1. Research originates with a question or
problem.
           
2. Research requires clear articulation of a
goal.
           
3. Research requires a specific plan for
proceeding.

 4. Research usually divides the principal problem into more
manageable   
sub-problems. 

5. Research is guided by the specific research problem, question, or
hypothesis.

 6. Research accepts certain critical
assumptions.

 7. Research requires the collection and interpretation of data in an
attempt to resolve the problem that initiated the
research.

 8. Research is, by its nature, cyclical or, more exactly, helical (p. 2-3). 

The topic of increasing elementary school students reading achievement
is an example of how the eight research characteristics can be used in practice.
The problem is the continued decline in reading literacy in America. The
questions that can be asked is how can you increase student reading achievement? The goal would then be to find a way increase student reading achievement, in this example it would be through the use of reading rewards program. A specific plan for proceeding could include picking a particular reading rewards program and implementing it within a controlled setting. One possible hypothesis can be  that either the reading rewards program will increase student reading achievement scores or have no effect at all. With this problem, comes certain  assumptions about the students, family lives, teachers, and even the way in which the program is implemented with the classroom. These are all sub-problems that can be accounted for during the process. One could then collect data on student reading achievement scores while using the program and compare it to a control group of students not using the program, or even compare different reading rewards programs to find which produces higher learning gains. After interpreting the data, one may be lead to find ways to best implement a particular reading rewards program inside the classroom, and the cycle of research and data collecting can begin all over again. 
    
Finally, making sure research is valid and reliable is very important
when conducting doctoral research.  The validity and reliability of the
  measurement instrument used may influence the extent to which one can learn something about the phenomenon they are studying, the probalility that one will obtain statistical significance in their data analysis, and the extent to which one can draw meaningful conclusion from their data (Leedy & Ormrod, 2010,p. 28). In the example used above, the use of a reading rewards programs
  already being utilized by major school districts will help to cement the
  programs validity.  Furthermore,  conducting a study in which the results can be replicated can help contribute to its reliability. 

In conclusion, doctoral research is a systematic way of solving or
explaining phenomenon about the world around us. Leedy & Ormrod (2010)
cautions that whenever one uses statistics, they must remember that the
statistical values obtained are never the end of a research endeavor or the
final answer to a research problem. 
The entire body of data collected is what ultimately must be used to
resolve the research problem. Thus, the topic of increasing students’
achievement though the use of reading rewards programs will only help contribute a small portion of data to the over arching problem of 
declining reading literacy in America. 

References


Leedy,
P. D., & Ormrod, J. E. (2010). Practical Research Planning and Design.
Upper Sadle River, NJ: Merrill.

The topic I chose for the purpose of this assignment is: Increasing elementary school students reading achievement through the use of a reading rewards program. My research questions are: Will student reading achievement increase through the use of a reading rewards program? Which primary school reading rewards programs have been proven effective? How can primary school teachers effectively implement a reading rewards program into their curriculum? Will the reading rewards program translate into higher
standardized test scores for the students who participate? This topic was chosen
through my own personal observation inside my 3rd grade classroom
during my third year of teaching. A student of mine had the highest amount of
accumulated “Renaissance Place” reading points. Renaissance Place is the reading rewards program used by my teaching district to track students reading, and to reward them for an accumulated amount of points earned throughout the year. This particular student not only tested “above level” at the end of his third grade year, he also had the highest state standardized reading test scores out of the entire third grade population of students at the school I
worked at. After observing these coincidental events by my third grade student,
it left me with my interest in this topic.  I have mentioned this to other colleagues and they too think this would be a good area to gather research in. I eventually want to create a groundbreaking reading rewards program to spread throughout schools nationwide.

How academic professionals get their ideas of what constitutes good academic writing is a two sided issue that is the focus of the article written by Dinitia Smith (1999).  According to Smith (1999) “the argument over bad writing is more than a school yard spat. It is at the heart of the continuing ‘culture wars’, feeding conservative attacks on the abandonment of traditional standards and subjects at universities” (p.2). Both parties of the debate have lively advocates. Smith (1999) recounts Martha Nussbaum, a professor of law and ethics at the University of Chicago, writing an attack on the feminist theorist Judith Butler for “ponderous and obscure” writing (p.2). Judith Butler is a Berkeley professor who won the journal Philosophy and Literature’s annual Bad Writing contest in 1999. According to the article, Ms. Nussbaum charged Ms. Butler’s writing of resorting to mystification in an effort to create “an aura of importance” (Smith, 1999, p.2). Joan Scott, a professor of social science at the Institute for Advanced Study in Princeton, offered a defense for Ms. Butler’s writing arguing “when a scholar uses difficult language, he or she is not ‘pretending to be a journalist’ or to be writing for the general public (Smith, 1999, p.2). She argues that “the attacks on academic writing is “a kind of anti-intellectualism that is everywhere in the culture, a demand for things they already agree with” (Smith, 1999, p.2). At first glance, the article by Smith (1999) makes one unclear as to where academic professionals get their picture of what constitutes good academic writing, but Ms. Nussbaum says scholars are sometimes encouraged to write in obscure language (p.3).  “Graduate students in analytic philosophy often get the message that if you write in a way that is accessible to non-specialists it means you are going to hurt your career” (Smith, 1999, p.3). According to Smith (1999) Ralph Hexter, dean of humanities at the University of California at Berkeley exerts “if you define good writing as clarity and limpidity, most of this will be by definition bad writing”(p.3). Furthermore, Richard Kelly (1999) reports that Professor Michael Berube of the University of Illinois agrees that clear writing can spell trouble in academic circles (p.1). Therefore, one could argue that academic professionals get their picture of what constitutes good academic writing first, as students in their own program of study, and then, by reading and critically evaluating other scholarly writing within their field of expertise. According to the article written by Robert Rector (2010), the annual Bulwer-Lytton Fiction Contest is one source where academic writers get their picture of what constitutes good academic writing (p.1).

            After reading the Smith (1999) article, one could argue that some common mistakes academic writers make are being both clear, and unclear. Scholars such as Ralph Hexter and Judith Butler assert through their writing that having scholarly writing that is too clear will discredit a scholars’ work among his or her academic peers, while contemporary scholars like Martha Nussbaum suggests that writing unclearly only obscures its meaning and causes reader confusion. Richard Kelly (1999) also highlights the trouble that clear academic writing can lead to. The Robert Rector (2010) article did not highlight any common mistakes academic writers make.

            In conclusion, based on the assigned articles to analyze, one could argue that poor academic writing is writing either too lucidly, or writing too verbosely, it all depends on your academic circle, and the current body of scholarly writing already surrounding a writer’s field of expertise.  However, based on the assigned articles, one could have the strong argument that to avoid being labeled a “poor academic writer”, you could always write very robust passages full of verbose, scholarly language that is inaccessible to non-specialists.  

References

Kelly, R. (1999). Bad blood over bad writing: Critics say US academic language has become  so convoluted that it is largely incomprehensible to the point where argument is  becoming impossible. Richard Kelly reports: (City Edition). Irish Times. Retrieved  from http://search.proquest.com.proxy1.ncu.edu/docview/310535955?accountid=28180

Rector, R. (2010, April 3). Bad writing gets its just reward. San Gabriel Valley Tribune.  Retrieved from             http://search.proquest.com.proxy1.ncu.edu/docview/379815984?accountid=28180

Smith, D. (1999, February 27). When Ideas Get Lost in Bad Writing. The New York Times.  Retrieved from http://crab.rutgers.edu/~goertzel/badwriting.htm

My motivation touchstone is a series of quotes I have grown to live by and cherish throughout my academic career. These quotes will be what keeps me focused, resilient, and determined. They are the driving force behind my eventual doctoral graduation.

1. “God is Good All The Time, and All The Time God is Good”-universal quote from Mt. Pleasant Missionary Baptist Church, Pastor Robert Green; Oldsmar, Florida.

 This quote has been used in my daily live since childhood. It is part of my Christian faith and I believe firmly in the power and promises of God. While studying to obtain my master degree at Liberty University in Lynchburg, Virginia, I was made aware the importance of my Christian faith as it pertains to my educational pursuits in life. I now carry with me the confidence and peace of being a child a God, and I give thanks to him first and foremost for everything I have and will attain in life.

2. “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands in moments of challenge and controversy...”- Dr. Martin Luther King

This quote was given to me during my undergraduate years at the University of South Florida.. It was during these years that I trained vigorously to be an Olympic gold medalist in boxing. Training to be a boxer taught me mental toughness. I had to learn how to think and react under pressure. I learned how to slow my heart rate during times of distress and focus on using my mental strategies to lead me to victory. Boxing also engrained in me a since of always wanting to be physically fit and strong, thus I have a home boxing studio to rival any franchise boxing gym. I learned the better my body feels, the better my mind receives, criticizes, and responds to knowledge.

3. “The road to glory is not always straight. There is a curve called failure, A loop called confusion, Speed bumps called friends, Red lights called enemies, Caution lights called family. You will have flats called jobs. But, if you have a spare called determination, An engine called Perseverance, Insurance called faith, and a driver called Jesus, you will make it to a place called success.”- Undisclosed Facebook Friend

This quote really sums up my journey in education. I have endured so many roadblocks during my academic career that I now plan for them. I keep this poem mounted in various places at home and work. It reminds me of where I’ve been, and where I’m going. I consider myself already victorious in my educational pursuits and completing this program will only begin my academic quest for expertise in educational change and reading resource technology.