these are all the answer i found in the text book. please rewritein your ownwords and cut out any unnecessary sentences. you dont have to answer all of these but i'd appreciate it if you do.

1. Distinguish between a purpose statement, research problem, and research questions. The The purpose statement sets forth the intent of the study, not the problem or issue leading to a need for the study. The purpose is also not the research questionsthose questions that the data collection will attempt to answer. Instead, and again, the purpose statement sets the objectives, the intent, or the major idea of a proposal or a study. This idea builds on a need (the problem) and is refined into specific questions (the research questions).

2. What are major ideas that should be included in a qualitative purpose statement?

Good qualitative purpose statements contain information about the central phenomenon explored in the study, the participants in the study, and the research site. It also conveys an emerging design and uses research words drawn from the language of qualitative inquiry (Schwandt, 2014). Thus, one might consider several basic design features for writing this statement:

Use words such as purpose, intent, study aim, or objective to signal attention to this statement as the central controlling idea. Set the statement off as a separate sentence or paragraph, and use the language of research, such as "The purpose (or intent or objective) of this study is (was) (will be) . . ." Researchers often use the present or past verb tense in journal articles and dissertations and the future tense in proposals because researchers are presenting a proposal for a study not yet undertaken.

Focus on a single phenomenon (or concept or idea). Narrow the study to one idea to be explored or understood. This focus means that a purpose does not convey relating two or more variables or comparing two or more groups, as is typically found in quantitative research. Instead, advance a single phenomenon, recognizing that the study may evolve into an exploration of relationships or comparisons among ideas. None of these related explorations could be anticipated at the beginning. For example, a project might begin by exploring teacher identity and the marginalization of this identity in a particular school (Huber & Whelan, 1999), the meaning of baseball culture in a study of the work and talk of stadium employees (Trujillo, 1992), or how individuals cognitively represent AIDS (Anderson & Spencer, 2002). These examples illustrate a focus on a single idea.

Use action verbs to convey how learning will take place. Action verbs and phrases, such as, understand, develop, explore, examine the meaning of, generate, or discover, keep the inquiry open and convey an emerging design.

Use neutral words and phrasesnondirectional languagesuch as, exploring the "self-expression experiences of individuals" rather than the "successful self-expression of individuals." Other words and phrases that may be problematic include useful, positive, and informingall words that suggest a directional outcome that may or may not occur. McCracken (1988) referred to the need in qualitative interviews to let the respondent describe his or her experience. Interviewers (or purpose statement writers) can easily violate the "law of nondirection" (McCracken, 1988, p. 21) in qualitative research by using words that suggest a directional orientation.

Provide a general working definition of the central phenomenon or idea, especially if the phenomenon is a term that is not typically understood by a broad audience. Consistent with the rhetoric of qualitative research, this definition is not rigid and set but tentative and evolving throughout a study based on information from participants. Hence, a writer might say, "A tentative definition at this time for ___________ (central phenomenon) is . . ." It should also be noted that this definition is not to be confused with the detailed definition of terms section as discussed in Chapter 2 on the review of the literature. The intent here is to convey to readers at an early stage in a proposal or research study a general sense of the central phenomenon so that they can better understand the types of questions and responses asked of participants and data sources.

Include words denoting the strategy of inquiry to be used in data collection, analysis, and the process of research, such as whether the study will use an ethnographic, grounded theory, case study, phenomenological, narrative approach, or some other strategy.

Mention the participants in the study, such as one or more individuals, a group of people, or an entire organization.

Identify the site for the research, such as homes, classrooms, organizations, programs, or events. Describe this site in enough detail so that the reader knows exactly where a study will take place.

As a final thought in the purpose statement, include some language that delimits the scope of participation or research sites in the study. For example, the study may be limited to women or Latinas only. The research site may be limited to one metropolitan city or to one small geographic area. The central phenomenon may be limited to individuals in business organizations who participate in creative teams. These delimitations help to further define the parameters of the research study.

3. Provide an example of a qualitative purpose statement that reflects the basic design features articulated in the text for a study you might design.

Social learning theory (parental styles and its behaviors effect on children)

"The purpose (or study aim) of this ___________ (strategy of inquiry, such as ethnography, case study, or other type) study is (was? will be?) to ___________ (understand? explore? develop? generate? discover?) the ___________ (central phenomenon being studied) for ___________ (the participants, such as the individual, groups, organization) at ___________ (research site). At this stage in the research, the ___________ (central phenomenon being studied) will be generally defined as ___________ (provide a general definition). "

4. What are the major components of a quantitative purpose statement?

The major components of a good quantitative purpose statement include the following:

• Include words to signal the major intent of the study, such aspurpose, intent, orobjective. Start with "The purpose (or objective or intent) of this study is (was, will be) . . ."
• Identify the theory, model, or conceptual framework. At this point, one does not need to describe it in detail; inChapter 3, we suggested the possibility of writing a separate "Theoretical Perspective" section for this purpose. Mentioning it in the purpose statement provides emphasis on the importance of the theory and foreshadows its use in the study.
• Identify the independent and dependent variables, as well as any mediating or moderating variables used in the study.
• Use words that connect the independent and dependent variables to indicate that they are related, such as "the relationship between" two or more variables or a "comparison of" two or more groups. Also, a purpose statement could be to "describe" variables. Most quantitative studies employ one or more of these three options for discussing variables in the purpose statement. A combination of comparing and relating might also existfor example, a two-factor experiment in which the researcher has two or more treatment groups as well as a continuous independent variable. Although one typically finds studies about comparing two or more groups in experiments, it is also possible to compare groups in a survey study.
• Position or order the variables from left to right in the purpose statementwith the independent variable followed by the dependent variable. Place intervening variables between the independent and dependent variables. Many researchers also place the moderating variables as related to the independent variables. In experiments, the independent variable will always be the manipulated variable.
• Mention the specific type of strategy of inquiry (such as survey or experimental research) used in the study. By incorporating this information, the researcher anticipates the methods discussion and enables a reader to associate the relationship of variables to the inquiry approach.
• Make reference to the participants (or the unit of analysis) in the study, and mention the research site.
• Generally define each key variable, preferably using set and accepted established definitions found in the literature. General definitions are included at this point to help the reader best understand the purpose statement. They do not replace specific, operational definitions found later when a writer has a "Definition of Terms" section in a proposal (details about how variables will be measured). Also, delimitations that affect the scope of the study might be mentioned, such as the scope of the data collection or limited to certain individuals.

5. Provide an example of a quantitative purpose statement that reflects the basic design features articulated in the text for a study you might design.

Social learning theory (parental styles and its behaviors effect on children)

The purpose of this ___________ (experiment? survey?) study is (was? will be?) to test the theory of ___________ that ___________ (describes outcomes) or ___________ (compares? relates?) the ___________ (independent variable) to ___________ (dependent variable), controlling for ___________ (mediating or moderating variables) for ___________ (participants) at ___________ (the research site). The independent variable(s) ___________ will be defined as ___________ (provide a definition). The dependent variable(s) will be defined as ___________ (provide a definition), and the intervening variable(s), ___________, (identify the intervening variables) will be defined as ___________ (provide a definition).

6. What are the major components of a mixed methods purpose statement?

• Begin with words that signal intent, such as "The purpose of," "The study aim is," or "The intent of."
• Indicate the overall purpose of the study from a content perspective, such as "The intent is to learn about organizational effectiveness" or "The intent is to examine families with stepchildren." In this way, the reader has an anchor to use to understand the overall study before the researcher divides the project into quantitative and qualitative strands.
• Indicate the type of mixed methods design, such as a convergent design, an explanatory sequential design, an exploratory sequential design or a complex design (as discussed inChapter 10).
• Discuss the reasons or justification for combining both quantitative and qualitative data. This reason could be one of the following (seeChapter 10for more detail about these reasons):
• To develop a complete understanding of a research problem by comparing quantitative and qualitative results from the two databases (a convergent design).
• To understand the data at a more detailed level by using qualitative follow-up data collection to help explain quantitative results, such as a survey (see also O'Cathain, Murphy, & Nicholl, 2007) (an explanatory sequential design).
• To develop a new measurement instrument that actually fits the culture of a sample by first exploring qualitatively (e.g., through interviews) and then testing the instrument with a large sample (an exploratory sequential design).
• To incorporate these reasons (and designs) into a larger design, methodology, or theory such as an experimental design, a case study or evaluation methodology, or a theory of participatory-social justice research (seeChapter 10).