sample research proposal for teachers

17 Research Proposal Examples

A research proposal systematically and transparently outlines a proposed research project.

The purpose of a research proposal is to demonstrate a project’s viability and the researcher’s preparedness to conduct an academic study. It serves as a roadmap for the researcher.

The process holds value both externally (for accountability purposes and often as a requirement for a grant application) and intrinsic value (for helping the researcher to clarify the mechanics, purpose, and potential signficance of the study).

Key sections of a research proposal include: the title, abstract, introduction, literature review, research design and methods, timeline, budget, outcomes and implications, references, and appendix. Each is briefly explained below.

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Research Proposal Sample Structure

Title: The title should present a concise and descriptive statement that clearly conveys the core idea of the research projects. Make it as specific as possible. The reader should immediately be able to grasp the core idea of the intended research project. Often, the title is left too vague and does not help give an understanding of what exactly the study looks at.

Abstract: Abstracts are usually around 250-300 words and provide an overview of what is to follow – including the research problem , objectives, methods, expected outcomes, and significance of the study. Use it as a roadmap and ensure that, if the abstract is the only thing someone reads, they’ll get a good fly-by of what will be discussed in the peice.

Introduction: Introductions are all about contextualization. They often set the background information with a statement of the problem. At the end of the introduction, the reader should understand what the rationale for the study truly is. I like to see the research questions or hypotheses included in the introduction and I like to get a good understanding of what the significance of the research will be. It’s often easiest to write the introduction last

Literature Review: The literature review dives deep into the existing literature on the topic, demosntrating your thorough understanding of the existing literature including themes, strengths, weaknesses, and gaps in the literature. It serves both to demonstrate your knowledge of the field and, to demonstrate how the proposed study will fit alongside the literature on the topic. A good literature review concludes by clearly demonstrating how your research will contribute something new and innovative to the conversation in the literature.

Research Design and Methods: This section needs to clearly demonstrate how the data will be gathered and analyzed in a systematic and academically sound manner. Here, you need to demonstrate that the conclusions of your research will be both valid and reliable. Common points discussed in the research design and methods section include highlighting the research paradigm, methodologies, intended population or sample to be studied, data collection techniques, and data analysis procedures . Toward the end of this section, you are encouraged to also address ethical considerations and limitations of the research process , but also to explain why you chose your research design and how you are mitigating the identified risks and limitations.

Timeline: Provide an outline of the anticipated timeline for the study. Break it down into its various stages (including data collection, data analysis, and report writing). The goal of this section is firstly to establish a reasonable breakdown of steps for you to follow and secondly to demonstrate to the assessors that your project is practicable and feasible.

Budget: Estimate the costs associated with the research project and include evidence for your estimations. Typical costs include staffing costs, equipment, travel, and data collection tools. When applying for a scholarship, the budget should demonstrate that you are being responsible with your expensive and that your funding application is reasonable.

Expected Outcomes and Implications: A discussion of the anticipated findings or results of the research, as well as the potential contributions to the existing knowledge, theory, or practice in the field. This section should also address the potential impact of the research on relevant stakeholders and any broader implications for policy or practice.

References: A complete list of all the sources cited in the research proposal, formatted according to the required citation style. This demonstrates the researcher’s familiarity with the relevant literature and ensures proper attribution of ideas and information.

Appendices (if applicable): Any additional materials, such as questionnaires, interview guides, or consent forms, that provide further information or support for the research proposal. These materials should be included as appendices at the end of the document.

Research Proposal Examples

Research proposals often extend anywhere between 2,000 and 15,000 words in length. The following snippets are samples designed to briefly demonstrate what might be discussed in each section.

1. Education Studies Research Proposals

See some real sample pieces:

• Assessment of the perceptions of teachers towards a new grading system
• Does ICT use in secondary classrooms help or hinder student learning?
• Digital technologies in focus project
• Urban Middle School Teachers’ Experiences of the Implementation of
• Restorative Justice Practices
• Experiences of students of color in service learning

Consider this hypothetical education research proposal:

The Impact of Game-Based Learning on Student Engagement and Academic Performance in Middle School Mathematics

Abstract: The proposed study will explore multiplayer game-based learning techniques in middle school mathematics curricula and their effects on student engagement. The study aims to contribute to the current literature on game-based learning by examining the effects of multiplayer gaming in learning.

Introduction: Digital game-based learning has long been shunned within mathematics education for fears that it may distract students or lower the academic integrity of the classrooms. However, there is emerging evidence that digital games in math have emerging benefits not only for engagement but also academic skill development. Contributing to this discourse, this study seeks to explore the potential benefits of multiplayer digital game-based learning by examining its impact on middle school students’ engagement and academic performance in a mathematics class.

Literature Review: The literature review has identified gaps in the current knowledge, namely, while game-based learning has been extensively explored, the role of multiplayer games in supporting learning has not been studied.

Research Design and Methods: This study will employ a mixed-methods research design based upon action research in the classroom. A quasi-experimental pre-test/post-test control group design will first be used to compare the academic performance and engagement of middle school students exposed to game-based learning techniques with those in a control group receiving instruction without the aid of technology. Students will also be observed and interviewed in regard to the effect of communication and collaboration during gameplay on their learning.

Timeline: The study will take place across the second term of the school year with a pre-test taking place on the first day of the term and the post-test taking place on Wednesday in Week 10.

Budget: The key budgetary requirements will be the technologies required, including the subscription cost for the identified games and computers.

Expected Outcomes and Implications: It is expected that the findings will contribute to the current literature on game-based learning and inform educational practices, providing educators and policymakers with insights into how to better support student achievement in mathematics.

2. Psychology Research Proposals

See some real examples:

• A situational analysis of shared leadership in a self-managing team
• The effect of musical preference on running performance
• Relationship between self-esteem and disordered eating amongst adolescent females

Consider this hypothetical psychology research proposal:

The Effects of Mindfulness-Based Interventions on Stress Reduction in College Students

Abstract: This research proposal examines the impact of mindfulness-based interventions on stress reduction among college students, using a pre-test/post-test experimental design with both quantitative and qualitative data collection methods .

Introduction: College students face heightened stress levels during exam weeks. This can affect both mental health and test performance. This study explores the potential benefits of mindfulness-based interventions such as meditation as a way to mediate stress levels in the weeks leading up to exam time.

Literature Review: Existing research on mindfulness-based meditation has shown the ability for mindfulness to increase metacognition, decrease anxiety levels, and decrease stress. Existing literature has looked at workplace, high school and general college-level applications. This study will contribute to the corpus of literature by exploring the effects of mindfulness directly in the context of exam weeks.

Research Design and Methods: Participants ( n= 234 ) will be randomly assigned to either an experimental group, receiving 5 days per week of 10-minute mindfulness-based interventions, or a control group, receiving no intervention. Data will be collected through self-report questionnaires, measuring stress levels, semi-structured interviews exploring participants’ experiences, and students’ test scores.

Timeline: The study will begin three weeks before the students’ exam week and conclude after each student’s final exam. Data collection will occur at the beginning (pre-test of self-reported stress levels) and end (post-test) of the three weeks.

Expected Outcomes and Implications: The study aims to provide evidence supporting the effectiveness of mindfulness-based interventions in reducing stress among college students in the lead up to exams, with potential implications for mental health support and stress management programs on college campuses.

3. Sociology Research Proposals

• Understanding emerging social movements: A case study of ‘Jersey in Transition’
• The interaction of health, education and employment in Western China
• Can we preserve lower-income affordable neighbourhoods in the face of rising costs?

Consider this hypothetical sociology research proposal:

The Impact of Social Media Usage on Interpersonal Relationships among Young Adults

Abstract: This research proposal investigates the effects of social media usage on interpersonal relationships among young adults, using a longitudinal mixed-methods approach with ongoing semi-structured interviews to collect qualitative data.

Introduction: Social media platforms have become a key medium for the development of interpersonal relationships, particularly for young adults. This study examines the potential positive and negative effects of social media usage on young adults’ relationships and development over time.

Literature Review: A preliminary review of relevant literature has demonstrated that social media usage is central to development of a personal identity and relationships with others with similar subcultural interests. However, it has also been accompanied by data on mental health deline and deteriorating off-screen relationships. The literature is to-date lacking important longitudinal data on these topics.

Research Design and Methods: Participants ( n = 454 ) will be young adults aged 18-24. Ongoing self-report surveys will assess participants’ social media usage, relationship satisfaction, and communication patterns. A subset of participants will be selected for longitudinal in-depth interviews starting at age 18 and continuing for 5 years.

Timeline: The study will be conducted over a period of five years, including recruitment, data collection, analysis, and report writing.

Expected Outcomes and Implications: This study aims to provide insights into the complex relationship between social media usage and interpersonal relationships among young adults, potentially informing social policies and mental health support related to social media use.

4. Nursing Research Proposals

• Does Orthopaedic Pre-assessment clinic prepare the patient for admission to hospital?
• Nurses’ perceptions and experiences of providing psychological care to burns patients
• Registered psychiatric nurse’s practice with mentally ill parents and their children

Consider this hypothetical nursing research proposal:

The Influence of Nurse-Patient Communication on Patient Satisfaction and Health Outcomes following Emergency Cesarians

Abstract: This research will examines the impact of effective nurse-patient communication on patient satisfaction and health outcomes for women following c-sections, utilizing a mixed-methods approach with patient surveys and semi-structured interviews.

Introduction: It has long been known that effective communication between nurses and patients is crucial for quality care. However, additional complications arise following emergency c-sections due to the interaction between new mother’s changing roles and recovery from surgery.

Literature Review: A review of the literature demonstrates the importance of nurse-patient communication, its impact on patient satisfaction, and potential links to health outcomes. However, communication between nurses and new mothers is less examined, and the specific experiences of those who have given birth via emergency c-section are to date unexamined.

Research Design and Methods: Participants will be patients in a hospital setting who have recently had an emergency c-section. A self-report survey will assess their satisfaction with nurse-patient communication and perceived health outcomes. A subset of participants will be selected for in-depth interviews to explore their experiences and perceptions of the communication with their nurses.

Timeline: The study will be conducted over a period of six months, including rolling recruitment, data collection, analysis, and report writing within the hospital.

Expected Outcomes and Implications: This study aims to provide evidence for the significance of nurse-patient communication in supporting new mothers who have had an emergency c-section. Recommendations will be presented for supporting nurses and midwives in improving outcomes for new mothers who had complications during birth.

5. Social Work Research Proposals

• Experiences of negotiating employment and caring responsibilities of fathers post-divorce
• Exploring kinship care in the north region of British Columbia

Consider this hypothetical social work research proposal:

The Role of a Family-Centered Intervention in Preventing Homelessness Among At-Risk Youthin a working-class town in Northern England

Abstract: This research proposal investigates the effectiveness of a family-centered intervention provided by a local council area in preventing homelessness among at-risk youth. This case study will use a mixed-methods approach with program evaluation data and semi-structured interviews to collect quantitative and qualitative data .

Introduction: Homelessness among youth remains a significant social issue. This study aims to assess the effectiveness of family-centered interventions in addressing this problem and identify factors that contribute to successful prevention strategies.

Literature Review: A review of the literature has demonstrated several key factors contributing to youth homelessness including lack of parental support, lack of social support, and low levels of family involvement. It also demonstrates the important role of family-centered interventions in addressing this issue. Drawing on current evidence, this study explores the effectiveness of one such intervention in preventing homelessness among at-risk youth in a working-class town in Northern England.

Research Design and Methods: The study will evaluate a new family-centered intervention program targeting at-risk youth and their families. Quantitative data on program outcomes, including housing stability and family functioning, will be collected through program records and evaluation reports. Semi-structured interviews with program staff, participants, and relevant stakeholders will provide qualitative insights into the factors contributing to program success or failure.

Timeline: The study will be conducted over a period of six months, including recruitment, data collection, analysis, and report writing.

Budget: Expenses include access to program evaluation data, interview materials, data analysis software, and any related travel costs for in-person interviews.

Expected Outcomes and Implications: This study aims to provide evidence for the effectiveness of family-centered interventions in preventing youth homelessness, potentially informing the expansion of or necessary changes to social work practices in Northern England.

Research Proposal Template

Get your Detailed Template for Writing your Research Proposal Here (With AI Prompts!)

This is a template for a 2500-word research proposal. You may find it difficult to squeeze everything into this wordcount, but it’s a common wordcount for Honors and MA-level dissertations.

Your research proposal is where you really get going with your study. I’d strongly recommend working closely with your teacher in developing a research proposal that’s consistent with the requirements and culture of your institution, as in my experience it varies considerably. The above template is from my own courses that walk students through research proposals in a British School of Education.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is IQ? (Intelligence Quotient)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University

8 thoughts on “17 Research Proposal Examples”

Very excellent research proposals

very helpful

Very helpful

Dear Sir, I need some help to write an educational research proposal. Thank you.

Hi Levi, use the site search bar to ask a question and I’ll likely have a guide already written for your specific question. Thanks for reading!

very good research proposal

Thank you so much sir! ❤️

Very helpful 👌

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University of Notre Dame

College of science, research experiences for teachers at notre dame.

• Resources for Faculty >

Sample RET Proposals

Cellular and Molecular Biology Sample RET Proposal

Mathematics Sample RET Proposal

Physics Sample RET Proposal

RET Program in Cellular and Molecular Biology - SAMPLE PROPOSAL

Introduction : The Department of Biological Sciences at the University of Notre Dame proposes two REU supplements for local high school biology teachers to participate in full time summer research for 5 weeks. The teachers will:

• Carry out research with a faculty mentor in Biological Sciences who is also a mentor in our REU program
• Collaborate with REU undergraduate students in the research laboratory
• Meet weekly with RET teachers from Math, Chemistry, and Physics in a University sponsored interdisciplinary science consortium
• Partner with in-service teachers in the ACE Master of Education Program at Notre Dame
• Develop at least two inquiry based laboratories or projects to use in their classroom in the upcoming year.

The program will be administered by the PI and co-PI of the REU program, Michelle Whaley and Sunny Boyd, respectively. These faculty can also serve as mentors, as well as three other faculty in the REU program. The REU teacher will most likely be placed in a laboratory with an REU student, especially if the REU student has an interest in teaching as a career.

Intellectual Merit : The RET teacher will gain invaluable expertise carrying out an independent research project in the area of cellular or molecular biology. This knowledge will then be translated into new curriculum, especially laboratory curriculum, that is essential to educated students in modern biology and attract young student into science careers. Broader Impact: The REU teacher will develop at least two inquiry based laboratories or projects to use in their classroom in the upcoming year. They will be encouraged and supported to publish or present this curriculum at the regional or national level. All curriculum materials developed by the teachers will be disseminated on the Notre Dame RET web site. The teacher will have an ongoing partnership with the Notre Dame faculty mentor which will result in classroom visits by the professor, equipment loans, visits to Notre Dame, etc.

Projects : Teachers will be able to choose from the following mentors and projects. There is significant flexibility where a teacher can design his or her own project or work on an existing project in the research laboratory. Two projects are listed with details. Three other project titles are listed. All five mentors are in the REU program, have a proven record of research mentorship, and are eager to work with high school teachers. They also use inquiry methods in their own teaching and have current knowledge regarding high school biology education and the national science standards.

1. Comparative Analysis of Photoreceptor Cell Types in the Compound Eyes of Insects. Project Advisor: Michelle Whaley (PI)

Introduction : Analysis of the genome content of many different organisms now allows comparative studies into the expression of genes in particular tissues and cell types. Members of the rhodopsin family of visual pigments are expressed in subsets of photoreceptor cells to tune the photoreceptor to colors of light. Analysis of this gene family in many insects, including ants, butterflies, fruit flies and mosquitoes has shown a wide scope of the type and number of these genes in different genomes. In this project we seek to understand the cellular architecture of each compound eye relative to the expression of these individual genes.

Research Projects: The teacher will play a key role in one or more of the following projects: 1. Gene cloning work to prepare gene expression constructs to allow visual pigments found in other insects to be expressed and characterized in Drosophila melanogaster , 2. Drosophila genetic crosses and mating schemes to characterize transgenic strains and place transgenes in required genetic backgrounds, 3. histological examination of the retinal organization in the insects, providing description of the cellular anatomy and the cells expressing particular visual pigments, 4) electroretingram analysis of the visual pigment.

Transfer to the Classroom: Drosophila is a genetic model organism that is easy to manipulate and rear. The PI can offer the high school teacher a variety of stocks, genes, and equipment to carry out a laboratory or research project. Some ideas for an inquiry project are: 1) the introduction to genomes via a computer based analysis of visual pigments from insect genome data on-line, 2) the study of genetic inheritance by observing an interesting phenotype and how it is transmitted to the next generation, 3) the examination of a phenotype in a mutant fly followed by the cloning the gene causing that trait via PCR and analyzing the molecular defect through DNA sequencing, 4) the study of genes that interact with each other through epistasis crosses, etc.

2. Neuropeptide Modulation of Vertebrate Behaviors.

Project Advisor: Sunny Boyd (co-PI)

Introduction: The long-term objective of this research program is to identify the interactions among chemical messengers that control behaviors. Neuropeptides and steroid hormones alter a variety of vertebrate behaviors, including parental, aggressive, and reproductive behaviors. The mechanisms of action of these compounds and the site in the brain where they act on specific behaviors are poorly understood. We currently focus on the neurohypophysical peptides which modulate the display of vocalizations in vertebrates. Vocal behavior is a critical component in social interactions of many species, including humans.

Research Projects: Projects will be designed to provide experience at both the whole-animal behavior level and also at the cellular and molecular level of investigation. Teachers will thus (1) analyze the effects of peptides and steroids on animal behavior, (2) localize peptides, steroids and their receptors in the brain, and/or (3) sequence genes involved in the synthesis of these factors or their receptors.

Transfer to the Classroom:

3. The Genetic and Developmental Basis of Divergence in Drosophila

Project Advisor: Hope Hollocher

4. Molecular Genetic Analysis of Zebrafish Eye Development and Retinal Regeneration. Project Advisor: David R. Hyde

5. Avian Ovarian Follicle Selection Mediated by Release from Inhibitory MAP Kinase Signaling. Project Advisor: Alan Johnson

Enrichment Activities: Weekly workshops and seminars will be incorporated into the RET experience. One weekly meeting will be with the REU students in the department. At these meetings, faculty will present their work so that the students and teachers have a larger framework of the research that happens in a given field. In addition, topics such as interdisciplinary research, research ethics, the graduate school application process, science teaching as a career, etc. will help the teachers mentor their high school students into science majors in college.

The second weekly meeting will be over lunch with RET teachers in other departments. This consortium of science teachers will be organized and supported by the director of the Kaneb Teaching and Learning Center at Notre Dame, professor Alex Hahn. Currently, physics, math, and chemistry already have research programs for approximately 16 teachers total. This consortium will provide seminars on various topics such as:

• Guided versus open inquiry
• How to conduct laboratories on a shoe string budget
• How to develop research projects and programs at the high school level, etc. There is a strong contingency of faculty at Notre Dame who have experience with these topics. They are Thomas Doyle (academic director of the ACE Program), Karen Morris (outreach coordinator in the College of Science), Randal Ruchti (Director of the Quarknet program in physics), Joe Belina (__________), Michelle Whaley (instructor of the ACE science education course). All of these faculty are part of the consortium and will be working on bringing effective instruction to each teacher. The teachers themselves will build strong alliances with each other which will provide a network of educators in the community that are partnered with Notre Dame.

The third weekly meeting will be with ACE teachers who are student teaching in the Upward Bound Program at Notre Dame. This program serves high school students from underrepresented groups. The ACE teachers will gain valuable insight from the RET teachers not only for their summer teaching, but in their upcoming first year of teaching. The ACE students will bring an energy and excitement for the teaching profession that is contagious!

The teachers in the consortium will present their work at the RET Summer Symposium. This all day symposium will be coordinated by the Kaneb Center and will include a lunch and dinner.

Recruitment and Selection : The four biology teachers who have participated in our BIOLINKS program will have first priority to be selected for a RET position. The BIOLINKS program partners with teachers to bring a one week lesson on biotechnology (DNA fingerprinting) to the Biology I classroom. The program offers an inquiry based lesson plan packet that includes background information, experimental protocols, homework, and a quiz. It also provides supplies, equipment, and TAs (Notre Dame graduate and undergraduate student volunteers). This program was co-developed by the PI. The BIOLINKS teachers have already shown interest and commitment and would greatly benefit from a research project in the cell/molecular area. They would then be able to modify the biotech lesson, develop new and more effective lessons, and carry out DNA laboratories independently in future years. If we do not fill our positions in this way, we will advertise and recruit from public and private high schools in the Northern Indiana and Southwest lower Michigan areas.

Transfer of Research Experience to the Classroom The teacher and mentor will create new curriculum to bring back to the teacher’s classroom during the academic year. This curriculum will be inquiry based and will be disseminated on the Notre Dame RET web site. The mentor will be involved in the teacher’s classroom through class visits, equipment loans, and meeting with the teacher as needed. The teacher will also be encouraged and supported to present the material they develop at regional or national meetings, or publish in a science education journal. We anticipate that the partnership of the teacher and Notre Dame professor will be ongoing for many years.

Academic Credit The department of Biological Sciences will hire the teachers as research associates will create a 2 credit course (BIOS 598) for the teachers. This allows them to take one class for free and therefore receive continuing education credit for their efforts.

Tracking and Assessment The Kaneb Center will provide the administrative support to track all RET teachers in the consortium and send pre-program and post-program questionnaires. They will also assess the impact of the program on the development of the teacher, and the instruction given to his or her students.

Budget Justification

Per teacher Total

• Stipend for five weeks: $5,000 - $10,000
• Supplies: $1,000-$2,000
• Professional development: $800-$1,600
• And/or classroom development

TOTAL: $6,400-$12,800

The teacher will earn $1,000 per week for full time research (40+ hours) for five weeks. Cell/molecular work is expensive and therefore we are asking for $10,00 for supplies during the summer research period. The $800 for development will be used for publication costs and/or travel to a professional meeting. It can also be used to buy new supplies or equipment that is needed to carry out the newly developed inquiry projects.

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Notre Dame RET Program in Mathematics - SAMPLE PROPOSAL

Introduction : The Department of Mathematics at the University of Notre Dame proposes an RET program for local high school mathematics teachers to participate in a four week research exploration during the summer of 2005. It calls for an expansion of a research experience in mathematics for teachers conducted at Notre Dame during the summer of 2004 with funding from the university. The teachers of the proposed RET will:

• Participate in a three hour, five day a week, hands on workshop
• Meet weekly with RET teachers from biology, chemistry, and physics in a University sponsored interdisciplinary science consortium
• Partner with in-service teachers in the ACE Masters of Education Program at Notre Dame
• Develop at least one inquiry based mathematics modules for use in their classroom in the upcoming year.

The program will be supervised by Professor Frank Connolly, the PI of Notre Dame’s REU Program in Mathematics, and administered by Trisha Metz, administrative assistant of Notre Dame’s Kaneb Center for Teaching and Learning. Professors Jeff Diller and Alex Hahn will serve as mentors for the proposed program. Margaret Doig, a senior mathematics major in the department, will be the Teaching Assistant. Diller and Hahn are mathematics professors at Notre Dame with many years of experience in research and teaching at all levels of mathematics. Doig has been a participant in two REU experiences in Duluth, Minnesota. She placed second in the prestigious Alice Schafer competition that is sponsored yearly by the Association for Women in Mathematics.

Intellectual Merit: The RET teachers will raise their level of understanding of relevant mathematics by engaging important topics in a “hands on” way in the workshop. They will be able to transform what they have learned into new curricular materials that will improve the mathematics abilities of their students and hopefully stimulate them to consider a career in science. Each of the proposed topics is accessible to high school mathematics teachers, but each also leads naturally to many substantial and interesting mathematical issues. The teaching assistant and mentors will introduce the topics, providing background and initial exercises as necessary, but the goal will be to shift the focus to the teachers who will pose and investigate questions according to their own interests and abilities. The mentors and assistant will serve as catalysts and advisors in the process.

Broader Impact: The curricular materials developed by the teachers will be disseminated on the Notre Dame RET web site. The teachers will be encouraged to present these curricular insertions at local, regional, or national levels. The larger RET program at Notre Dame engages high school teachers of physics, chemistry, biology, as well as technology and engineering. Including mathematics teachers will have a significant impact on the level of academic sophistication of the participating high school science and technology teachers. The curricular materials that the collective of RET programs of Notre Dame will produce could have an impact on a wider audience of teachers.

Workshops : Teachers engage one or more topics of relevant, horizon expanding, mathematics. Below is a list of possibilities. Final choices will be made in consultation with the participating teachers.

A. Elementary Coding Theory (ISBN code, constructing good codes).

B. Strange Curves (A curve constructed with tiles, Peano curves, related computer programs).

C. Some Elementary Number Theory (Fermat’s Little Theorem, modular arithmetic, RSA encryption).

D. Some Probability Theory (Shared birthdays, normal bell curves).

E. Rational and Irrational Numbers ( and e, and Euler’s argument).

F. Fibonacci Sequences and the Golden Ratio (Occurrences of Fibonacci in art and nature, some of the theory).

G. Population Models, Fractals, and Dynamical Systems (applications of elementary calculus).

H. Elementary Calculus and the Flight Paths of Spacecraft (The full set of procedures of basic one variable calculus in action, combined with NASA data from the Voyagers and Cassini).

There are excellent elementary texts in all these areas. Additional modules on the topics F and H have already been prepared by the mentors. Last year’s Notre Dame sponsored and supported summer program engaged topic H with five high school teachers from the region.

Enrichment Activities: There will be a weekly seminar over lunch with all participating RET teachers in the other disciplines. These will include teachers pursuing biology, chemistry, physics, and nano-technology and engineering. This colloquium of teachers will be organized and supported by the Kaneb Teaching and Learning Center at Notre Dame. During the past summer, there were between 20 and 25 teachers at Notre Dame pursuing research in these areas. The Kaneb Center will organize presentations on pedagogical topics such as:

• Generating critical thinking in the classroom
• Articulating learning goals, aligning assignments and examinations with these goals, and assessing learning outcomes
• Developing research projects and programs at the high school level. There is a strong contingent of faculty at Notre Dame who have experience with these topics. The people involved in these collaborative seminars will be Thomas Doyle (academic director of the ACE Program), Karen Morris (outreach coordinator in the College of Science), Randal Ruchti (Director of the QuarkNet program in physics), Joe Bellina (Professor of Chemistry and Physics at neighboring St. Mary’s College), Michelle Whaley (instructor of the ACE science education course), and Kevin Barry (special professional faculty member at the Kaneb Center). All of these faculty members are part of the consortium and will work with the teachers to enhance both the content and the effectiveness of their instruction. The teachers themselves will form a strong community that will provide a network of educators in the region that is partnered with Notre Dame. A second weekly meeting will be with pre-service ACE Program teachers who are student teaching in the Upward Bound Program at Notre Dame. This program serves high school students from underrepresented groups. The ACE teachers will gain valuable insight and materials from the RET teachers not only for their summer teaching, but in their upcoming first year of teaching. The ACE students will bring an energy and excitement for the teaching profession that is contagious! This partnership is especially valuable since the ACE teachers will be able to discuss teaching with professionals in their own discipline to design cohesive lesson, unit and course plans in detail. The teachers will present their work at the RET Summer Symposium. This all day symposium will be coordinated by the Kaneb Center and will include a lunch and dinner.

Recruitment and Selection: Notre Dame has developed contacts with many high school teachers in the region in recent years. This includes five mathematics teachers who participated in last year’s summer program. It includes the four teachers of the BIOLINKS program that the Department of Biological Sciences has conducted. It includes the two dozen or so teachers of the Notre Dame QuarkNet program in high energy physics, as well as the three teachers who participated in last summer’s Notre Dame Nano program. These teachers provide contact points to many of the high schools in the region that the administrative resources of the Kaneb Center will exploit.

Transfer of Research Experience to the Classroom: The teacher and mentor will create new curricular modules for use in the teacher’s classroom during the academic year. These modules will be inquiry based and will be disseminated on the Notre Dame RET web site. The teachers will develop these in a collaborative way with the assistance of the mentors. The teachers will also be encouraged and supported to present the material they develop at regional or national meetings, or publish in a science education journal.

Academic Credit : We are exploring the possibility of college credit for the 60 hours of mathematics that these teachers will pursue.

Tracking and Assessment : The Kaneb Center will provide the administrative support to track all RET teachers and to send pre-program and post-program questionnaires. They will also assess the impact of the program on the development of the teachers as well as the instructions they give to their students.

• $1,500 for each of 10 teachers: $15,000
• Travel and Living Expenses and Honorarium for the Notre Dame Teaching Assistant: $4,300
• Honoraria for the presenters of the enrichment Workshops: $500
• Supplies (books, copying) and lunches: $600

TOTAL: $20,400 

Physics Project Description - SAMPLE PROPOSAL

Results from prior years: The Notre Dame RET program supports up to 12 teachers per year in summer research in the Notre Dame Department of Physics. The program has evolved from the Notre Dame QuarkNet Center, and Notre Dame is one of the lead/PI institutions in that important national program. Within a circle of 50km radius centered on South Bend, Indiana and covering the Northern Indiana, Southwest Lower Michigan area, there are approximately 50 high schools. All of these institutions were contacted by mail and phone to identify potential physics and science teachers who might be interested in a summer research experience in physics. Of these, approximately 40% (or teachers from 20 schools) responded and have expressed an interest in an immersive research opportunity. Of these, approximately 16 teachers have been active per year, and ¾ of these are supported through the RET supplement to our NSF REU site program. It is also worth noting that we have also attracted several teachers to our program from well beyond the 50km radius - from the Hammond, Indiana and Chicago, Illinois area.

Our plan has been to provide a physics mentor for each of the participating teachers and have the teachers work on a research topic suggest by the mentor and agreeable to both parties. Each teacher has an 8-week research experience, the bulk of which is carried out during the summer months, but there is in principle no restriction on setting aside several of the research weeks later in the academic year if that is deemed important by the mentor and teachers (for example a beam test or experimental opportunity at a lab, that schedules experiments at selected times for operational reasons such as the DØ experiment at Fermilab or the CMS experiment at CERN). Another feature of our program is that we do not restrict the number of summers that a teacher can participate in the program. We have found this to have enormous practical advantages. Mentors can invest significant time in bringing the teacher “up to speed” in a research area during the first year. In subsequent years, the teacher is no longer “green” in research experience, and becomes a more effective research team member. Teachers build a strong and effective working relationship with a mentor and his research group and invariably wish to continue work in the same research area in subsequent years. Mentors are keen to continue the research relationship with the teachers. From a research productivity standpoint, this is a win-win situation. Teacher research has been focused principally in Particle Physics, Nuclear Physics and Astrophysics.

Intellectual Merit: The typical summer program has included the following opportunities: 8-weeks of research in physics; one week’s participation in the Associate Teacher Institute at the Notre Dame QuarkNet Center; weekly seminars and colloquia, organized in cooperation with the Notre Dame NSF/REU Site Program and attended additionally by Notre Dame faculty, staff and graduate students; tours of nearby (regional) scientific laboratories such as Fermilab, Argonne National Lab, and the Michigan State Cyclotron Laboratory; and visits to science museums such as the Adler Planetarium.

The Notre Dame QuarkNet Center, which is also the host site for this RET program, serves as a meeting base for the teachers. Desks and computer facilities are available as well as a conference room. The QuarkNet Center is conveniently located near the Notre Dame Campus, and the building also houses one of the principal laboratories for Particle Physics on the Campus.

Examples of research experiences for the teachers include:

• Fabrication of fiber-optic waveguides for the DØ Central Fiber Tracker. RET teachers Beth Beiersdorf-Marchant, Maggie Jensen, and Ken Andert and a team of six high school students under the direction of Professor Mitch Wayne and Research Engineer Barry Baumbaugh built over 300 waveguide fiber optic bundles containing 256 individual fibers of 8m-15m lengths. These are now active elements of the DØ experiment, studying top quarks, and searching for evidence of Higgs Bosons, Supersymmetry, and hidden extra dimensions at the Fermilab Tevatron II Collider. With the support of this team of non-traditional researchers, the fiber waveguide project was completed on schedule.
• Fabrication of optical decoder units for the CMS Hadron Calorimeter. RET teachers Jeff Chorny and Dale Wiand and a several teams of six high school students under the direction of Dr. Dan Karmgard and Research Technicians Michael McKenna and Mark Vigneault, have built 360 ODU for the CMS barrel and end cap calorimeters. These units have been tested in beam conditions in the H2 beam line at CERN and will be installed into the CMS experiment at the CERN Large Hadron Collider in calendar year 2004.
• Research and development into fast, highly efficient green scintillators and waveshifters. RET teachers Ken Andert and Helene Daugherty and 8 high school students under the direction of Prof. Randy Ruchti, Dr. James Bishop, Dr. Dan Karmgard, Research Engineer Barry Baumbaugh, and Technician Mark Vigneault, have identified, developed and characterized several outstanding new organic waveshifters for potential application in CMS calorimetry and trigger applications and for possible application to the detector of the Linear Collider. Ken Andert presented a talk on this research at DPF2002 at the College of William and Mary. Refined data has been presented at IEEE/NSS 2003 Portland, Oregon.
• Development of gamma ray spectroscopy for Nuclear Physics. RET teacher Kevin Johnston and under the direction of Prof. Ani Aprahamian and post doctoral fellows and graduate students of the Nuclear Group have developed and tested elements for a Germanium detector array used at the Notre Dame Tandem accelerator facility.
• Development of a 3He recovery system. RET teacher Ed Fidler, under the direction of Dr. Larry Lamm and postdocs and students of the Nuclear Group have helped to renovate a recovery system for an important Helium isotope at the Notre Dame Tandem Laboratory.
• Development and operation of a cosmic ray air shower facility. RET teachers Calvin Schwarzendruber and Jerry Van Laeke and under the direction of Prof. John Poirier and maintained and operated tracking chambers for the 64 element cosmic ray air shower array (Project GRAND – gamma ray astrophysics at Notre Dame).
• Development of a Web Interface for Grid Portal for data analysis of cosmic ray data from High Schools, in collaboration with Grid Computing experts at Argonne National Laboratory, the University of Chicago and Fermilab. RET teachers Lynda Rose and Ed Fidler and two high school students and under the direction of Prof. Pat Mooney developed a Web interface to allow teacher and student access to data from cosmic ray detectors at schools which can be correlated by time stamps from GPS monitors associated with the detectors. This effort has been more recently extended and refined by QuarkNet Staff and computer experts at Fermilab and Argonne National Lab for demonstration at the Super Computer Meeting in Phoenix, AZ, November 2003, and at the United Nations organized RSIS Symposium at CERN, Geneva, Switzerland December 2003.

Teachers have received graduate research credit (PHYS 598) in their sub-discipline of activity. High school student researchers too have received undergraduate research credit (PHYS098). The University of Notre Dame has contributed this (significant) academic credit opportunity at no cost to the teachers and students as an in-kind contribution. Several teachers have used the accumulated credits to satisfy several levels of professional development and advancement and teaching accreditation.

At the close of the 8-Week Summer Research Program, teachers participate in the REU/RET Symposium, during which the participants present the results of their summer research projects to the Notre Dame Physics Department. Some of these are of sufficient import, that the results are presented additionally at national and regional meetings of various physical societies (DPF, APS) and professional societies (AAPT, HASTI).

Broader Impacts of the Program: The QuarkNet Center and the RET program have allowed us to establish a vibrant research community which includes the traditional participants: faculty, research staff, and graduate and undergraduate students, and now also includes non-traditional research participants: high school teachers and high school students.

The Center is also the home base for the Michiana Physics Teachers Association, which holds quarterly meetings during the year – and draws teachers, students, and faculty from local schools and regional universities such as Goshen College, Andrews University, and Indiana University at South Bend in addition to Notre Dame participants. The RET program has energized this group – that now boasts numerous participants at the meetings rather than the sparse attendance of past years.

Additionally, the RET teachers have decided to meet weekly at the QuarkNet Center all year (with a break during the month of August), to plan outreach activities, develop classroom transfer projects, and to plan for selected group members to attend professional meetings (such as AAPT national and regional meetings, APS and DPF meetings. In this area, the RET Teachers and the QuarkNet Center have taken on a considerable role in the regional science outreach program called “Science Alive” and held annually in February at the St. Joseph County Public Library in downtown South Bend. The group fills a large room with scientific displays directed toward K-8 students and their families – such as a portable cosmic ray detector, a cloud chamber, mechanics interactive displays such as “Shoot the Monkey”, Atomic Spectra viewed through diffraction gratings, an electron beam tube, and a laser setup to measure the diameter of the hair of participants. Typically several thousand visitors pass through the exhibit, which is manned by our RET and QuarkNet teachers and high school students from their classes.

Affiliated with this RET program is an Notre Dame sponsored program which we call “REHS” for Research Experiences for High School Students. This allows high school students to similarly receive 8-week immersive research experiences in physics and is supported from matching funds from the University of Notre Dame and from resources from particle physics experiments that have detector construction projects such as DØ and CMS. This REHS program, now in its fifth year and spawned from this RET program and QuarkNet Center, is a pilot for the new nationwide QuarkNet program of high school student research in particle physics which starts this fiscal year.

In summary, the RET program has allowed us to establish and maintain a vibrant research community associated with the Physics Department at Notre Dame. While QuarkNet has provided the concept and start of the Notre Dame Center and has provided national links to QuarkNet Centers and RET programs elsewhere, it has been our RET program that has provided the growth and sustaining power for our activities for half a decade. The Notre Dame RET program and QuarkNet Center serves as an exemplar for other programs seeking education components at the University and elsewhere in the country.

Proposed work and planning for Fiscal Years 2004 and 2005 For the two-year period of the current request, we intend to continue aggressively to build and enrich our Notre Dame center with immersive research experiences for high school teachers and students. Support for teacher research will come from this RET supplement grant. Support for high school student research will come from the Notre Dame sponsored REHS program and from experimental projects such as CMS, QuarkNet, and possibly from new, competitive opportunities such as the Linear Collider. The presence of the Joint Institute for Nuclear Astrophysics (JINA), a new NSF Physics Frontier Center sited at Notre Dame, has the potential for unprecedented research immersion opportunities for high school teachers and students in Nuclear Physics and Nuclear Astrophysics.

We intend to support up to 12 teachers per year through this RET program. Potential research projects (with committed mentors) include:

• Scintillator and Waveshifter R and D for LHC/CMS upgrades (Prof. Ruchti)
• Linear Collider Calorimetry and Triggering R and D (Profs. Wayne and Karmgard)
• DØ Data Analysis of New Phenomena (Prof. Goussiou)
• Grid Computing Applications (Prof Mooney)
• CMS Calorimetry Beam Tests and Installation (Profs. Ruchti and Karmgard)
• Nuclear Physics and Nuclear Astrophysics Experiments (Profs Aprahamian, and Lamm)
• Cosmic-Ray Air Shower Array and Data Analysis (Prof. Poirier)
• Studies of the Big Bang and Stellar Evolution (Prof. Mathews)
• Physics and scientific program management (Prof. Hyder)

Teachers will continue to be involved in the development and use of classroom transfer activities, and to develop inquiry-based teaching styles. Examples include:

• Modeling of mechanics and other topics (Developed by Arizona State University)
• Assembly and operation of cosmic ray detectors.
• Use of various activities from the QuarkNet Website and the Contemporary Physics Education Project (such as “The Particle Adventure”).
• Direct uses of data from experiments to illustrate energy and momentum and their conservation and special relativity.
• Assisting in the direction of high school student research as part of this program, but supported through matching funds from Notre Dame and from experimental construction and R and D projects. Students will receive undergraduate academic credit in physics (PHYS 098) for their participation.

We intend that teachers will:

• Have an assigned mentor and an 8-week immersive research experience.
• Receive academic credit for their research in the graduate course PHYS 598 and for appropriate professional advancement.
• Have opportunities to participate continuously at the Notre Dame QuarkNet Center during the summer and also during the academic year as their time and schedules allow.
• Have opportunities for travel to physical society and professional society meetings to present their results and interact with colleagues.
• Have opportunities to develop classroom transfer materials for instructional use.
• Have the opportunity to take advantage of other science research programs such as the QuarkNet National Program (and QuarkNet lead teacher and associate teacher institutes), other RET programs – for example RET at CERN sponsored by Northeastern University, USCMS Teacher Fellowships, Linear Collider Teacher Fellowships, and Siemens Foundation Programs.
• Know that they are active and valued members of the scientific research community.

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Sample Action Research Proposal

An action proposal.

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Abstract Recent action research books are reviewed. I give attention to books on appreciative inquiry, action science, systems approaches and action learning. Community, health, education and organizational applications are included. Major action research journals are noted.

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In this, the third in a series of two-yearly reviews (see also Dick, 2004, and Dick, 2006), I identify some of the action research literature that has appeared in books and edited collections over approximately the past two years. After an overview of the general action research literature I gather together other relevant literature under the following headings: action learning; community-based participatory research; youth work; educational action research; appreciative inquiry; and action science. I conclude the review with a very brief look at action research journals and special issues, other literature of interest, and an attempt to divine present and emergent trends.

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Action research is a type of research related to one’s professional practice. In the field of education, it can be defined as the process of studying a school, classroom, or teaching-learning situation with the purpose of understanding and improving the quality of actions or instruction. In this sense, it is the ultimate form of teacher reflection. Described in this chapter expert are the basic elements and the steps of action research.

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Abstract This review of recent action research books covers the period from about mid-2004 to mid-2006, complementing an earlier review (Dick, 2004). After noting some important recent additions to the action research literature, I address the literature on several different applications of action research including education, community, participatory development, and organizations. There are briefer sections on other topics. Action research journals and special issues of other journals are also identified.

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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64 Comments

This is an helpful tool 🙏

Special education

Really appreciated by this . It is the best platform for research related items

Research title related to school of students

I think this platform is actually good enough.

Research title related to students

My field is research measurement and evaluation. Need dissertation topics in the field

Assalam o Alaikum I’m a student Bs educational Resarch and evaluation I’m confused to choose My thesis title please help me in choose the thesis title

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

I learned a lot from this site, thank you so much!

Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

plz tell me if you got some good topics, im here for finding research topic for masters degree

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

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Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

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l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

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request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

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Tribal Engagement and Consultation mini-grant proposals due today

The Office of Tribal Relations is partnering with the Office of Research Advancement and Partnerships to offer Tribal Engagement and Consultation mini grants . These grants are meant for researchers who demonstrate experience collaborating with Native communities and are seeking funds for tribal outreach and engagement on a current or new project that will lead to the submission of an extramural grant proposal.

Funds can be utilized for activities (e.g., travel, listening sessions, tribal elder or cultural specialist stipends, participant honorariums, etc.) that enhance the research partnership.

Proposals for the mini grant will be due today, May 15, at 5 p.m. The grants are for use during the summer and following academic year. Mini grants will be up to $1,500 and the PI must be a faculty member at WSU (any track and rank).

Find more information and apply online .

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