Stumped

After reading some of the dialogue produced in the discussion board, I feel that I may be on the wrong track with my research.  I thought that surveying reluctant readers or pre-teen male readers would be a good start but now I'm unsure.  I teach in a predominately black school but I personally teach the gifted kids in a magnet program so there is mix of kids.  This year the boys could not wait to get to the Media Center to read.  It made me think "Wow, what a difference.  What is motivating these boys to read? Most boys by sixth grade stop reading and get into other extracurricular activities."  It was a nice change but different.  When I went to the media center the past two days, I saw two different teachers with their students.  Granted I teach 6th grade and these were 8th grade students.  They were polite but I looked at each and every one of them and they had this I'm ready to go.  I don't read, don't wanna read just talk to my friends looks on their faces.  Some checked out books while others conveniently roamed around the books as if they were going to pick something up.  I think I will go to talk to my media specialist and see what problems does she see or her opinion on the lack of interest in books at our school.  I hope that I can get a real good proposal topic before next week but that is probably stretching it.  As I was reading some one's post of their insecurities of being creative, I felt the same way.  I am so accustomed to someone telling what to do and to have free reign is a little overwhelming.  I guess I will ponder  my topics a little longer to see if I can really narrow down an idea.

In the beginning...

Okay, I'm supposed to develop some research topics.  I've got a couple of ideas... Captivating the Reluctant Reader or Boys Reading Materials and Accessibility.

After reading chapter 15, I think that I will probably use the fixed design.  It is something that I have done before and makes a little more sense to me.  I'm not sure how to go about my research with the topics I currently have now.