Assignment Prompt & Instructions
Use Prospectus part 1 assignment to help with prospectus part 2
**files (4)**
– ## ProspectusPart2IntroductionAssignmentInstructions1.docx
– ## Prospectus-Part2-IntroductionGradingRubric1.pdf
– ## ProspectusPart1Assignment.docx
– Applied_Research_Capstone_Outline_Third_Edition.pdf
**## ProspectusPart2IntroductionAssignmentInstructions1.docx**
EDUC 880
**Prospectus: Part 2 – Introduction Assignment Instructions**
Overview
This assignment is linked to the development of your capstone project.
Instructions
Read these instructions carefully. You will submit a well-developed draft of the entire Chapter One: Introduction of the capstone project prospectus, expanding upon the previous
**Prospectus: Part 1 – Introduction Assignment** submission. The
**Prospectus: Part 2 – Introduction Assignment** submission will additionally include (a) the Significance of the Research, (b) the Purpose Statement, (c) the Central Research Question, (d) the Definitions, (e) the Summary, and (f) a reference page.
The
**Prospectus: Part 2 – Introduction Assignment** submission must follow the requirements described in detail within the
**Applied Research Capstone Template** document located in the
**SOE Doctoral Community**, the course textbook, and especially the checklists. Carefully and clearly address each checklist item for each section.
Do not remove any sections developed in the
**Prospectus: Part 1 – Introduction Assignment**. The
**Prospectus: Part 2 – Introduction Assignment** submission will add a minimum of two full new pages of content to the existing body of text. The submission must include at least four additional and unique sources/citations (i.e., a minimum total of eight sources). Sources must be correctly listed on a references page using current APA format at the end of the paper. The sources must include at least two additional recent (within the past five years) scholarly research journal articles related to the project topic.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## Prospectus-Part2-IntroductionGradingRubric1.pdf**
Criteria Ratings Points
Section
Content
62 to >56 pts
Advanced
Includes all items and
sub-sections required by
the instructions. Effectively
addresses all required
content areas within each
section as described in the
textbook and template,
especially the section
checklists. Content is
addressed in a substantive
manner. Is a minimum of 2
full pages.
56 to >51 pts
Proficient
Includes most items and
sub-sections required by
the instructions.
Adequately addresses
most required content
areas within each section
as described in the
textbook and template,
especially the section
checklists. Most content is
addressed in a substantive
manner. Is between 1.5 to
2 pages.
51 to >0 pts
Developing
Includes some items and
sub-sections required by
the instructions.
Inadequately addresses
required content areas
within each section as
described in the textbook
and template, especially
the section checklists.
Content is not addressed
in a substantive manner. Is
fewer than 1.5 pages.
0 pts
Not
Present
62 pts
Information
Literacy
43 to >39 pts
Advanced
Exceptional understanding
of existing body of
knowledge on the topic. All
the following qualities are
present: supports claims
with evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, with at
least 2 of those additional
sources being from current
scholarly journals.
39 to >35 pts
Proficient
Adequate understanding of
existing body of knowledge
on the topic. Most of the
following qualities are
present: supports claims
with evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, with 1 of
those additional sources
being from a current
scholarly journal.
35 to >0 pts
Developing
Inadequate understanding
of existing body of
knowledge on the topic.
Few of the following
qualities are present:
supports claims with
evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, but none
of the additional sources
are from current scholarly
journals.
0 pts
Not
Present
43 pts
Prospectus: Part 2 – Introduction Grading Rubric |
EDUC880_D15_202620
Criteria Ratings Points
Grammar,
Spelling, &
Current
APA
Formatting
45 to >40 pts
Advanced
Spelling and grammar are
correct. Sentences are
complete, clear, and
concise. Paragraphs
contain appropriately
varied sentence structures.
Where applicable,
references are cited in
current APA format.
Reference page contains
at least 8 total sources.
40 to >38 pts
Proficient
There are some spelling
and grammar errors.
Sentences are presented
well. Paragraphs contain
some varied sentence
structures. Where
applicable, references are
mostly cited in current APA
format. Reference page
contains at least 7 total
sources.
38 to >0 pts
Developing
Spelling and grammar
errors distract the reader.
Sentences are incomplete
or unclear. Paragraphs are
poorly formed. Where
applicable, references are
minimally or not cited in
current APA format.
Reference page contains
fewer than 7 total sources.
0 pts
Not
Present
45 pts
Total Points: 150
Prospectus: Part 2 – Introduction Grading Rubric |
EDUC880_D15_202620
**## ProspectusPart1Assignment.docx**
5
## The Impact of Large Class Sizes Effect on Students learning at Meadowfield Elementary School
Michael Whitener
## Chapter One: Introduction
**Overview**
For a long time, class size has been a topic of concern due to its direct impact on student outcomes and classroom dynamics. In the current state of education, many questions are being raised about the true impact of this phenomenon and whether there needs to be a change in school enrollment. This is because larger class sizes have been found to limit teachers' ability to deliver instruction, manage classroom behavior effectively, and engage students in a manner that is productive for pedagogy. This chapter aims to discuss this phenomenon in the context of Meadow Elementary School, which features large class sizes, to explore the potential impact this has on student learning (South Carolina Department of Education, 2025).
**Organizational Profile**
Meadow Elementary School is a public school that is beloved in the community in South Carolina. Like many public schools around the country, the school faces challenges related to resource allocation, student diversity, and maintaining a learning environment that encourages the sharing of information. In the 2025-2026 academic year, the school reported an average class size of 24.1 students (South Carolina Department of Education, 2025). These averages raise concerns about the quality of the learning environment in light of these numbers.
**Introduction to the Problem**
The main problem is the large class size at the school. The average student-teacher correlation is relatively high, and this could have a massive impact on the school climate and overall learning environment. Some of these problems include individualized attention, student management, and poor student engagement, affecting learning and academic performances (Screportcards, 2024).
**Significance of the Research**
This study aims to provide empirical evidence on the relationship between class size and student learning, with the case focusing on Meadowfield Elementary School (Oduwan & Francis, 2023). This topic does not have enough research tied to it, which is why the country is often comfortable with the bad student-teacher ratios. With empirical evidence, the hope is that all stakeholders can then use this information to explore ways to tackle this phenomenon and prevent schools from having these impacts (Oduwan & Francis, 2023). This could help students benefit and have better student outcomes through an engaging classroom experience.
**Purpose Statement**
The purpose of this quantitative study is to examine the impact of large class sizes on student learning at Meadowfield Elementary School. The key tenet is to find the relationship between class size, student performance, and engagement.
**Central Research Question**
What is the impact of large class sizes on student learning, including academic performance and classroom engagement, at Meadowfield Elementary School?
**Definitions**
· Class size – The number of students in the class.
· Student engagement – The level of interest and attention paid by the students to the educator concerning pedagogy matters (López-Martín et al., 2025).
· Academic performance – The results generated by grades, test scores, or assessments.
**Summary**
The goal is to explore the impact of large classes, which is a common phenomenon, on student learning, with the sample being focused on being at Meadowfield Elementary School. The goal is to explore this phenomenon to provide empirical proof of the connection between these elements to better help with decision-making.
## References
López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic achievement.
_International Journal of Educational Research_,
_120_, 102199.
Oduwan, J., & Francis, A. (2023).
_Teacher-student ratio and job performance of teachers in government universal secondary education schools in Bukedea town council, Bukedea district, Uganda_ (Doctoral dissertation, Kampala International University, College of Education, open distance and e-learning).
Screportcards. (2024). School climate and learning environment data.
South Carolina Department of Education. (2025). South Carolina School Report Cards.
**Applied_Research_Capstone_Outline_Third_Edition.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applied-research-capstone-outline-third-edition-pdf-10530855)
**Applied_Research_Capstone_Outline_Third_Edition.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applied-research-capstone-outline-third-edition-pdf-10530855)
**## ProspectusPart2IntroductionAssignmentInstructions1.docx**
EDUC 880
**Prospectus: Part 2 – Introduction Assignment Instructions**
Overview
This assignment is linked to the development of your capstone project.
Instructions
Read these instructions carefully. You will submit a well-developed draft of the entire Chapter One: Introduction of the capstone project prospectus, expanding upon the previous
**Prospectus: Part 1 – Introduction Assignment** submission. The
**Prospectus: Part 2 – Introduction Assignment** submission will additionally include (a) the Significance of the Research, (b) the Purpose Statement, (c) the Central Research Question, (d) the Definitions, (e) the Summary, and (f) a reference page.
The
**Prospectus: Part 2 – Introduction Assignment** submission must follow the requirements described in detail within the
**Applied Research Capstone Template** document located in the
**SOE Doctoral Community**, the course textbook, and especially the checklists. Carefully and clearly address each checklist item for each section.
Do not remove any sections developed in the
**Prospectus: Part 1 – Introduction Assignment**. The
**Prospectus: Part 2 – Introduction Assignment** submission will add a minimum of two full new pages of content to the existing body of text. The submission must include at least four additional and unique sources/citations (i.e., a minimum total of eight sources). Sources must be correctly listed on a references page using current APA format at the end of the paper. The sources must include at least two additional recent (within the past five years) scholarly research journal articles related to the project topic.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## Prospectus-Part2-IntroductionGradingRubric1.pdf**
Criteria Ratings Points
Section
Content
62 to >56 pts
Advanced
Includes all items and
sub-sections required by
the instructions. Effectively
addresses all required
content areas within each
section as described in the
textbook and template,
especially the section
checklists. Content is
addressed in a substantive
manner. Is a minimum of 2
full pages.
56 to >51 pts
Proficient
Includes most items and
sub-sections required by
the instructions.
Adequately addresses
most required content
areas within each section
as described in the
textbook and template,
especially the section
checklists. Most content is
addressed in a substantive
manner. Is between 1.5 to
2 pages.
51 to >0 pts
Developing
Includes some items and
sub-sections required by
the instructions.
Inadequately addresses
required content areas
within each section as
described in the textbook
and template, especially
the section checklists.
Content is not addressed
in a substantive manner. Is
fewer than 1.5 pages.
0 pts
Not
Present
62 pts
Information
Literacy
43 to >39 pts
Advanced
Exceptional understanding
of existing body of
knowledge on the topic. All
the following qualities are
present: supports claims
with evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, with at
least 2 of those additional
sources being from current
scholarly journals.
39 to >35 pts
Proficient
Adequate understanding of
existing body of knowledge
on the topic. Most of the
following qualities are
present: supports claims
with evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, with 1 of
those additional sources
being from a current
scholarly journal.
35 to >0 pts
Developing
Inadequate understanding
of existing body of
knowledge on the topic.
Few of the following
qualities are present:
supports claims with
evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, but none
of the additional sources
are from current scholarly
journals.
0 pts
Not
Present
43 pts
Prospectus: Part 2 – Introduction Grading Rubric |
EDUC880_D15_202620
Criteria Ratings Points
Grammar,
Spelling, &
Current
APA
Formatting
45 to >40 pts
Advanced
Spelling and grammar are
correct. Sentences are
complete, clear, and
concise. Paragraphs
contain appropriately
varied sentence structures.
Where applicable,
references are cited in
current APA format.
Reference page contains
at least 8 total sources.
40 to >38 pts
Proficient
There are some spelling
and grammar errors.
Sentences are presented
well. Paragraphs contain
some varied sentence
structures. Where
applicable, references are
mostly cited in current APA
format. Reference page
contains at least 7 total
sources.
38 to >0 pts
Developing
Spelling and grammar
errors distract the reader.
Sentences are incomplete
or unclear. Paragraphs are
poorly formed. Where
applicable, references are
minimally or not cited in
current APA format.
Reference page contains
fewer than 7 total sources.
0 pts
Not
Present
45 pts
Total Points: 150
Prospectus: Part 2 – Introduction Grading Rubric |
EDUC880_D15_202620
**## ProspectusPart1Assignment.docx**
5
## The Impact of Large Class Sizes Effect on Students learning at Meadowfield Elementary School
Michael Whitener
## Chapter One: Introduction
**Overview**
For a long time, class size has been a topic of concern due to its direct impact on student outcomes and classroom dynamics. In the current state of education, many questions are being raised about the true impact of this phenomenon and whether there needs to be a change in school enrollment. This is because larger class sizes have been found to limit teachers' ability to deliver instruction, manage classroom behavior effectively, and engage students in a manner that is productive for pedagogy. This chapter aims to discuss this phenomenon in the context of Meadow Elementary School, which features large class sizes, to explore the potential impact this has on student learning (South Carolina Department of Education, 2025).
**Organizational Profile**
Meadow Elementary School is a public school that is beloved in the community in South Carolina. Like many public schools around the country, the school faces challenges related to resource allocation, student diversity, and maintaining a learning environment that encourages the sharing of information. In the 2025-2026 academic year, the school reported an average class size of 24.1 students (South Carolina Department of Education, 2025). These averages raise concerns about the quality of the learning environment in light of these numbers.
**Introduction to the Problem**
The main problem is the large class size at the school. The average student-teacher correlation is relatively high, and this could have a massive impact on the school climate and overall learning environment. Some of these problems include individualized attention, student management, and poor student engagement, affecting learning and academic performances (Screportcards, 2024).
**Significance of the Research**
This study aims to provide empirical evidence on the relationship between class size and student learning, with the case focusing on Meadowfield Elementary School (Oduwan & Francis, 2023). This topic does not have enough research tied to it, which is why the country is often comfortable with the bad student-teacher ratios. With empirical evidence, the hope is that all stakeholders can then use this information to explore ways to tackle this phenomenon and prevent schools from having these impacts (Oduwan & Francis, 2023). This could help students benefit and have better student outcomes through an engaging classroom experience.
**Purpose Statement**
The purpose of this quantitative study is to examine the impact of large class sizes on student learning at Meadowfield Elementary School. The key tenet is to find the relationship between class size, student performance, and engagement.
**Central Research Question**
What is the impact of large class sizes on student learning, including academic performance and classroom engagement, at Meadowfield Elementary School?
**Definitions**
· Class size – The number of students in the class.
· Student engagement – The level of interest and attention paid by the students to the educator concerning pedagogy matters (López-Martín et al., 2025).
· Academic performance – The results generated by grades, test scores, or assessments.
**Summary**
The goal is to explore the impact of large classes, which is a common phenomenon, on student learning, with the sample being focused on being at Meadowfield Elementary School. The goal is to explore this phenomenon to provide empirical proof of the connection between these elements to better help with decision-making.
## References
López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic achievement.
_International Journal of Educational Research_,
_120_, 102199.
Oduwan, J., & Francis, A. (2023).
_Teacher-student ratio and job performance of teachers in government universal secondary education schools in Bukedea town council, Bukedea district, Uganda_ (Doctoral dissertation, Kampala International University, College of Education, open distance and e-learning).
Screportcards. (2024). School climate and learning environment data.
South Carolina Department of Education. (2025). South Carolina School Report Cards.
**Applied_Research_Capstone_Outline_Third_Edition.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applied-research-capstone-outline-third-edition-pdf-10530855)
**## ProspectusPart2IntroductionAssignmentInstructions1.docx**
EDUC 880
**Prospectus: Part 2 – Introduction Assignment Instructions**
Overview
This assignment is linked to the development of your capstone project.
Instructions
Read these instructions carefully. You will submit a well-developed draft of the entire Chapter One: Introduction of the capstone project prospectus, expanding upon the previous
**Prospectus: Part 1 – Introduction Assignment** submission. The
**Prospectus: Part 2 – Introduction Assignment** submission will additionally include (a) the Significance of the Research, (b) the Purpose Statement, (c) the Central Research Question, (d) the Definitions, (e) the Summary, and (f) a reference page.
The
**Prospectus: Part 2 – Introduction Assignment** submission must follow the requirements described in detail within the
**Applied Research Capstone Template** document located in the
**SOE Doctoral Community**, the course textbook, and especially the checklists. Carefully and clearly address each checklist item for each section.
Do not remove any sections developed in the
**Prospectus: Part 1 – Introduction Assignment**. The
**Prospectus: Part 2 – Introduction Assignment** submission will add a minimum of two full new pages of content to the existing body of text. The submission must include at least four additional and unique sources/citations (i.e., a minimum total of eight sources). Sources must be correctly listed on a references page using current APA format at the end of the paper. The sources must include at least two additional recent (within the past five years) scholarly research journal articles related to the project topic.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## Prospectus-Part2-IntroductionGradingRubric1.pdf**
Criteria Ratings Points
Section
Content
62 to >56 pts
Advanced
Includes all items and
sub-sections required by
the instructions. Effectively
addresses all required
content areas within each
section as described in the
textbook and template,
especially the section
checklists. Content is
addressed in a substantive
manner. Is a minimum of 2
full pages.
56 to >51 pts
Proficient
Includes most items and
sub-sections required by
the instructions.
Adequately addresses
most required content
areas within each section
as described in the
textbook and template,
especially the section
checklists. Most content is
addressed in a substantive
manner. Is between 1.5 to
2 pages.
51 to >0 pts
Developing
Includes some items and
sub-sections required by
the instructions.
Inadequately addresses
required content areas
within each section as
described in the textbook
and template, especially
the section checklists.
Content is not addressed
in a substantive manner. Is
fewer than 1.5 pages.
0 pts
Not
Present
62 pts
Information
Literacy
43 to >39 pts
Advanced
Exceptional understanding
of existing body of
knowledge on the topic. All
the following qualities are
present: supports claims
with evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, with at
least 2 of those additional
sources being from current
scholarly journals.
39 to >35 pts
Proficient
Adequate understanding of
existing body of knowledge
on the topic. Most of the
following qualities are
present: supports claims
with evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, with 1 of
those additional sources
being from a current
scholarly journal.
35 to >0 pts
Developing
Inadequate understanding
of existing body of
knowledge on the topic.
Few of the following
qualities are present:
supports claims with
evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least 4
additional sources/citations
to support claims, but none
of the additional sources
are from current scholarly
journals.
0 pts
Not
Present
43 pts
Prospectus: Part 2 – Introduction Grading Rubric |
EDUC880_D15_202620
Criteria Ratings Points
Grammar,
Spelling, &
Current
APA
Formatting
45 to >40 pts
Advanced
Spelling and grammar are
correct. Sentences are
complete, clear, and
concise. Paragraphs
contain appropriately
varied sentence structures.
Where applicable,
references are cited in
current APA format.
Reference page contains
at least 8 total sources.
40 to >38 pts
Proficient
There are some spelling
and grammar errors.
Sentences are presented
well. Paragraphs contain
some varied sentence
structures. Where
applicable, references are
mostly cited in current APA
format. Reference page
contains at least 7 total
sources.
38 to >0 pts
Developing
Spelling and grammar
errors distract the reader.
Sentences are incomplete
or unclear. Paragraphs are
poorly formed. Where
applicable, references are
minimally or not cited in
current APA format.
Reference page contains
fewer than 7 total sources.
0 pts
Not
Present
45 pts
Total Points: 150
Prospectus: Part 2 – Introduction Grading Rubric |
EDUC880_D15_202620
**## ProspectusPart1Assignment.docx**
5
## The Impact of Large Class Sizes Effect on Students learning at Meadowfield Elementary School
Michael Whitener
## Chapter One: Introduction
**Overview**
For a long time, class size has been a topic of concern due to its direct impact on student outcomes and classroom dynamics. In the current state of education, many questions are being raised about the true impact of this phenomenon and whether there needs to be a change in school enrollment. This is because larger class sizes have been found to limit teachers' ability to deliver instruction, manage classroom behavior effectively, and engage students in a manner that is productive for pedagogy. This chapter aims to discuss this phenomenon in the context of Meadow Elementary School, which features large class sizes, to explore the potential impact this has on student learning (South Carolina Department of Education, 2025).
**Organizational Profile**
Meadow Elementary School is a public school that is beloved in the community in South Carolina. Like many public schools around the country, the school faces challenges related to resource allocation, student diversity, and maintaining a learning environment that encourages the sharing of information. In the 2025-2026 academic year, the school reported an average class size of 24.1 students (South Carolina Department of Education, 2025). These averages raise concerns about the quality of the learning environment in light of these numbers.
**Introduction to the Problem**
The main problem is the large class size at the school. The average student-teacher correlation is relatively high, and this could have a massive impact on the school climate and overall learning environment. Some of these problems include individualized attention, student management, and poor student engagement, affecting learning and academic performances (Screportcards, 2024).
**Significance of the Research**
This study aims to provide empirical evidence on the relationship between class size and student learning, with the case focusing on Meadowfield Elementary School (Oduwan & Francis, 2023). This topic does not have enough research tied to it, which is why the country is often comfortable with the bad student-teacher ratios. With empirical evidence, the hope is that all stakeholders can then use this information to explore ways to tackle this phenomenon and prevent schools from having these impacts (Oduwan & Francis, 2023). This could help students benefit and have better student outcomes through an engaging classroom experience.
**Purpose Statement**
The purpose of this quantitative study is to examine the impact of large class sizes on student learning at Meadowfield Elementary School. The key tenet is to find the relationship between class size, student performance, and engagement.
**Central Research Question**
What is the impact of large class sizes on student learning, including academic performance and classroom engagement, at Meadowfield Elementary School?
**Definitions**
· Class size – The number of students in the class.
· Student engagement – The level of interest and attention paid by the students to the educator concerning pedagogy matters (López-Martín et al., 2025).
· Academic performance – The results generated by grades, test scores, or assessments.
**Summary**
The goal is to explore the impact of large classes, which is a common phenomenon, on student learning, with the sample being focused on being at Meadowfield Elementary School. The goal is to explore this phenomenon to provide empirical proof of the connection between these elements to better help with decision-making.
## References
López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic achievement.
_International Journal of Educational Research_,
_120_, 102199.
Oduwan, J., & Francis, A. (2023).
_Teacher-student ratio and job performance of teachers in government universal secondary education schools in Bukedea town council, Bukedea district, Uganda_ (Doctoral dissertation, Kampala International University, College of Education, open distance and e-learning).
Screportcards. (2024). School climate and learning environment data.
South Carolina Department of Education. (2025). South Carolina School Report Cards.
**Applied_Research_Capstone_Outline_Third_Edition.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applied-research-capstone-outline-third-edition-pdf-10530855)