RESEARCH PAPER

AGENDA FOR TODAY (TUES. 3.25)  Debrief secondary source sheet  Enter & “cruise” the library database, find one or two primary sources on your topic  Read source and “annotate” with notecards.  HW: Read and make notecards for one document – scholarly journal, periodical, interview, book (unlikely in one day).

AGENDA FOR WEDNESDAY, ) Modify timeline:  FRIDAY, 3.28 ONE annotated bibliography submission is due; THURSDAY, 4.3 TWO annotated bibliographies are due + a book 2. ) Establish that each member of the class has  A research question  Read a secondary article on this topic 3. ) Today’s steps  Have you located a source from our Library Database options that is  A periodical, scholarly journal, book, or interview  Does this source address your research question?  Read your article; annotate using notecards (explanation)

4 ITEMS TO INCLUDE ON CARD.

NOTE CARDS: VISIBLE, FLEXIBLE, SPECIFIC  1. Write the subtopic heading of the note at the top of each note card.  2. Write only one main point on a note card  3. Only write information directly related to your Question  4. Write only essential words, abbreviate when possible.  5. Be accurate: double check direct quotes and statistics.  6. Identify direct quotes with quotation marks and the person's name.  7. Bracket your own words [ ] when you add them into a quote.  8. Use ellipsis points (...) where you leave out non-essential words from a quote.  9. Distinguish between 'fact' and 'opinion'.  10. Include the source on the card.  11. Write the page number of the source after the note.  12. Use the word 'over' to indicate information on the back of the card.

TODAY’S AGENDA: SOURCE #1’S ANNOTATED BIBLIOGRAPHY  Step #1  Creating a template for submission – and determining where you are going to save your work  Step #2  Citing your source from scratch  Step #3  Annotating for your bibliography: Summarize, Assess, and Reflect

AGENDA FOR 3.27  Follow website post for 3.27  Template  Citation  Complete Annotation

GOALS FOR TODAY:  1) Complete your annotated bibliography for your second source. This is a quiet activity – it involves reading and making notes.  2) Identify and obtain – tangibly or virtually -- a book that addresses your research question.

ON YOUR NOTECARD 1. Your name 2. Your research question 3. An MLA citation of your book (see my website for direct link on how to cite a book) 4. In a sentence or two, say how you expect this book will address your research question.

TYPES OF INTERVIEWS INFORMAL INTERVIEWS THE INTERVIEWER IMPROVISES QUESTIONS, ADAPTING TO THE INTERVIEWEE'S PERSONALITY AND PRIORITIES. BECAUSE THE INTERVIEW IS HIGHLY INDIVIDUALIZED AND UNSTRUCTURED, IT CAN ELICIT UNANTICIPATED INFORMATION AND INSIGHTS. THE INTERVIEWER MUST HAVE A GREAT DEAL OF KNOWLEDGE AND EXPERIENCE IN THE CONTENT AREA AND STRONG INTERPERSONAL SKILLS TO DRAW OUT INFORMATION. ANALYZING DATA AND MAKING COMPARISONS IS DIFFICULT BECAUSE THE INTERVIEWER GATHERS DIFFERENT INFORMATION FROM EACH RESPONDENT. GUIDED INTERVIEWS THE INTERVIEWER BEGINS WITH A LIST OF GENERAL QUESTIONS AND PROBES BUT ALSO IMPROVISES QUESTIONS, ADAPTING TO THE INTERVIEWEE'S PERSONALITY AND PRIORITIES. ALTHOUGH THE INTERVIEW IS GUIDED, IT IS STILL OPEN-ENDED ENOUGH TO PROVIDE OPPORTUNITY FOR ELICITING UNANTICIPATED INFORMATION AND INSIGHTS. THE INTERVIEWER SHOULD HAVE THE DISCIPLINE TO ASK ALL THE QUESTIONS LISTED BUT BE ADAPTABLE ENOUGH TO FOLLOW FRUITFUL LINES OF QUESTIONING THAT ARE UNPLANNED. THE MORE SYSTEMATIC NATURE OF GUIDED INTERVIEWS MAKES DATA ANALYSIS MORE EFFICIENT WHILE ALLOWING FOR THE DISCOVERY OF UNANTICIPATED THEMES. STANDARDIZED INTERVIEWS THE INTERVIEWER ASKS THE SAME QUESTIONS IN THE SAME ORDER OF ALL INTERVIEWEES, FACILITATING COMPARISONS BETWEEN RESPONDENTS. QUESTIONS MAY BE OPEN- OR CLOSE- ENDED (SEE TYPES OF SURVEY QUESTIONS ). THIS APPROACH ALLOWS FOR MORE EFFICIENT INTERVIEWS AND DATA ANALYSIS, BUT LIMITS EXPLORATION OF UNANTICIPATED TOPICS OR INDIVIDUAL CONCERNS. THIS MAY BE THE BEST CHOICE IF TIME AND MONEY ARE LIMITED OR YOU MUST RELY ON VOLUNTEER OR INEXPERIENCED INTERVIEWERS.TYPES OF SURVEY QUESTIONS

WHY INTERVIEW?  Evaluating an instructional program or intervention  Gaining insight into attitudes and perceptions  Assessing instructional changes or innovations  Understanding non-verbal as well as verbal communication  Providing insight to inform subsequent surveys  Following up results from surveys to gain insight into interesting or unexpected findings  Capturing and describing learning or other complex processes  Acquiring in-depth information  Exploring individual differences in experiences and outcomes

BUT INTERVIEWING HAS DRAWBACKS…  Conducting interviews, and transcribing can be expensive and time-consuming.  Results may not generalize to an entire group.  Cannot determine causal effects

INTERVIEWS Types: Informal – Interviewer is adaptive; interview is unstructured. Requires solid foundation for interviewer. Guided – Interviewer comes prepared with a list of questions, but allows for improvisation. Standardized – Interviewer asks same questions of all interviewees; these questions are established.

PLANNING AN INTERVIEW  STEP 1. Identify the educational research problem or topic  STEP 2. Review prior research  STEP 3. Determine the purpose, research question(s) or hypothesis(es)  STEP 4. Consider the research implications of interview findings  STEP 5. Write questions and organize the interview  Writing good questions is crucial to achieve interview objectives and obtain valid responses. Rewrite questions until they are clear and succinct.  It is also helpful to organize your topics and know the issues you want to cover in advance.  Conduct pilot testing to check if the questions are clear.