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Strategies to unlock your research potential
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Eighth BiennialNational Health Occupations Curriculum ConferenceHouston, TX October 29 – Nov 2, 2002
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by Janice R. Sandiford, PhD College of Education Florida International University Miami, FL 33199 (305) 348-3996 [email protected]
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Objectives
Realize your research potential Begin to think of some research topics Conduct some research in your field Guide your students in the conduct of
research Publish your research
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Unlock the puzzle
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Research ProcessInductiveDeductiveInvolves methodology
– Quantitative– Qualitative
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The Research Process
Conceptualframework(theory, literature
Research Questions/hypothesis
* Empirical observation
Data collection
Proposition
DataAnalysis
Rudestam & Newton
Inductive Deductive
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Actual Process
Select a topic Review the literature Determine the method Collect the data Analyze the data Write the report
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Select a topic
Topic of interest to you Manageable Personably meaningful Emotionally unattached Useful to others Willing to share
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What topics have you considered?
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What questions do you have about the topic?
Resolve a problem
Explain a phenomenon
Uncover a process
Demonstrate the truth
Re evaluate other studies
Test a theory
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How can we turn those questions into research questions?
Relationship between variables, phenomena, concepts or ideas
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I wonder
I wonder?
?
???
I wonder
I wonder
I wonder
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Brainstorm
Concept Mapping
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Check point
Is the question clear and researchable? Is the question within the context of
previous study? or . . . Is there a definable theory?
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Select a Topic
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Review the literatureThorough review
Expands upon the relationship between the proposed study and what has already been presented.
Discusses the distinction between previous research
Guides the reader Selective but thorough
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Review the literatureIn search of theory
Clarifies the relationship between the proposed study and demonstrates why it is important
Indicates distinction between previous research
Develops a theme Selective
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Refine the problem statement
The purpose of the study is to . . .
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Refine the Problem
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Determine the method
The Purpose of the study - the research question - drives the methodology
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Research Plan What is the type of study design? What must be done to “tighten” the design? Have the extraneous variables been
considered? Is the design defensible? Is the population appropriate? Does the question drive the methodology? What instrument do you plan to use?
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Research Plan Components
Introduction Method Data Analysis Time schedule Budget
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Research DesignQualitative Interpretive Artistic Explores meanings
Words
Quantitative Experiments Surveys Generates facts
Numbers
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Quantitative Experimental Descriptive Correlational Causal-
Comparative
Product oriented
Results on facts Guiding
designs Deductive
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Qualitative Ethnography Grounded
theory Case study Phenomeno-
logical study
Personal voice Inductive Context-based Natural setting Results in
understanding
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Which one is best?
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The problem drives the method
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The hardest part of doing research is the plan
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The second hardest part of doing research is the time it takes to produce a good plan
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Determine the method
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Collect the data
Subjects - population - sample Instrument to measure construct you are
trying to measure Human subject clearance Informed consent
Collect the data
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Analyze the data
Statistical technique or techniques to be used
Driven by the hypotheses Determined by
– how groups formed– how many treatments– independent variables– kind of data
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Analyze the data
Included in plan Obtain assistance Computer very handy tool to use in
analyzing data Find appropriate software
– op scan– input direct
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Analyze the data
Nominal data Ordinal data Interval data Ratio data
Descriptive Inferential
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Collect analyze, interpret the data
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Write the report
Introduction– description of problem– review of literature– statement of hypothesis– operational terms
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Write the report
Method– description of subjects– description of instruments– description of design– description of the procedure
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Write the report
Results– describes statistical techniques and level of pre-
determined confidence– description of results for each hypothesis
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Write the report
Discussion– interpretation of results– conclusions– recommendations
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Write the report
References
Appendices
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Publish the report
Serves the interests of the professional community
Progress in research requires it Reflects your credentials as a researcher
Could be rejected! You might need to revise!
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Present at a professional meeting
Share new knowledge and research findings
Watch for “call for papers” Follow the guidelines
10 minutes to present paper
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Publish and present the results
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Your Journal
Journal of Health Occupations Education
On-line at acteonline.org Twice per year Dr. Larry Hudson editor Your journal Want your research
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You are a researcher You have the necessary skills to
conduct research You have important data to share
with your colleagues You need to guide your students in
the research process
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Share your knowledge with others in the fieldPresent and Publish
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Questions? ?
? ?
?
?
?
? ?
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