1. Problems, Purpose and Questions
& Variables in design

2. Recap: The Problem The Potential Research Problem
State the research topic, potential research problem and develop a preliminary justification based on
Professional experience (school or classroom data) and
A scan of current state or national trends from Internet reports, state or district data, national reports (e.g., Reading First, A Nation at Risk, Goals 2000), or reports of professional organizations (e.g., CEC, NCTM, ISTE, etc.).

3. Once a potential research problem is identified, what next?
What is the process for developing this into an actual researchable problem?
Determine what is known about the problem - Conduct a literature search
to understand the nature of the problem more deeply (the "why" of the problem) or
to identify previously reported "solutions" (the "how to" of the solution)

4. "Loop Back“ (using an iterative process) to the original problem statement. 
Relate what has been found to the current professional context. 
"Are the parameters (causes, factors, extent) of the problem true in my context?" 
"Have the solutions been attempted in my context?" 
Then, if needed, clarify the research problem or the justification for the research

5. Make an initial assessment of whether the problem can and should be researched. 
Will a study contribute to knowledge or practice? 
Is there access to people and sites? 
Is there time, resources and skill to conduct the research study?

6. For the practitioner-researcher, the literature search has two purposes. 
To determine what is known about the particular research problem,
To more deeply understand the nature of the problem and
To determine whether solutions are known. 
Including the research literature can
Clarify the research problem or
Extend the justification of the research problem
For the research practitioner, this is part of a problem-solving process:  what do I know, what do I not know, how can I find out?

7. And to: To determine the deficiencies in the evidence base.
Identify 2-3 ways in which the professional research literature is limited. 
Research needs to be replicated or extended,
The problem to be further explored, or
Overlooked perspectives ("voices") to be included. 
It can also identify ways in which professional practice in the local context is deficient.

8. Locate the literature
By using the key terms in a search using a search program (e.g., Google, Google Scholars) and
several different electronic databases (ERIC, PsychInfo, Academic Search Premier)or search programs. 
Obtain electronic (or paper) copies of the located literature

9. Check for relevance
Read the literature and check its relevance to your topic. 
When reading differentiate among primary and secondary resources. 
Research reports
Discussions, research syntheses, meta-analyses, research-to-practice
Books, book chapters, annual research reviews, etc

10. Organization of a Table
Develop a table of evidence; a generic form would include
Within-text citation (e.g., Smith & Jones, 2007)
Targeted population
Type of research
Independent variables
Dependent variables
Results

11. Organize the literature
Define/delineate the core construct or the central phenomenon
Determine how the literature addresses the research problem
What do we know
What do we not know
What do we need to find out
In the field as a whole
In our professional context (classroom, school or district)
Identify independent & dependent variables or central phenomenon

12. Effective Strategies Find references in things you read
Find other papers by the same author
Narrow focus
Or if you are not coming up with anything broaden focus
Find similar papers in search engine

13. Purpose for research Specifies the intent of the study
I.e. how it intends to address the research problem. 
The purpose uses action terms such as examine, describe, determine, assess, evaluate, explore, understand, improve, increase, decrease, etc. 
Which of these terms would be associated with quantitative and which with qualitative research?
The purpose also "declares" the type of research that will be done in the study

14. Variables! Variables!
Independent- factors, treatment, predictors, antecedents, moderating, control Mediating variables –mediate the affect of the independent variables Dependent variables -influenced by independent variables

15. Example Moderating Variable
Effective PBIS
Middle School
Academic Achievement
3rd Grade
Social Skills

16. Example Mediating Variable

17. Research Questions
Provide the clearest specification of what the study intends to do, i.e. what relationships or phenomena will be examined and how. 
Identify both
The type of research and
Either the
Relationship between the independent and dependent variables being examined or
Central phenomenon being explored. 
The form of the research question is highly related to the type of research being conducted

18. Quantitative Research: Research Questions
Non-Experimental
Descriptive -- Measure the
Attitudes, opinions, beliefs or feelings
The characteristics, achievement, progress in the curriculum, ability, aptitude, behavior, growth/development
Of a particular population
Research Question
What is the _____ of ______ (toward/concerning ______)?

19. Comparative Research Questions
- Compare the
Attitudes, opinions, beliefs or feelings  OR
Characteristics, achievement, progress in the curriculum, ability, aptitude, behavior, growth/development
Of two or more specific populations
Research Questions
What are the X_______ of A and B (toward/concerning _____)?
How do A and B differ in X_______ (toward/concerning______)?

20. Correlation Research Questions
One characteristic or trait to another
For the purpose of understanding “predictive” relationship
Research Question
What is the affect or relationship of X to Y among/for______?

21. Experimental: Research Questions
Effect of one or more treatments, interventions, manipulations
Upon a characteristic or trait of specified population (s)
Research questions
What is the effect of A on X (Y and/& Z) among ________?
What is the relative effect of A and B on X among _______?
How does A ____________ (increase, decrease) X among

22. Qualitative: Reserach Questions
Emergent Themes: What are the X__________ (emergent patterns or themes) in context (s)____________
Comparative Contexts: In (context or situation)___________ what are common/ differing characteristics______________
Situational Questions: How do ___________ (reach conclusions/ influence)________
Theory Confirmation: Does ____________ confirm/support ____________ (theory, construct, assumption)