RES 8100 - Library Session Handouts
Useful Resources for Assignment 1 - The Nature of Knowing: The Scientific Method
This assignment will include five parts: (a) Components of Research, (b) Sources of Information, (c) Use and Misuse of Information, (d) Established Tools of Measurement, and (e) Types of Research.
Components of Research: The student will identify the major components of the scientific method and relate it to the development of a research report. The student will then provide a brief discussion on the concept of “how we know” through the application of the scientific method.
Sources of Information: The student will distinguish the differences between primary and secondary sources and discuss the concept of “suspending trust” in a research report.
The Use and Misuse of Research: The student will identify and discuss the parameters surrounding a research study that was published and widely accepted, and then found to be “misused” or inaccurate.
Established Tools for Measurement: The student will identify and discuss the use of an established research tool or assessment.
Types of Research: The student will distinguish among the two main research paradigms.
- Retraction DatabaseArticles that have been published and later on retracted.
- Retraction WatchWebsite tracking retractions as a window into the scientific process
You can search the database Mental Measurements Yearbook to find information on tools for measurement. The database contains the review of instruments. These reviews provide information on the validity, reliability, and purpose of the tool.
Useful Resources for Assignment 2 – Dissecting a Quantitative Research Report
For this assignment, the student must locate a recent manuscript from a peer-reviewed journal
that utilized the quantitative method. The student will identify the major components and discuss the purpose of each section: Introduction, Methods, Results, and Discussion. Next, each aspect of the report will be dissected by using the appropriate annotation and page number. The subcomponents to be identified is the problem of the study, the theoretical framework, the research questions, the population and sample, the tools for measurement, design and procedures, statistical procedures and findings. The student will provide a final discussion on the potential
limitations of the study.
Suggested resources:
Frey, B. (2018). Quantitative research methods. In The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks,, CA: SAGE Publications, Inc. doi: 10.4135/9781506326139
- Get Started with Quantitative ResearchLibGuide to Quantitative Research
The Seductions of Quantification by ISBN: 9780226261140Publication Date: 2016-06-10As Merry shows, indicators are indeed seductive in their promise of providing concrete knowledge about how the world works, but they are implemented most successfully when paired with context-rich qualitative accounts grounded in local knowledge.
Useful Resources for Assignment 3
For this assignment, the student must locate a recent manuscript from a peer-reviewed journal that utilized the qualitative method. The student will identify the major components and discuss the purpose of each section: Introduction, Methods, Results, and Discussion. Next, each aspect of the report will be dissected by using the appropriate direct quotation and page number. The sub-components to be identified is the problem of the study, the theoretical framework, the research questions or objectives, the population and sample, data-collection procedures, data analysis techniques, and findings. The student will provide a final discussion on the ethical considerations of the study.
Suggested resource:
Amis, J., Silk, M., Eisenhart, M., Freeman, M., deMarrais, K., ... & Torrance, H. (2011). Standards for evaluating qualitative research. In Lichtman, M. Understanding and evaluating qualitative educational research (pp. 253-260). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781483349435
- SAGE Research Methods OnlineLearn how to utilize this research methods tool created to help researchers, faculty, and students with their research projects.
- Get Started with Qualitative ResearchLibGuide to Qualitative Research
Designing Qualitative Research by Call Number: eBookISBN: 9780761949763Publication Date: 2008-04-01Providing a comprehensive guide to devising an effective research design, Uwe Flick discusses each stage of the process of designing qualitative research in detail, including formulating a research design, selecting an appropriate strategy, conceptual framework and data source, and collecting and analyzing data.
Introduction to Educational Research by Call Number: eBookISBN: 9781412995733Publication Date: 2011-10-11Engaging, informative, and nontechnical, Introduction to Educational Research: A Critical Thinking Approach, Second Edition was written and organized specifically for students intending to conduct future educational research. It enables students to think clearly and critically about the process of research and illustrates how easily research can be misinterpreted. The author empowers educators and makes research truly accessible by equipping readers with the reasoning and thinking skills needed to understand and critically evaluate empirical studies across all areas of education. Students are guided through the stages of the research process: thinking about research, formulating hypotheses, selecting appropriate research designs, collecting and analyzing statistical and qualitative data, and completing research analyses and critiques. As a result, students will better understand research as an integrated process, as well as show how and why researchers think like they do.
Useful Resources for Assignment 4 - Problem Statement
Assignment 4 – Identifying a Problem Statement
The initial step in the scientific method is to identify a problem or need. Students generally identify problems for their own research in the workplace or within an area of interest. The student will identify a research problem, present the background relating to a particular research problem (or need), discuss the feasibility of building the problem into a research study, and then identifying the individuals who would most benefit from the potential study.
Suggested resourse:
Wentz, E. (2014). Problem statement. In Wentz, E. How to design, write, and present a successful dissertation proposal (pp. 129-148). 55 City Road, London: SAGE Publications, Ltd doi: 10.4135/9781506374710
- Developing the Problem Statement for Your Dissertation Proposal
Chapter 1 in Writing a Proposal for Your Dissertation : Guidelines and Examples by Dr. Steven R. Terrell, 2016.
Useful Resources for Exercise #3
Exercise 3 types of QUAN Research - What are the major differences between experimental, quasi-experimental, and non-experimental research? Discuss the three major conditions to meet cause and effect. Provide a typical experimental "weakness" that wouldn't allow a researcher to determine cause and effect.
Resources:
- Salkind, N. J. (2010). Experimental Design. In Encyclopedia of research design (Vols. 1-0). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412961288
- Duesbery, L. & Twyman, T. (2020). What are quasi-experimental designs, and where do they fit in? In 100 questions (and answers) about action research (pp. 86-86). SAGE Publications, Inc.
- Muijs, D. (2011). Designing non-experimental studies. In Doing quantitative research in education with SPSS (pp. 30-55). SAGE Publications Ltd.