4. Do you know how to develop your research design and methodology?
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Transcript of 4. Do you know how to develop your research design and methodology?
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Writing Your Doctoral Dissertation or Thesis Faster
A Proven Map to Success
by E. Alana James and Tracesea Slater
Do You Know How To Develop Your Research Design and Methodology?
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Research Design: Part 1
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• Explanation of topic • Discussion of the context for the study • Links or references to previous research • Theory or point of view • Rationale for the importance of the problem
Each and every one of these subheadings offer you an excuse for continuing to tease out your ideas in your research journal.
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Research Design: Part 2
• The logic of the design • Questions and/or
hypotheses • The methodological
model to be employed • Scope • Procedure(s) for data
collection
• Data analysis techniques
• Statistical and narrative analyses
• Limitations • Contribution or
significance • Conclusion
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Interaction between parts of the research design
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Methods Versus Methodology Sort the articles you read into a table focused on methods / methodologies
Reference Methodology Methods Finkelstein, L. M., Allen, T. D., &
Rhoton, L. A. (2003). An Examination of the Role of Age in Mentoring Relationships. Group Organization Management, 28(2), 249-281.
Mixed Methodology Quantitative surveys backed up with a variety of qualitative: observational data, interviews, etc.
Godshalk, V. M., & Sosik, J. J. (2000). Does Mentor-Protégé Agreement on Mentor Leadership Behavior Influence the Quality of a Mentoring Relationship? Group Organization Management, 25(3), 291-317.
First separated paired mentoring teams into 3 classifications and then surveyed regarding transformational qualities of mentors
Quantitative: multivariate analysis of variance
Dingus, J. E. (2008). "I'm Learning the Trade": Mentoring Networks of Black Women Teachers. Urban Education, 43(3), 361-377.
Qualitative comparative case studies examining mentoring networks
Interviews and qualitative surveys
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Turning Ideas into Methodology
• Research framework consists of many parts, each dependent on the logic of the sections before it
• Charting your ideas can help you assess logical development and the strength of your research design
• Compare your ideas to model dissertations for points of comparison
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Considerations of Purpose
• Personal and professional purposes • Your purpose must align with the desires of stakeholders to
ensure you have the permissions needed to complete your study
• Purpose is your reason for going forward with 1) this particular research design and 2) in this particular context
• It is also the reason that participants may feel compelled to participate and give you data
• Your purpose needs to align with the methods you will be using
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Creating a Problem Statement
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• A Problem statement should be specific and brief (no more than ½ page long. A good problem statement: – Demonstrates the problem’s importance with a
compelling opening statement – Explains the problem in the perspective of the
larger field of study – Shows how the problem generalizes to or across
other issues/fields – Limits the problem through its focus in/on your
study – Is brief Gives the reader a perspective on the whole
study being proposed – Sets the time frame and scope of the project
(Krathwohl & Smith, 2005, p. 49)
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Stage 2 of Developing Research Questions
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• Look at your research questions again in light of your recent research design work
• Think about your instruments and/or interview protocols and how well they will work toward answering your research questions
• If appropriate (quantitative research), develop a hypothesis and examine your research questions and instruments in light of this hypothesis
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An excerpt from ‘Writing Your Doctoral Dissertation or Thesis Faster’
Click here to see it on Amazon
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Where Should I Go to Dig Deeper? Suggested Resources to Consider
• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. London: Pearson Education. Pages 75 through 80 go in-depth and with great detail into the audience identification, explanation of deficiency of evidence, guidelines, justification for and writing strategies of problem statements.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage. Pages 112 though 126 gives several examples and a detailed discussion of purpose statements specifically targeted to a number of particular methodological formats.
• Herr, K., & Anderson, G. L. (2005). The action research dissertation: A guide for students and faculty. Thousand Oaks, CA: Sage. The only book to date that considers constraints of action research for dissertations and thesis development.
• Krathwohl, D. R., & Smith, N. L. (2005). How to prepare a dissertation proposal: Suggestions for students in education and the social and behavioral sciences (1st ed.). Syracuse, NY: Syracuse University Press. Part 2, pages 45 through 118 offer another in-depth look at the logics behind these same methodological design considerations.
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• Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage. Gives a good overview of various types of qualitative research methodologies.
• Maxwell, J. A. (2012). A realist approach for qualitative research. Thousand Oaks: SAGE. Two excellent resources by one of the acknowledged great authors on qualitative research design.
• Piantanida, M., & Garman, N. B. (1999). The qualitative dissertation: A guide for students and faculty. Thousand Oaks, CA: Corwin Press. Chapters 3, 4, and 5 cover similar design considerations from other angles and with more depth. This is an excellent secondary resource for consideration.
• Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (2nd ed.). Oxford, UK: Blackwell Publishers. Pages 79 through 220 discuss methodological-design issues for social sciences and practical research in detail. General designs, fixed designs, flexible designs, and those for a particular purpose are all covered.
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• Thomas, R. M. (2003). Blending qualitative and quantitative research methods in theses and dissertations. Thousand Oaks, CA: Corwin Press. Pages 100 through 145 outline several specific types of studies targeted to fulfill a variety of social science issues. Included are evaluating teaching, political marketing, ESL curriculum, juvenile delinquents lifestyles, cheating, conducting a public opinion poll, and so forth.
• Weiss, C. H. (1998). Evaluation: methods for studying programs and policies (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Outlines the specific research methodology appropriate to study a program or a policy that has already been implemented and is ready for review.