Using the previously written paper (below) Provide a background of the problem that includes a brief review of the literature studied. Provide four to five references. Having identified a phenomenon to be studied, articulate why this phenomenon lends itself to qualitative methodology. Then, select a qualitative theoretical tradition from the five you have read about to study the identified phenomena. State the reasons for using a particular qualitative tradition. Grading Criteria: Project Provide a background of the problem with a literature review. Articulated reasons as to why the problem lends itself to qualitative methodology. Selected a qualitative tradition and state reasons for using the tradition. Provide references of literature reviewed. Use this Paper (3125629) Purpose of Study Th? purpos? of this study is to investigat? th? comparison between Larg? Comprehensiv? High Schools (LCHS) and Small Learning Communities (SLC) and th? impact on student achievement using th? qualitativ? research design. This study will test th? hypothesis that says ther? ar? significant differences on student achievement when larg? comprehensiv? high schools convert to small l?arning communities. Research Design The method that is going to b? select for this study is th? qualitativ? research method. Qualitativ? research assumes that individuals construct reality in th? form of meanings and interpretations, and that thes? constructions tend to b? transitory and situational. Th? qualitativ? approach aims to discover meanings and interpretations by studying cases int?nsively in natural settings and by subjecting th? resulting data to analytic induction (Gall, Gall, and Borg, 2003). As in this study w? want to know about th? differences on student achievement when larg? comprehensiv? high schools convert to small learning communities. So it seems that th? structured interview method is mor? appropriat? for this study as compar? to other methods. Qualitativ? studies us? constructivist perspectiv?s or advocacy/participatory perspectives, or both, and us? narratives, phenomenologies, grounded theory studies, or cas? studies as strategies of inquiry. In this approach, research facts and researcher''s valu? judgments or interpretations ar? inseparable. Thus th? researcher becomes an insider to th? research (Carr and Kemmis, 1986). Participants The population of interest for th? study includes school administrators, such as superintend?nts and principals. It is projected that th? sampl? will consist of 50 respondents. For th? purposes of th? study, purposiv? sampling, a form of non-probability sampling, will b? used. As explained by Trochim (2001), in purposiv? sampling, th? researcher samples with a purpos? in mind from on? or mor? specific and predefined groups, believed to b? representativ? of th? larger population of interest. Trochim noted that on? of th? benefits of purposiv? sampling is that it can b? very useful for situations in which th? researcher wants to reach a targeted group that otherwis? might not b? readily available. Survey Instrument A survey instrument that is used in this study is th? structured interview. A structur?d interview (sometimes known as interview schedules) refers to thos? questionnaires wher? interviewers physically meet th? respondents and ask th? questions fac? to face. Thes? differ from semi-structured and in-depth interviews as ther? is a defined schedul? of questioned from which th? interviewers should not deviate. It involves tight control over th? format of th? questions and answers. In essence, th? structured interview is lik? a questionnaire, which is administered fac? to fac? with a respondent. Th? researcher has a predetermined list of questions, to which th? respondents is invited to offer limited option responses. Th? tight control over wording of questions occurs and th? ranges of answers that ar? on offer hav? th? advantag? of ‘standardization’. Each respondent is faced with identical questions and th? rang? of pre-coded interview, in this respect, lends itself to th? collection of th? qualitativ? data. References Carr, W. and Kemmis, S. (1986). Becoming Critical: Education, Knowledge, and Action Research. Philadelphia: Th? Falmer Press. Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research: An Introduction (7th ed.). Boston: Allyn & Bacon. Trochim, W. (2001). Th? research methods knowledg? base, 1st Edition. OH: Atomic Dog Publishing.