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Self-Directed Learning – a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

Self-Directed Learning Readiness – the degree to which one perceives oneself to possess the attitudes and skills needed to be an effective self-directed learner. It is measured in the proposed study through the Self-Directed Learning Readiness Scale (SDLRS), developed by Guglielmino (1977).

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Explanotory Research Research that focuses on why events occur or tries to test and build social theory. http://www.encycogov.com/B12Methodology/PosEcon/Table_4ExampOfPredExplaThe.asp Applied Research Examples of Applied Research and Demonstration Topics -------------------------------------------------------------------------------- Wind erosion control Effects of shelterbelt height and density on wind speed, snow depth, soil moisture content and crop yield Effect of cover crops on wind erosion in irrigated fields Effect of amount of crop residue on wind erosion potential Seeding annual barrier strips on fallow fields Water erosion control Contour versus conventional farming Grassed versus ungrassed waterways Effects of crop residue, soil texture and slope on water erosion potential Crop residue management Conservation tillage versus conventional tillage cropping Reduced versus conventional tillage summerfallow Straw shredding instead of tillage Comparison of tillage speeds Legume green manuring versus conventional summerfallow Reduced fall tillage Fall tillage versus no fall tillage Fall tillage with or without harrows Fall tillage versus fall-applied herbicides to control winter annual weeds Salinity control Seeding versus sprigging salt-tolerant grasses Soil moisture use and rooting depth of various crops Salt tolerance of various grasses Weed/disease/insect control Fall-applied versus spring-applied herbicides to control winter annuals Fall-applied herbicides versus tillage for perennial weed control Fall-applied versus spring-applied 2,4-D on stubble to be summerfallowed Conventional fallow versus chemical fallow Yield effect of minimum tillage on continuous barley versus conventional tillage Yield effect of minimum tillage in a canola, wheat, barley rotation Changing disease spectrums under minimum tillage systems versus conventional tillage for cereals and oilseeds Comparison of root maggot pupae survival under conservation tillage versus conventional tillage practices Comparison of flea beetle and thrips survival in various stubble heights Comparison of incidence and economic impact of insects (Mession fly, thrips, canola root maggot, wheat stem maggot, cut worms and grasshoppers) and native predators (spiders, ground beetles) under various conservation and conventional farm practices Pasture/rangeland rejuvenation Direct seeded versus conventionally tilled and seeded pasture Pre-seeding herbicide on pasture versus conventionally tilled and seeded pasture Soil moisture management Effect of fall tillage versus standing stubble on spring soil moisture content Effects of stubble versus no stubble on snow trapping and spring soil moisture content Effects of variable stubble height on spring soil moisture content Economics Comparison of economics of forage in rotation versus continuous cropping to cereal and oilseeds Comparison of legume green manuring versus applied fertilizer Equipment Comparison of various conservation tillage seed drills Comparison of various grass seed drills Comparison of different tillage equipment: wide blade, narrow blade, harrows up/down, vibra shank, low crown sweeps, hydraulic rod weeder Comparison of straw handling systems: plowing, baling, shredding, chopping and spreading, harrowing, discing and chiselling Comparison of fertilizer applicators: spreaders, banding

Self-Directed Learning – a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

Self-Directed Learning Readiness – the degree to which one perceives oneself to possess the attitudes and skills needed to be an effective self-directed learner. It is measured in the proposed study through the Self-Directed Learning Readiness Scale (SDLRS), developed by Guglielmino (1977).

Qualitative research consists of a number of differently developed methods that are best suited to address questions of particular interest. There are, however, some general themes o f qualitative research design that apply across all approaches and methodologies.

Qualitative research is an umbrella term that covers a variety of styles of social research, drawing on a variety of disciplines such as sociology, anthropology, and psychology.

Qualitative research is a vast and complex area of methodology that can easily take up whole textbooks on its own. The purpose of this section is to introduce you to the idea of qualitative research (and how it is related to quantitative research) and give you some orientation to the major types of qualitative research data, approaches and methods.

Things are not so simple in most qualitative research. The data are more "raw" and are seldom pre-categorized. Consequently, you need to be prepared to organize all of that raw detail. And there are almost an infinite number of ways this could be accomplished. Even generalizing across a sample of interviews or written documents becomes a complex endeavor.

Qualitative research describes the type of answers you would analyze from a survey, which is what I m in the middle of completing for my Master s Degree. Here is an example of one of my questions: Are you challenged by your AP course? Extremely challenged Somewhat challenged Not challenged at all I surveyed 41 AP students, and have 41 answers. Some students also write in personal comments to describe why they don t feel challenged. This is qualitative research. In order to turn my qualitative research into quantitative, I d make it into number format. Qualitative example: One female senior states she is unchallenged because, "My instructor does not follow the curriculum for AP and is teaching us material we learned 2 years ago." Quantitative example: 14% of the students feel unchallanged by their AP course. Credibility refers to the questions asked, the population you are researching, the researcher s bias, validity of the research, etc. Dependability refers to the outcomes, results, report of findings. Not sure about the others though. Good luck!

In psychology, the research methods commonly classified as qualitative include: Participant observation Direct observation Unstructured interviewing Case studies Content analysis Protocol analysis Focus groups

Self-Directed Learning – a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

Self-Directed Learning Readiness – the degree to which one perceives oneself to possess the attitudes and skills needed to be an effective self-directed learner. It is measured in the proposed study through the Self-Directed Learning Readiness Scale (SDLRS), developed by Guglielmino (1977).

Qualitative research consists of a number of differently developed methods that are best suited to address questions of particular interest. There are, however, some general themes o f qualitative research design that apply across all approaches and methodologies.

Qualitative research is an umbrella term that covers a variety of styles of social research, drawing on a variety of disciplines such as sociology, anthropology, and psychology.

Order paper here example of qualitative research proposal

Self-Directed Learning – a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

Self-Directed Learning Readiness – the degree to which one perceives oneself to possess the attitudes and skills needed to be an effective self-directed learner. It is measured in the proposed study through the Self-Directed Learning Readiness Scale (SDLRS), developed by Guglielmino (1977).

QUALITATIVE RESEARCH DESIGN. Before we progress to explaining what you need to do when writing about the design of your qualitative study, first of all carry out the.