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2009
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August
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- Discussion Card for Creswell's Ch. 1
- Discussion Card for Creswell's Ch. 2
- Discussion Card for Creswell's Ch. 3
- Discussion Card for Creswell's Ch. 4
- Discussion Card for Creswell's Ch. 5
- Discussion Card for Creswell's Ch. 6
- Discussion Card for Creswell's Ch. 7
- Discussion Card for Creswell's Ch. 8
- Discussion Card for Creswell's Ch. 9
- Discussion Card for Creswell's Ch. 10
- Discussion Card for Creswell's Ch. 11
- Discussion Card for Creswell's Ch. 12
- Discussion Card for Creswell's Ch. 13
- Discussion Card for Creswell's Ch. 14
- Discussion Card for Creswell's Ch. 15
- Discussion Card for Creswell's Ch. 16
- Discussion Card for Creswell's Ch. 17
- Discussion Card for Creswell's Ch. 18
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August
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Question: Are there research problems which are over done? When coming up with my idea for research is there a research problem I should avoid?
ReplyDeleteQuote: Page 74 "We call it a narrative hook. It serves the important function of drawing the reader into the study." This caught my eye due to the fact that currently in my 6th grade classroom we are working on memoirs. I have had several conferences with students on how to "hook" their reader. I think my students would be interested in knowing I am having to learn about a narrative hook.
Fact: Multiple references add scholarly tone and will build credibility for your work. I believe this bit of information will help when locating reliable references for my research. The only thing I need to ensure is that the references are reliable. I loved the helpful hints for locating reliable references.
Question: Are there any education research problems that should not be investigated due to ethical reasons?
ReplyDeleteQuote: (p. 73) "These two factors - explanation and exploration - provide a standard you can use to determine whether your research problem is best suited for a quantitative or qualitative study."
Fact: There is a template strategy you can use when writing the "statement of problem" section of your research. I feel much more comfortable having a guide to writing this section.
Question: How does one properly assess the time, resources, and their own resource skills before deciding upon a research topic? Aren't there too many unknowns to properly assess a topic, especially for a novice in the research field?
ReplyDeleteQuote: pg.71 "Just because a problem exists and the author can clearly identify the issue does not mean the researcher can or should investigate it."
Fact: I was not aware of the fact that research requires good writing skills, and that in fact, quality of writing can "make or break" your research project.
Corey Nickell
ReplyDeleteQuestion: As I was reading about justifying a research problem I began to question using personal experiences as a justification. I actually marked it in my book to use on the blog and to ask: Do people who review literature really accept just a personal experience as justification? This brings me to the quote (see below).
Quote: Page 78 “This is a fair warning, and you might consider including not only your own personal experiences, but some of the other reasons mentioned for justifying a research problem.”
Interesting fact: I think it is interesting on page 75 when Creswell discusses using a narrative hook in the first sentence of the educational topic. I teach hooks in third grade as well for the same reason—drawing in the reader!
Question: With so much research out there, how can we be sure our literature research is thorough enough to decide if there is a gap in the research or if we're just not finding all the research that is out there on the topic?
ReplyDeleteQuote: "Study the problem if your study gives a voice to people silenced, not heard, or rejected in society." (This reminded me of the video from last class about giving a voice to the African American males who were so viciously taken advantage of in the Tuscaloosa Syphilis Case)
Interesting Fact: p73 Explanation vs. exploration provides the basis for which type of study (quantitative or qualitative, repectively) best matches your research.
Corey,
ReplyDeleteSo, I suppose we will have the take our own advice or "hooking" our reader into our research writing. I am thinking I may have to have a conference with my students to see if I have them hooked or not!
Good question Corey! I am thinking personal experience is basically an opinion and not tested data and a resource to basis ideas upon.
ReplyDeleteSo, Barbara what I am hearing you say is that just because a possible research opportunity is out there doesn't mean we should take it? Do you believe there are topics of research which are over done?
ReplyDeleteQuestion: Creswell explains that investigators need to have certain research skills to study a problem. What kind of training will we receive in this maters program that will help us develop specific quantitative and qualitative skills?
ReplyDeleteInteresting Fact: Just because a problem exists and an author can clearly identify the issue does not mean that the researcher can or should investigate it.
Quote: "A common error is stating research problems as the purpose of the study or as the research question." I can see how you really need to have a clear distinction among the research problem, purpose, and the research question. Is there an easy way to remember the difference?
Ann,
ReplyDeleteI would take into account your skills. Creswell tells us that as researchers we need to take an inventory of that and use our strengths. If you do not like doing interviews, transcribing tapes, and then finding themes and coding them, you may not want to do a qualitative study.
Good job here,
Dr. Hendrix
Question: As I read the Deficiencies in What We Know section, I began to wonder how do I decide what a worthy research question is? Obviously, I need something that I can find literature about, but am I looking ONLY for a defined problem? If a specific solution has been tried elsewhere and proven successful for them, can I still research the problem/solution if it is one that has not been tried at my school?
ReplyDeleteQuote: "Without knowing the research problem, readers do not know why the study is important and why they should read the study." page 69
Interesting Fact: Qualitative studies typically take more time than quantitative studies because of the lengthy process of collecting data at research sites and the detailed process of analyzing sentences and words.
I found it interesting that the beginning of a research paper includes a "narrative hook". I teach that idea to my fifth graders. I thought a research study would not include some personal thoughts because it should all be data not objective personal comments. My question is does every research study start with a narrative hook? And can that be your personal take or in general?
ReplyDeletequote:"Good narrative hooks have these characteristics; cause the reader to pay attention, elicit emotional or attitudinal responses, spark interest, and encourage the reader to continue to reading.
ReplyDeleteInteresting Fact: I like the idea, that as a researcher you can "finish" or put a more complete spin on the another researcher's problem. "Authors often cite research problems that require further study in the conclusions of the literature such as journal articles." pg 77
ReplyDeleteQuestion:
ReplyDeleteHow does narrowing a broad topic to a more specific question work when developing your problem? Is it easier to determine the problem first?
Quote:
"Whether you find the research problem in a practical setting, find it as a need in the research literature, or both, the point is to state it clearly in a sentence or two..."p66
Fact:
The process of identifying a research problem is easy once you identify the steps. However, you must not get confused by stating the resereach problem as the purpose of the study.