Edr8802 quiz 1 power point

1. Does student mobility increase
school dropout?
EDR8802 Educational Evaluation - Quiz 1 Task
By: Joanna Dixon

2. Abstract
 The discussion around student mobility frequently arises when examining students in
urban schooling. It appears that there are some specific geographical areas where
student mobility occurs more frequently than others resulting in school instability. The
causes of the greater level of instability are explored to decipher whether it is family and
residential reasons leading to school dropout, or that of a more behavioural or school
related reason.
 This research study will explore the effects and main types of students who dropout due
to family and residential mobility compared to those that dropout due to behavioural
problems and family issues.
 The participants in this study will consist of students who have dropped out of school
before expected completion. Qualitative data will be collected from school students and
staff in a variety of urban, rural and remote areas throughout all states and territories of
Australia. This will ensure a wholistic approach of the research study is obtained to give
an overview of school dropout throughout the county as a whole. Questions and
interviews will also take place to ensure specific reasoning of the dropout is obtained.
Possible implications for this study may include the inability to contact certain students
if updated contact details are not obtained from the last attending school. The
overarching goal of this study is determine whether student mobility is the most
common reason for school dropout.

3. Research Questions
Research questions provide the backbone of the empirical procedures and
the organising principal of the report (Punch & Oancea, 2014).
 Are there specific geographical areas in Australia where student mobility
occurs more frequently resulting in school instability? How is this
managed?
 When dropout occurs, is this largely due to student mobility or that of
behavioural problems or family issues?

4. Gaps in literature
 The majority of the literature found was specific to the United States of America
and the United Kingdom.
 There were very little literature reviews conducted in Australia.
 The main body of literature on student mobility found focused on that of
international student mobility in university/higher education contexts.

5. Research Design
 Research Questions
 Goals: To ascertain if student mobility is largely the reason for school dropout in
Australia
 Validity: To ensure information is drawn from a range of urban, rural and remote
areas throughout the country
 Conceptual Framework: Review of literature on the reasoning behind school
dropout in Australia
 Methods: Qualitative approach
• Interviews
• Questionnaires
• Data collected from school students and staff

6. Ethics
 The ethical issues most relevant to this research project is that of informed consent,
confidentiality of information and the anonymity of the participants. Participant
information sheets should be provided to the potential participants to explain the
purpose of the research, the benefits of conducting the research and what exactly
the project involves. Participation in the research study would be voluntary and a
signed consent form from the child’s parent or guardian would need to be
obtained before the child was interviewed.
Miller & Bell state that “researchers are increasingly requiring written consent forms to
be obtained rather than relying on verbal consent” (2002).

7. Bias Concerns
 There is no potential bias concerns for this research study.

8. Theory approach and method
 A grounded theory approach to data analysis will be used for this research project.
Grounded theory is described as a “theory that was derived from data,
systematically gathered and analysed through the research process … data
collection, analysis, and eventual theory stand in close relationship to one another”
(Glasser & Strauss, 2009, p. 5).
 A purposive sampling method was chosen as the most appropriate for this
research project. This is a deliberate non-randomised method of selecting the
participants for research by allowing individuals to be selected because they have
knowledge specifically relating to the research (Bowling, 2002).

9. Referencing
 Bryman, A. (2004) Social Research Methods. Leicester: Oxford University Press.
 Glasser, B., & Strauss, A. (2009). The Discovery of Grounded Theory: Strategies for
qualitative research. Retrieved August 2, 2017, from
https://books.google.com.au/books?hl=en&lr=&id=rtiNK68Xt08C&oi=fnd&
pg=PP1&dq=theoretical+perspective+behind+qualitative+research&ots=U
VCXZpXEWK&sig=Sbxvo2RcH0PtR3ZjXiXckwLr9yc#v=onepage&q=theoretic
al%20perspective%20behind%20qualitative%20research&f=false
 Greenhalgh, T. (2002). Coping with complexity: educating for capability. Retrieved
August 1, 2017, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1121342/
 Oliver, P. (2003). The student’s guide to research ethics. Philadelphia: Open University
Press Maidenhead.
 Punch, K. F., & Oancea, A. (2014). Introduction to Research Methods in Education -
2nd Edition. London: SAGE Publications Ltd.