Generating researchable questions
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Transcript of Generating researchable questions
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Generating researchable questions and starting to ask
Dr Fiona Beals
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Lecture Aims
Explore the generation of research questions Locate research questions in evaluation
research Locate research questions into research
paradigms Generate some questions Learn some big terminology
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Generating Research Questions
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Applying One Method to Another
Observation methods (Spradley, 1980) Qualitative Analysis Coding (Abstracting and
Comparing) (Punch, 1998)
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Phase One: Scoping
Brainstorming every possible question you would like answered on your topic through reflecting on:– Personal experiences– Personal ambitions– Scoping observations in the field– Reviewing current literature– Reviewing programme plans and objectives
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Phase Two: Refining
Grouping scoping questions– Locate central themes– Put aside outliners – Organise each question along the
development lines Open to closed Broad to detailed
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Phase Three: Generating the Question/s
Locate the aim of your research through finding an encompassing theme for your scoping questions– This may be simply a hypothesis or
a specific aim (e.g. to develop …)
Turn this aim into one, two, orthree overarching questions
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Where to next….
Locating your questions within a paradigm of research
Outlining the constraints of your research– Time, money, contextual etc
Selecting an appropriate methodology Make sure there is fusion between the
questions, paradigm (theory), constraints, and methodology
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Six Paradigms
PARADIGM FOCUS QUESTION
Positivist/Postpostivist Statistics – Establishing truth and differences
How many …What quantifiable differences exist …
Constructivist Exploring and constructing truths
How do …
Feminist Exploring gendered differences and perspectives
What are the experiences of boys and girls …How do girls …
Ethnic Exploring ethnic differencesand perspectives
What are the experiences of Maori and Pakeha …How do Maori …
Marxist Exploring class differences and perspectives
What are the experiences of lower socio-economic and middle-class …How do the poor …
Cultural Studies To critique and question current truths and critically examine differences
What knowledges/ideas …What are the implications of this particular knowledge …
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Paradigm One: Positivist/Postpositivist
Aim– To track gender/culture/socioeconomic differences– To measure the effectiveness of boot camps as an intervention
Question/s– Are there any differences?– What are these differences? – quantified
Constraints– Numbers/Cash– Statistical knowledge
Methodology– Textual analysis– Survey research
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Paradigm Two: Constructivist (1)
Aim– To explore why some young people dislike school– To understand the experiences of young people in an initiative
Question/s– How do young people experience school?– What were the experiences of youth in the initiative?
Constraints– Purpose is quite contained– Confusion over roles (esp youth workers and youth – if involved)
Methodology– Ethnographic case study
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Paradigm Two: Constructivist (2)
Aim– To construct an Asian theory of youth development– To construct an understanding of the elements needed for successful
mentoring Question/s
– How do Asian young people experience adolescence?– What elements exist in successful mentoring programmes?
Constraints– External validity– Finances
Methodology– Ethnographic case study
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Paradigm Three: Feminist
Aim– To explore gendered experiences of boot camps
Question/s– What are the experiences of boys and girls involved in boot
camps? Constraints
– External validity– Finances
Methodology– Narrative storytelling– Ethnographic case study
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Paradigm Four: Ethnic
Aim– To explore ethnic experiences of boot camps
Question/s– What are the experiences of Pakeha and Maori involved in boot
camps?– How are these experiences linked to their lived contexts?
Constraints– External validity– Finances
Methodology– Ethnographic case studies (post-colonial in nature)– Kaupapa research
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Paradigm Five: Marxist
Aim– To explore the ways mentoring reinforces/opposes structural inequalities
Question/s– What are the outcomes of mentoring programmes?– What structural differences exist?– How does mentoring work/not work as a hegemonic tool?
Constraints– Finances, Resources etc– External validity
Methodology– Discourse analysis– Survey research
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Paradigm Six: Cultural Studies
Aim– To critique the forms of knowledge promoted by youth development
initiatives Question/s
– What knowledges do youth development initiatives focus on?– How is this knowledge conveyed and implemented?– What are the implications?
Constraints– Time and knowledge– Knowledge capital
Methodology– Post-structural discourse analysis
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Paradigm Seven: Mixed
Aim– To measure student success in boot camps and find the factors
which lead to success Question/s
– To what rate do young people reduce offending after boot camps?– What factors led to evidence of improvement?
Constraints– External validity
Methodology– Survey research– Case study
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Theory and the Paradigms
Theory before– Can sit within all the paradigms
Theory after– Positivist– Constructivist
Reflexive theory– Can sit within all the paradigms
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Methods and the Paradigms
Textual analysis– Positivist, feminist, ethnic, Marxist, cultural
studies, mixed Survey
– Positivist, Marxist, cultural studies, mixed Observation
– Positivist, constructivist, cultural studies, mixed Interviews
– Across all – however differs moving from closed to completely open
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Methods and the Paradigms
Textual analysis– Positivist, feminist, ethnic, Marxist, cultural
studies, mixed Survey
– Positivist, Marxist, cultural studies, mixed Observation
– Positivist, constructivist, cultural studies, mixed Interviews
– Across all – however differs moving from closed to completely open
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Going onto Methods