Research Defined “Research is a cyclical process of steps that typically begins with identifying the problem or issue of the study. It then consists of.

Name: Research Defined “Research is a cyclical process of steps that typically begins with identifying the problem or issue of the study. It then consists of.
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Description: Research Defined “Research is a cyclical process of steps that typically begins with identifying the problem or issue of the study. It then consists of.

Research Defined “Research is a cyclical process of steps that typically begins with identifying the problem or issue of the study. It then consists of reviewing the literature, specifying a purpose for the study, and forming an interpretation of the information. This process culminates in a report disseminated to the audience that is evaluated and used in the educational community.” (p )

Lines of Research What lines of Research help Research You? Lines
What does the Research Say? What do you Want to do?

The Research Spiral Identify the Research Problem Review the
Literature Evaluate Data and Write Report Analyze and Interpret Data Specify a Research Purpose Collect Data

Definitions of Qualitative and Quantitative Research
Quantitative research is an inquiry approach useful for describing trends and explaining the relationship among variables found in the literature. To conduct this inquiry, the investigator specifies narrow questions, locates or develops instruments using statistics. From the results of these analyzes, the researcher interprets the data using prior predictions and research studies. The final report, presented in standard format, display researcher objectivity and lack of bias. Qualitative Research Quantitative research is an inquiry approach useful for exploring and understanding a central phenomenon. To learn about this phenomenon, the inquirer asks participants broad, general questions, collects the detailed views of participants in the form of words or images, and analyzes the information for description and themes. From this data, the researcher interprets the meaning of the information drawing on personal reflections and past research. The structure of the final report is flexible, and it displays the researcher’s biases and thoughts.

Reviewing the Literature Analyze and Interpret Data
Characteristics of Quantitative and Qualitative Research in the Process of Research Quantitative Characteristics Steps in the Research Process Qualitative Characteristics Description of trends and Explanation Oriented Exploratory/ Understanding a Central Phenomenon Identifying a Problem Major Role Justify Problem Minor Role Justify Problem Reviewing the Literature Specific and Narrow Measurable/Observable General and Broad Participants’ Experience Specifying a Purpose Pre-determined Instruments Numeric Data Large numbers Emerging Protocols Text or image data Small Number Collecting Data Statistical Description of Trends Comparisons/Predictions Text Analysis Description/Themes Larger meanings of findings Analyze and Interpret Data Standard and Fixed Objective and Unbiased Report and Evaluate Flexible and Emerging Reflexive and Biased

Reviewing the Literature Analyze and Interpret Data
Characteristics of Quantitative and Qualitative Research in the Process of Research Steps in the Research Process Two Approaches Research Designs Quantitative Qualitative Identifying a Problem Quantitative Qualitative Reviewing the Literature Experimental Correlational Survey Quantitative Qualitative Specifying a Purpose Quantitative Qualitative Collecting Data Mixed Action Quantitative Qualitative Analyze and Interpret Data Ethnography Grounded Theory Narrative Quantitative Qualitative Report and Evaluate

Differences Among Topic, Problem, Purpose and Questions
General Topic Distance Learning Research Problem Lack of students in distance classes To study why students do not attend distance education classes at a community college. Purpose Statement Does the use of web site technology in the classroom deter students from enrolling in a distance education class? Research Question Specific

Distinguishing among various forms of direction in research
Purpose Statement Research Questions Hypothesis Research Objectives Overall Direction Intent Raise questions to be answered Make predictions about expectations State Goals Form One or more sentences One or More Objectives One or more questions One or more questions Use Quantitative and Qualitative Research Quantitative and Qualitative Research Quantitative Research Typically Quantitative Research End of the introduction, after the literature review, or in a separate section of the study End of Introduction Placement

Flow of Ideas in a Problem Statement
What Remedying the Deficiencies will do for Select Audiences Deficiencies in the Evidence Educational Issue Evidence for the Issue Topic Subject Area A Concern A Problem Something that needs a solution Evidence from the literature practical experiences In this body of evidence, what is missing? What do we need to know more about? How will addressing what we need to know help: researchers educators policy-makers individuals like those in the study

Reviewing the Literature

Key Concepts Functions of Literature Reviews
Designing and Constructing a Literature Review

The Literature Review The review of the literature involves the systematic identification, location, and analysis of documents containing information related to the research problem

Literature Review in a Quantitative Study
Documents the importance of the research problem at the beginning of the study Supports the theory or explanation used in the study Foreshadows the research questions Provides an explanation for the results in other studies and in the theoretical prediction at the end of the study.

The Literature Review Functions of a literature review
Determine what has been done already Provide insight necessary to develop a logical framework into which the topic fits Provides the rationale for the hypotheses being investigated and the justification of the significance of the study Identifies potentially useful methodological strategies Facilitates the interpretation of the results

Literature Review in a Qualitative Study
Documents the importance of the research problem at the beginning of the study Does not foreshadow the research questions (which are broad in scope to encourage participants to provide their own views) Is used to compare and contrast with other studies at the end of the study

The Literature Review Recommendations for conducting a review
Bigger does not mean better Heavily researched topics provide enough references to focus only on major studies Lesser researched topics require reviewing any study related in some meaningful way

Designing and Conducting a literature review
Identify key terms Locate literature Read and evaluate the relevance of the literature to your topic After selection, organize the literature into a coherent picture of studies and documents on your topic Write a review by developing summaries of the literature

Identifying key terms Write a preliminary “working title” for the project and select two or three key words that capture the essence of the project Pose a short general research question that you would like to answer in the study Look in a thesaurus of terms to find words that match your topic Scan the contents in your library stacks and the table of contents of educational journals

The Literature Review Four stages of conducting a review
Identifying key words to guide the search Identifying sources Abstracting your references Analyzing, organizing and reporting the literature

The Literature Review Identifying key words
Indexing systems of indices in which you will search Importance of experimenting with several key words and combinations of them ERIC Thesaurus

The Literature Review Identifying sources Characteristics of sources
Primary and secondary Empirical and opinion Importance of using handbooks, encyclopedias, and reviews early in the review process

The Literature Review Identifying sources
Broadening and narrowing keyword searches Three important Boolean operators AND narrows a search OR broadens a search NOT narrows a search Narrowing and focusing by date of publication, specific authors, titles, etc.

The Literature Review Identifying sources Searching for books
Electronic databases of university libraries Keyword searches Searching for journals ERIC Education Index Psychological Abstracts Dissertation Abstracts Readers’ Guide to Periodical Literature Annual Reviews of Psychology

The Literature Review Identifying sources Searching the web
Search engines Google, Excite, HotBot, Northern Light Subject directories Yahoo!, Web Crawler, Lycos Meta search engines Dogpile, Momma, Vroosh

The Literature Review Identifying sources Educational sites
ERIC, Ingenta, New Jour, Education Week, National Center for Education Statistics, Bill Hunt's Homepage, US Dept. of Education, WWW Library Resources, Psych Web Evaluating web sites Quality, honesty, bias, and authenticity Internet Detective, Thinking Critically about WWW Resources, Critically Analyzing Information Sources

The Literature Review Abstracting the references
Locating, reviewing, summarizing, and classifying references Seven steps Read the article abstract Skim the entire article Record complete bibliographic information Classify and code the article Summarize the article Identify thoughts about the article you believe important Indicate direct quotes properly

The Literature Review Recommended strategies when abstracting
Begin with the most recent references and move toward the most dated Record all bibliographic information Author, date of publication, title, journal name or book title or website name, volume and issue, pages, library call number or URL Identify direct quotes and record page numbers Identify main ideas

Literature Review Analyzing, organizing and reporting
Technical nature of reporting Documentation Formal language Adherence to prescribed styles (e.g., APA) Outline the review Group by topics Analyze for similarities and differences within subheadings Discuss the lest relevant studies first followed by the most relevant studies Summarize the review and discuss the implications related to the research problem

Literature Review Differences between quantitative and qualitative reviews Quantitative reviews are typically conducted in the initial stages of the study Qualitative reviews are ongoing throughout the entire study reflecting the need to understand data as it is collected, interpreted, and synthesized

Locate the Literature: Classification of Sources
Low Standards to ensure quality Ideas Appear First Early Stage Material Indexed Publications Journal Articles Books High Standards to ensure quality Ideas appear 10+ years after initiation Summaries

Locate the literature: Examples of Sources
Stacks in the Library Data Bases (e.g. ERIC, First Search) Encyclopedias Summaries Dictionaries and glossaries of terms Handbooks Statistical indexes Reviews and Syntheses

Evaluating the relevance of the literature: Questions to ask
Topic relevance: Is the literature on the same topic as your proposed study? Individual and site relevance: Does the literature examine the same individuals and sites you want to study?

Evaluating the relevance of the literature: Questions to ask
Problem relevance: Does the literature examine the same research problem as you propose in your study? Accessibility relevance: Is the literature available in your library or can it be downloaded from a web site?

Organizing the literature
Copy and file materials Construct a Literature Map

Procedure for constructing a Literature Map
Identify key terms for the topic and put them at the top of the map Sort studies into topical areas or “families of studies.” Provide a label for each box which will become a heading for the review Develop the map on as many levels as possible

Procedure for constructing a Literature Map
Draw a box toward the bottom of the figure that says “my proposed study” Draw lines connecting the proposed study with other branches of the literature

Literature Map Study Abroad U.S. Programs Programs
The need for Teaching Programs to be Culturally Responsive Bennett, 1995; Eastman, Smith, 1991; Grant 1994; Noel,1995 Study Abroad Programs U.S. Programs Personal insights of Preservice Teachers Friesen, Kang McDongall, 1995; Mahan, Stachowski, 1991 Possible Improvements Martin, Rohrlich , 1991; Stachowski, 1991 Personal insights of Preservice Teachers Cockrell, Placier Cockrell, Middleton 1999, Goodwin, 1997 Kea, Bacon, 1999 Attitude Toward Study Abroad King, Young ,1994 Need for further study: Non-English Speaking Cultures Question: Do short-term study abroad programs in non-English speaking cultures help create cultural responsiveness in preservice teachers? Conventional Programs Colville-Hall Macdonald, Smollen, 1995; Rodriguez, Sjostrom, 1995; Vavrus, 1994 Cross-Cultural Programs Cooper, Beare Thorman, 1990; Larke, Wiseman, Bradley, 1990 Predominately English Speaking Countries Mahan, Stachowski, 1990; Quinn, Barr, McKay, Jarchow, Powell, 1995; Vall, Tennison, 1992

Circular Literature Map
Need for Further Study Non-English Speaking Cultures Question: “Do short term study abroad programs in non-English speaking cultures help create cultural responsiveness in preservice teachers? Study Abroad Program U.S. Programs Conventional Programs Preservice Teachers (Friesen, Kang, McDougall, 1995) Attitudes Toward Study Abroad (King, Young 1994) Personal insights of Preservice Teachers (Friesen, Kang, McDougall, 1995) Personal Insights of Teachers (Cockrell, Placer, Cockrell, Milleton, 1999 Predominately English Speaking Cultures (Maha, Stachowski, 1990) Cross-Cultural Program (Cooper, Beare, Thorman, 1990)

Writing a review of the literature
Identify and summarize each study in an “abstract” that highlights important elements Write out complete citations for the summaries with headings that use appropriate style manual formats Write the review using writing strategies related to the type and extent of the review

Quantitative and Qualitative Abstracts
The research problem The hypothesis or research questions The data collection procedure Results of the study Qualitative The research problem The central phenomenon The data collection procedure Findings

Research Defined “Research is a cyclical process of steps that typically begins with identifying the problem or issue of the study. It then consists of.

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Research Defined “Research is a cyclical process of steps that typically begins with identifying the problem or issue of the study. It then consists of.

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