saturday1 research 2010

8/14/2019 Saturday1 Research 2010

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Fundamental functions of Fundamental functions of researchresearch

DescriptiveDescriptiveRelationalRelational

Causal (Experimental)Causal (Experimental)


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Functions of Research -typesFunctions of Research -types

Basic researchBasic research

Conducted to develop, test, or refine theoryConducted to develop, test, or refine theory Examples related toExamples related to learning theorylearning theory

PiagetPiaget

KohlbergKohlbergMastery learningMastery learningGardners multiple intelligencesGardners multiple intelligences
http://www.funderstanding.com/theories.cfmhttp://www.funderstanding.com/theories.cfmhttp://www.funderstanding.com/theories.cfm


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Functions of Research-TypesFunctions of Research-Types

Applied researchApplied research Conducted to examine the application of theory inConducted to examine the application of theory in

solving practical educational problemssolving practical educational problems

ExamplesExamplesDeveloping seventh grade social studies curriculum around aDeveloping seventh grade social studies curriculum around aproblem-solving approach to learningproblem-solving approach to learningExamining the a computer-based algebra programExamining the a computer-based algebra programdeveloped around a mastery learning approachdeveloped around a mastery learning approach

Accommodating varied learning styles when teachingAccommodating varied learning styles when teachinglessons in modern literaturelessons in modern literature


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Functions of Research-typesFunctions of Research-types

EvaluationEvaluation research research Conducted to assess the merit or worth of aConducted to assess the merit or worth of a

specific practice in terms of the valuesspecific practice in terms of the valuesoperating at a specific siteoperating at a specific site

Merit is exemplified by a program accomplishingMerit is exemplified by a program accomplishingwhat is was supposed to accomplishwhat is was supposed to accomplishWorth is exemplified by the value attached to aWorth is exemplified by the value attached to aprogram by those using itprogram by those using it
http://trochim.human.cornell.edu/kb/intreval.htmhttp://trochim.human.cornell.edu/kb/intreval.htmhttp://trochim.human.cornell.edu/kb/intreval.htm


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Functions of Research-TypeFunctions of Research-Type

Evaluation (continued)Evaluation (continued) ExamplesExamples

The computerized algebra program being used inThe computerized algebra program being used in

Williams Middle School has been installed properly,Williams Middle School has been installed properly,is being used properly, and student achievement isis being used properly, and student achievement isincreasing as a result of its useincreasing as a result of its useThe computerized algebra program being used inThe computerized algebra program being used inWilliams Middle School is perceived to be anWilliams Middle School is perceived to be anefficient and effective expenditure of district fundsefficient and effective expenditure of district funds

WASC (Outputs)WASC (Outputs)CIS/NEASCCIS/NEASC


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Summary:Summary:

Research can describeResearch can describe RealityReality RelationshipsRelationships Causality (Testing)Causality (Testing)


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Specific Approaches to ResearchSpecific Approaches to Research

Lack of a single, appropriate method toLack of a single, appropriate method to

study educationstudy educationFamily of research methodsFamily of research methods QuantitativeQuantitative

QualitativeQualitativeQualitative versus Quantitative ResearchQualitative versus Quantitative Research
http://www.uea.ac.uk/care/elu/Issues/Research/Res1Ch2.htmlhttp://www.uea.ac.uk/care/elu/Issues/Research/Res1Ch2.htmlhttp://www.uea.ac.uk/care/elu/Issues/Research/Res1Ch2.html


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Glesne and Peshkin suggestGlesne and Peshkin suggestthatthat

Quantitative researchers prefer theQuantitative researchers prefer themeasurablemeasurable

Qualitative researchers prefer, or atQualitative researchers prefer, or atleast enjoy, the ambiguousleast enjoy, the ambiguous


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Quantitative DesignsQuantitative Designs

PurposesPurposes Describe current conditionsDescribe current conditions Investigate relationshipsInvestigate relationships

Study causes and effectsStudy causes and effectsFour major designsFour major designs Descriptive/surveyDescriptive/survey CorrelationalCorrelational Causal comparativeCausal comparative ExperimentalExperimental


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Quantitative DesignsQuantitative DesignsDescriptive/surveyDescriptive/survey

Purpose to describe current conditionsPurpose to describe current conditions ExamplesExamples

How many students drop out of school in Louisiana?How many students drop out of school in Louisiana?What are the attitudes of parents, students, and teachers toWhat are the attitudes of parents, students, and teachers toan extended school year?an extended school year?What kinds of activities typically occur in sixth-grade artWhat kinds of activities typically occur in sixth-grade artclasses, and how frequently does each occur?classes, and how frequently does each occur?What have been the reactions of school administrators toWhat have been the reactions of school administrators toinnovations in teaching physical science?innovations in teaching physical science?

To what extent are elementary teachers using mathTo what extent are elementary teachers using mathmanipulatives?manipulatives?


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Quantitative DesignsQuantitative DesignsDescriptive/survey (continued)Descriptive/survey (continued)

CharacteristicsCharacteristicsUse of large samplesUse of large samplesUse of tests, questionnaires, and surveysUse of tests, questionnaires, and surveysFocused on information related to preferences, attitudes,Focused on information related to preferences, attitudes,

practices, concerns, or interestspractices, concerns, or interestsStatistical analysis of numerical dataStatistical analysis of numerical data

Potential problemsPotential problemsInstrument developmentInstrument developmentLow response ratesLow response rates

Honest responses from subjectsHonest responses from subjects


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Quantitative Design-Quantitative Design-Correlational (what relationship exists?)Correlational (what relationship exists?)

Purpose to ascertain the extent to which two or Purpose to ascertain the extent to which two or more variables are statistically relatedmore variables are statistically related

ExamplesExamplesWhat is the relationship between ACT scores and freshmen grades?What is the relationship between ACT scores and freshmen grades?Is a teachers sense of efficacy related to their effectiveness?Is a teachers sense of efficacy related to their effectiveness?Do significant relationships exist between the types of activitiesDo significant relationships exist between the types of activitiesused in math classrooms and student achievement?used in math classrooms and student achievement?


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Correlational (continued)Correlational (continued) CharacteristicsCharacteristics

Measurement with a correlation coefficientMeasurement with a correlation coefficientOne group of subjects measured on two variablesOne group of subjects measured on two variablesUse of instruments to measure variablesUse of instruments to measure variablesFocused on the direction and nature of theFocused on the direction and nature of therelationshiprelationship


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Correlational (continued)Correlational (continued) Potential problemsPotential problems

Instrument developmentInstrument developmentInferring cause and effect relationshipsInferring cause and effect relationships


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Quantitative Designs-Quantitative Designs-

Causal-ComparativeCausal-ComparativePurpose to explore relationships amongPurpose to explore relationships amongvariables that cannot be actively manipulated or variables that cannot be actively manipulated or

controlled by the researcher controlled by the researcher ExamplesExamples

What is the effect of part-time employment on the achievement of What is the effect of part-time employment on the achievement of high school students?high school students?What characteristics differentiate students who dropout from thoseWhat characteristics differentiate students who dropout from thosewho do not?who do not?What is the effect of attending a magnet school on studentWhat is the effect of attending a magnet school on studentattitude?attitude?


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Causal comparative (continued)Causal comparative (continued) CharacteristicsCharacteristics

Selection of subjects from at least two groups inSelection of subjects from at least two groups inwhich the cause (i.e., the independent variable)which the cause (i.e., the independent variable)has already occurredhas already occurredStatistical comparisons of the effect (i.e., theStatistical comparisons of the effect (i.e., thedependent variable) using at least two groupsdependent variable) using at least two groups

Potential problemsPotential problemsInferring cause and effect relationshipsInferring cause and effect relationships



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Quantitative DesignsQuantitative DesignsExperimentalExperimental

Purpose to establish cause and effectPurpose to establish cause and effectrelationships between variablesrelationships between variables ExamplesExamples

Examine the effect of teaching with a 1) co-Examine the effect of teaching with a 1) co-operative groups strategy or 2) traditional lectureoperative groups strategy or 2) traditional lectureapproach on students achievementapproach on students achievementExamine the effect of teaching with manipulativesExamine the effect of teaching with manipulativesor a traditional algorithm approach on the testor a traditional algorithm approach on the testscores of algebra studentsscores of algebra students


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CharacteristicsCharacteristics Stringent procedures for selecting subjectsStringent procedures for selecting subjects

and assigning them to groups (Ethicaland assigning them to groups (Ethicaltreatment)treatment)

Manipulation of the causal variableManipulation of the causal variable Control of extraneous variablesControl of extraneous variables

Statistical analysis of numerical dataStatistical analysis of numerical data


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Potential problemsPotential problems

Inability of researcher to adequately controlInability of researcher to adequately controlextraneous variablesextraneous variables Inability of researchers to control testInability of researchers to control test

conditions (administration)conditions (administration)


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The 2The 2 ndnd member of the researchmember of the research

familyfamilyQualitative DesignsQualitative DesignsIn qualitative research, face to face interactions of In qualitative research, face to face interactions of

the predominant feature and also the basis for itsthe predominant feature and also the basis for itsmost common problemsmost common problemsQualitative researchers seek to make sense of Qualitative researchers seek to make sense of the personal stories and ways in which theythe personal stories and ways in which they

intersectintersect

Glesne and Peshkin 92Glesne and Peshkin 92


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Purpose provide field focused, interpretative,Purpose provide field focused, interpretative,detailed descriptions and interpretations of detailed descriptions and interpretations of

participants and their settingsparticipants and their settings

Four designsFour designs Action researchAction research Historical researchHistorical research

EthnographyEthnography Grounded theoryGrounded theory


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Qualitative DesignsQualitative DesignsAction researchAction research

PurposesPurposesTo provide a solution to an educators problem in their ownTo provide a solution to an educators problem in their ownschool or organizationschool or organizationTo improve practice or understand issuesTo improve practice or understand issues

ExamplesExamplesHow can we better report student progress to parents?How can we better report student progress to parents?How can disciplinary policies be enforced consistently in our How can disciplinary policies be enforced consistently in our school?school?


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Qualitative DesignsQualitative Designs

Action research (continued)Action research (continued) CharacteristicsCharacteristics

Cyclical nature of data collection and analysisCyclical nature of data collection and analysis

Four basic steps identify a problem, collect data, analyzeFour basic steps identify a problem, collect data, analyzedata, and take action to resolve the problemdata, and take action to resolve the problemTypically the educator owns the problem in that they carryTypically the educator owns the problem in that they carryout the research themselvesout the research themselves

Potential problemPotential problemInsular nature of the process can affect the rigor of the studyInsular nature of the process can affect the rigor of the study-there is less dispassionate analysis of results-there is less dispassionate analysis of results


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Qualitative DesignsQualitative DesignsHistorical researchHistorical research

Purpose to gain insight into past events, issues, of Purpose to gain insight into past events, issues, of personalities to better understand the current situationpersonalities to better understand the current situation

ExamplesExamplesThe difficulties being experienced while implementing aThe difficulties being experienced while implementing astandards based curriculum can be understood morestandards based curriculum can be understood morecompletely if one recognizes the historical top-down controlcompletely if one recognizes the historical top-down controlof curriculum imposed on teachers by the State Departmentof curriculum imposed on teachers by the State Departmentof Educationof Education

Current parochial school policies can be better understoodCurrent parochial school policies can be better understoodwith knowledge of the role these schools have played in thewith knowledge of the role these schools have played in theeducation of students in the community for the last fifty yearseducation of students in the community for the last fifty years


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Historical research (continued)Historical research (continued) CharacteristicsCharacteristics

Focus on specific individuals, social issues,Focus on specific individuals, social issues,

events, or policiesevents, or policiesDocuments and artifacts are the primary sourcesDocuments and artifacts are the primary sourcesof data, though not the sole sourceof data, though not the sole sourceData is already available and is complied,Data is already available and is complied,presented, and interpretedpresented, and interpretedData is examined carefully for authenticity andData is examined carefully for authenticity andtruthfulnesstruthfulness


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Historical research (continued)Historical research (continued) Potential problemsPotential problems

Authenticity and availability of artifactsAuthenticity and availability of artifactsTruthfulnessTruthfulnessReliance on secondary sourcesReliance on secondary sourcesValues of researcher can affect interpretationValues of researcher can affect interpretation


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Qualitative DesignsQualitative DesignsEthnographyEthnography

Purpose to obtain an understanding of the sharedPurpose to obtain an understanding of the sharedbeliefs and practices of a particular group or culturebeliefs and practices of a particular group or culture

ExamplesExamplesWhat is the nature of the problems a teacher encountersWhat is the nature of the problems a teacher encounterswhen he begins using a constructivist approach to instructionwhen he begins using a constructivist approach to instructionafter having taught for ten years using a very traditionalafter having taught for ten years using a very traditional

approach?approach?What does inclusion mean to a special needs child who isWhat does inclusion mean to a special needs child who isplaced in an inclusionary classroom?placed in an inclusionary classroom?


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Qualitative DesignsQualitative DesignsEthnography (continued)Ethnography (continued)

CharacteristicsCharacteristicsThe study is conducted in the natural setting for aThe study is conducted in the natural setting for alengthy period of timelengthy period of time

Emerging research designEmerging research designParticipants are observed in naturally occurringParticipants are observed in naturally occurringactivitiesactivitiesResearchers develops trust with participantsResearchers develops trust with participants

Cyclical nature of data collection and analysisCyclical nature of data collection and analysis


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Ethnography (continued)Ethnography (continued) Characteristics (continued)Characteristics (continued)

Observation and interviews are the dominate data collectionObservation and interviews are the dominate data collectionstrategiesstrategiesInductive nature of the data analysisInductive nature of the data analysis

Potential problemsPotential problemsSufficient time spent in the fieldSufficient time spent in the fieldPoor data collection efforts or insufficient data collectedPoor data collection efforts or insufficient data collectedPoor data analysisPoor data analysisResearcher biasResearcher bias


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SummarySummary

Qualitative research is language basedQualitative research is language basedto derive understanding from the analysisto derive understanding from the analysisof identified patterns, themes, andof identified patterns, themes, andcategories emerging from datacategories emerging from dataRequires descriptions and verbal analysisRequires descriptions and verbal analysis

Utilizes observation as well as interviewUtilizes observation as well as interviewtechniquestechniquesFat dataFat data


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Task:Task:

Based on your current understandingBased on your current understandingconsider how YOU would study theconsider how YOU would study thequestion Why do students take EDF689?.question Why do students take EDF689?. You have one month to work full timeYou have one month to work full time What methods you would use?What methods you would use? What might be some findings from your studyWhat might be some findings from your study

based on the methods you would use?based on the methods you would use? What are the limitations of your study?What are the limitations of your study? How may your findings be transferrable?How may your findings be transferrable?


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Round-table ReviewRound-table Review

Do the methods fit the projected results?Do the methods fit the projected results?


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Summary-What Type of ResearchSummary-What Type of Researchis Best?is Best?

There is no best type of research, thereThere is no best type of research, thereare only good questions matched withare only good questions matched withprocedures of inquiry that can yield truthfulprocedures of inquiry that can yield truthfulanswers Lockeanswers Locke

Key Stages for a graduateey tages or a gra uate


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Key Stages for a graduateey tages or a gra uateresearch PROJECTresearch PROJECT

Preliminary(1)Preliminary(1)Selecting a topicSelecting a topic

Defining a research problemDefining a research problemSecuring a sponsor/advisor/informantSecuring a sponsor/advisor/informant


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Key stages (2)Key stages (2)

Formulating specific research questionsFormulating specific research questionsDesigning the researchDesigning the research Conceptual frameworkConceptual framework Conceptual mapConceptual map Preparing and defending the proposal Preparing and defending the proposal

required for some papersrequired for some papersThis may include a rationale for why it is worthThis may include a rationale for why it is worthstudystudyMay require advance lit reviewMay require advance lit review


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Key stage (3)Key stage (3)

Review of the literatureReview of the literatureCollecting and analyzing dataCollecting and analyzing data

Drawing conclusionsDrawing conclusionsWriting chapters 4 and 5Writing chapters 4 and 5Defending your work (if applicable)Defending your work (if applicable)


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Inquiry ActivityInquiry Activity

Brainstorm in problems you foresee withBrainstorm in problems you foresee witheach of the four general steps:each of the four general steps: Topic selectionTopic selection Data collectionData collection AnalysisAnalysis ReportingReporting


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Challenges ContinuedChallenges Continued

Working with your sponsor Working with your sponsor Managing and organizing your time andManaging and organizing your time andspacespaceDealing with emotional blockagesDealing with emotional blockagesGetting lost in the dataGetting lost in the data


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Selecting a topicSelecting a topic

Select a topic that is interesting to you and willSelect a topic that is interesting to you and willsustain your passion over timesustain your passion over timeSelect a topic that has potential for you to makeSelect a topic that has potential for you to makea contribution to the field. stand on someonesa contribution to the field. stand on someonesshoulders.shoulders.Avoid a topic that is overly ambitious and tooAvoid a topic that is overly ambitious and toobroadbroad

Avoid a topic of which you have an axe toAvoid a topic of which you have an axe togrind.grind.Avoid a topic that is too emotionally close to youAvoid a topic that is too emotionally close to you


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Generating an idea or interestGenerating an idea or interestinto a topicinto a topic

A good topic will usually include theA good topic will usually include thefollowing four attributes:following four attributes: take on a subject upon which reasonabletake on a subject upon which reasonable

people could disagreepeople could disagree deal with a subject that can be adequatelydeal with a subject that can be adequately

treated given the nature of the assignmenttreated given the nature of the assignment

Focus-focus-focus-focusFocus-focus-focus-focus express one main ideaexpress one main idea assert your conclusions about a subjectassert your conclusions about a subject


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Simply putSimply put

Do you have something you want toDo you have something you want todescribe?describe?Do you have something you want toDo you have something you want tounderstand?understand?Do you have something you want to test?Do you have something you want to test?


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Generate a researchable topic andGenerate a researchable topic andmethodology based on themethodology based on the

following:following:


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Generating a ThesisGenerating a Thesis

A good thesis statement will usuallyA good thesis statement will usuallyinclude the following four attributes:include the following four attributes: take on a subject upon which reasonabletake on a subject upon which reasonable

people could disagreepeople could disagree deal with a subject that can be adequatelydeal with a subject that can be adequately

treated given the nature of the assignmenttreated given the nature of the assignment

express one main ideaexpress one main idea assert your conclusions about a subjectassert your conclusions about a subject


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Thesis StatementsThesis Statements

Lets see how to generate a thesis statement for Lets see how to generate a thesis statement for a social policy paper.a social policy paper. Brainstorm the topic Brainstorm the topic ..

Lets say that we are focusing upon the problemsLets say that we are focusing upon the problemsposed by drug addiction. You find that you areposed by drug addiction. You find that you areinterested in the problems of crack babies, babiesinterested in the problems of crack babies, babiesborn to mothers addicted to crack cocaine.born to mothers addicted to crack cocaine.

You start out with a thesis statement like this:You start out with a thesis statement like this: Crack babies.Crack babies.


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Thesis StatementsThesis StatementsThis fragment isnt a thesis statement. Instead, it simplyThis fragment isnt a thesis statement. Instead, it simplyindicates a general subject. Furthermore, your reader indicates a general subject. Furthermore, your reader doesnt know what you want to say about crack kids.doesnt know what you want to say about crack kids.Narrow the topic Narrow the topic

Your readings about the topic, however, have led you toYour readings about the topic, however, have led you tothe conclusion that not only do these babies have athe conclusion that not only do these babies have adifficult time surviving premature births and withdrawaldifficult time surviving premature births and withdrawalsymptoms, but their lives will be even harder as theysymptoms, but their lives will be even harder as theygrow up because they are likely to be raised in angrow up because they are likely to be raised in an

environment of poverty and neglect. You think that thereenvironment of poverty and neglect. You think that thereshould be programs to help these children.should be programs to help these children.


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Thesis StatementsThesis StatementsYou change your thesis to look like this:You change your thesis to look like this: Programs for crack kids.Programs for crack kids.

This fragment not only announces your subject, but itThis fragment not only announces your subject, but itfocuses on one main idea: programs. Furthermore, itfocuses on one main idea: programs. Furthermore, it

raises a subject upon which reasonable people couldraises a subject upon which reasonable people coulddisagree, because while most people might agree thatdisagree, because while most people might agree thatsomething needs to be done for these children, notsomething needs to be done for these children, noteveryone would agree on what should be done or whoeveryone would agree on what should be done or whoshould do it. You should note that this fragment is not ashould do it. You should note that this fragment is not a

thesis statement because your reader doesnt know your thesis statement because your reader doesnt know your conclusions on the topic.conclusions on the topic.


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Thesis StatementsThesis StatementsTake a position on the topic.Take a position on the topic.After reflecting on the topic a little while longer, youAfter reflecting on the topic a little while longer, youdecide that what you really want to say about this topic isdecide that what you really want to say about this topic isthat in addition to programs for crack babies, thethat in addition to programs for crack babies, the

government should develop programs to help crackgovernment should develop programs to help crackchildren cope and compete.children cope and compete.You revise your thesis to look like this:You revise your thesis to look like this:

More attention should be paid to the environmentMore attention should be paid to the environmentcrack kids grow up in.crack kids grow up in.This statement asserts your position, but the terms moreThis statement asserts your position, but the terms moreattention and the environment are vague.attention and the environment are vague.


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Use specific language.Use specific language.You decide to explain what you meanYou decide to explain what you meanabout the environment, so you write:about the environment, so you write: Experts estimate that half of crackExperts estimate that half of crack

babies will grow up in homebabies will grow up in homeenvironments lacking rich cognitiveenvironments lacking rich cognitive

and emotional stimulation.and emotional stimulation.


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This statement is specific, but it isnt a thesis. ItThis statement is specific, but it isnt a thesis. Itmerely reports a statistic instead of making anmerely reports a statistic instead of making anassertion.assertion. Make an assertion based on clearly Make an assertion based on clearly stated support stated support ..You finally revise your thesis statement oneYou finally revise your thesis statement onemore time to look like this:more time to look like this: Because half of all crack babies are likely to growBecause half of all crack babies are likely to grow

up in homes lacking good cognitive andup in homes lacking good cognitive and

emotional stimulation, the federal governmentemotional stimulation, the federal governmentshould finance programs to supplement parentalshould finance programs to supplement parentalcare for crack kids.care for crack kids.


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Strong vs. Weak ThesisStrong vs. Weak Thesis

1.A strong thesis takes some sort of stand.1.A strong thesis takes some sort of stand. Remember that your thesis needs to show your Remember that your thesis needs to show your

conclusions about a subject. For example, if you areconclusions about a subject. For example, if you arewriting a paper for a class on fitness, you might bewriting a paper for a class on fitness, you might beasked to choose a popular weight-loss product toasked to choose a popular weight-loss product toevaluate. Here are two thesis statements:evaluate. Here are two thesis statements:

There are some negative and positive aspectsThere are some negative and positive aspects

to the Banana Herb Tea Supplement.to the Banana Herb Tea Supplement.


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This is a weak thesis. First, it fails to take aThis is a weak thesis. First, it fails to take astand. Second, the phrase negative and positivestand. Second, the phrase negative and positiveaspects is vague.aspects is vague.

Because Banana Herb Tea SupplementBecause Banana Herb Tea Supplementpromotes rapid weight loss that results inpromotes rapid weight loss that results inthe loss of muscle and lean body mass, itthe loss of muscle and lean body mass, itposes a potential danger to customers.poses a potential danger to customers.

This is a strong thesis because it takes a stand.This is a strong thesis because it takes a stand.


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2. A strong thesis justifies discussion.2. A strong thesis justifies discussion.Your thesis should indicate the point of theYour thesis should indicate the point of thediscussion. If your assignment is to write a paper discussion. If your assignment is to write a paper on kinship systems, using your own family as anon kinship systems, using your own family as an

example, you might come up with either of theseexample, you might come up with either of thesetwo thesis statements:two thesis statements: My family is an extended family.My family is an extended family.

This is a weak thesis because it states anThis is a weak thesis because it states an

observation. Your reader wont be able to tell theobservation. Your reader wont be able to tell thepoint of the statement, and will probably stoppoint of the statement, and will probably stopreading.reading.


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While most American families wouldWhile most American families wouldview consanguineal marriage as aview consanguineal marriage as athreat to the nuclear family structure,threat to the nuclear family structure,many Iranian families, like my own,many Iranian families, like my own,believe that these marriages helpbelieve that these marriages helpreinforce kinship ties in an extendedreinforce kinship ties in an extended

family.family.


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This is a strong thesis because it showsThis is a strong thesis because it showshow your experience contradicts a widely-how your experience contradicts a widely-accepted view. A good strategy for accepted view. A good strategy for creating a strong thesis is to show that thecreating a strong thesis is to show that thetopic is controversial. Readers will betopic is controversial. Readers will beinterested in reading the rest of the essayinterested in reading the rest of the essay

to see how you support your point.to see how you support your point.


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3. A strong thesis expresses one main idea.3. A strong thesis expresses one main idea.Readers need to be able to see that your paper Readers need to be able to see that your paper has one main point. If your thesis expresses morehas one main point. If your thesis expresses morethan one idea, then you might confuse your than one idea, then you might confuse your readers about the subject of your paper. For readers about the subject of your paper. For example:example:

Companies need to exploit the marketingCompanies need to exploit the marketingpotential of the Internet, and web pages canpotential of the Internet, and web pages canprovide both advertising and customer provide both advertising and customer support.support.


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This is a weak thesis statement becauseThis is a weak thesis statement becausethe reader cant decide whether the paper the reader cant decide whether the paper is about marketing on the Internet or webis about marketing on the Internet or webpages. To revise the thesis, thepages. To revise the thesis, therelationship between the two ideas needsrelationship between the two ideas needsto become more clear. One way to reviseto become more clear. One way to revise

the thesis would be to write:the thesis would be to write:


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Because the Internet is filled withBecause the Internet is filled withtremendous marketing potential,tremendous marketing potential,companies should exploit this potentialcompanies should exploit this potentialby using web pages that offer bothby using web pages that offer bothadvertising and customer support.advertising and customer support.


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This is a strong thesis because it shows thatThis is a strong thesis because it shows thatthe two ideas are related. Hint: a greatthe two ideas are related. Hint: a greatmany clear and engaging thesismany clear and engaging thesisstatements contain words like because,statements contain words like because,since, so, although, unless, andsince, so, although, unless, andhowever.however.


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4. A strong thesis statement is specific.4. A strong thesis statement is specific.A thesis statement should show exactlyA thesis statement should show exactlywhat your paper will be about, and willwhat your paper will be about, and willhelp you keep your paper to ahelp you keep your paper to amanageable topic. For example, if youmanageable topic. For example, if youwrite a paper on hunger, you might say:write a paper on hunger, you might say:


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World hunger has many causes andWorld hunger has many causes andeffects.effects.This is a weak thesis statement for twoThis is a weak thesis statement for two

major reasons. First, world hunger cant bemajor reasons. First, world hunger cant bediscussed thoroughly in five or ten pages.discussed thoroughly in five or ten pages.Second, "many causes and effects" isSecond, "many causes and effects" isvague. You should be able to identifyvague. You should be able to identify

specific causes and effects. A revised thesisspecific causes and effects. A revised thesismight look like this:might look like this:


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Hunger persists in Appalachia becauseHunger persists in Appalachia because jobs are scarce and farming in the jobs are scarce and farming in theinfertile soil is rarely profitable.infertile soil is rarely profitable.

This is a strong thesis because it narrowsThis is a strong thesis because it narrowsthe subject to a more specific andthe subject to a more specific andmanageable topic and it also identifies themanageable topic and it also identifies the

specific causes for the existence of hunger.specific causes for the existence of hunger.

Li it ti f S i tifi dLimitations of Scientific and


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Limitations of Scientific andLimitations of Scientific andDisciplined Inquiry ApproachesDisciplined Inquiry ApproachesFour limitationsFour limitations Value-based, philosophical, or ethical problems or Value-based, philosophical, or ethical problems or

questions cannot be solvedquestions cannot be solved These approaches provide a potentially overlyThese approaches provide a potentially overly

simplified views of realitysimplified views of reality Methodological concernsMethodological concerns

Access to subjectsAccess to subjectsData collection strategiesData collection strategiesData analysisData analysisLimitations of research designsLimitations of research designs

Legal and ethical responsibilities of the researcher Legal and ethical responsibilities of the researcher


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Specific ApproachesSpecific Approaches

Differentiating characteristicsDifferentiating characteristics UnderlyingUnderlying assumptionsassumptions of the researcher of the researcher Purpose of the researchPurpose of the research Research questionsResearch questions

Research designsResearch designs
http://trochim.human.cornell.edu/kb/philosophy.htmhttp://trochim.human.cornell.edu/kb/philosophy.htmhttp://trochim.human.cornell.edu/kb/philosophy.htm


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Differentiating characteristicsDifferentiating characteristics

Interaction between the researcher andInteraction between the researcher andsubjectssubjects

VariablesVariables Data collection and analysisData collection and analysis ReportsReports


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Complementary nature of quantitative andComplementary nature of quantitative andqualitative approachesqualitative approaches Different purposes of researchDifferent purposes of research

ExplanatoryExplanatoryExploratoryExploratory

Consideration of the strengths andConsideration of the strengths and

weaknesses of different approaches for weaknesses of different approaches for specific purposesspecific purposes


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Scientific and Disciplined InquiryScientific and Disciplined Inquiry

Four general stepsFour general steps Identify a topic; an issue or problem that can beIdentify a topic; an issue or problem that can be

answered through collection an analysis.answered through collection an analysis.

Collect data; describe and execute proceduresCollect data; describe and execute procedures Analyze data; what did you findAnalyze data; what did you find Report the results and implications; this is what I foundReport the results and implications; this is what I found

and this is why it matters.and this is why it matters.

Flexibility of these steps to incorporate a range of Flexibility of these steps to incorporate a range of purposes and methodspurposes and methods

Research Design: ValidityResearch Design: Validity


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Research Design: ValidityResearch Design: Validity(Thursday)(Thursday)

The correctness or credibility of your workThe correctness or credibility of your workHow might you be wrong?How might you be wrong?What are the threats?What are the threats?What are possible alternative explanationsWhat are possible alternative explanationsto your findings or methodsto your findings or methods

Identify the threats and how you canIdentify the threats and how you cancontrol them, if you cancontrol them, if you can


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Research Design: ComponentsResearch Design: Components

Components are interdependentComponents are interdependent The methods you use must enable you toThe methods you use must enable you to

provide valid answers to your researchprovide valid answers to your research

questionsquestions The research questions need to be framed toThe research questions need to be framed to

provide answers.provide answers.


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Research Design: Helpful HintsResearch Design: Helpful Hints

Keep notesKeep notesKeep track of your dreamsKeep track of your dreamsInvest extra time at this stageInvest extra time at this stageAlways ask yourself questions: why areAlways ask yourself questions: why areyou doing this, how might you be wrong?you doing this, how might you be wrong?