MELJUN CORTES Research Seminar 1 Selecting a Problem and Reviewing the Research
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Transcript of MELJUN CORTES Research Seminar 1 Selecting a Problem and Reviewing the Research
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Selecting a Problem and
Reviewing the Research
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SELECTING A PROBLEM
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Selecting a Problem
• Research takes a great deal oftime and energ, and you want tobe sure that the area you select
interests o!.
• If selecting the area goes well, theremaining steps also have a good
chance of going "ell.
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Selecting a Problem (cont’d)
• #alling in lo$e "ith o!r idea can%e fatal& Be committed to yourideas but not so much that it cloudsyour judgment as to the practical andcorrect way to do things.
• Sticking with the rst idea that
comes to mind isn't al"as "ise.
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Selecting a Problem (cont’d)
• !oing something trivial by selecting aproblem that has no conceptual basis ofapparent importance in the eld can lead
to a fr!strating e()erience and onethat )ro$ides no clos!re.
• "hoose a research #uestion that is
doa%le.
• If you do something that has already beendone, you could be "asting o!r time.
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!ening $our Interests
• Personal e()eriences and *rst+handkno"ledge can be the catalyst for startingresearch.
•
,sing ideas from o!r instr!ctor willprobably make you very current with what ishappening in your eld.
• $ou might look for a research -!estion that
re.ects the ne(t ste) in the research process.• $ou may have come up with a research #uestion
%eca!se of this class.
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%ell&written 'ypothesis(review)
• Stated in declarati$e form
• Posits a relationshi) %et"een
$aria%les• Re.ects a theor or %od of
literat!re upon which it is based
•
Brief and to the )oint• Testa%le
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RE/IE0ING T1ELITERAT,RE
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(ypes of Sources
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%hat )eneral SourcesProvide
• )eneral introduction to areas inwhich you might be interested
• Some clues as to where you shouldgo for the more valuable or usefulinformation about your topic
• )reat browsing material
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*+amples of )eneralSources
• Reader’s Guide to PeriodicalLiterature
• Scientifc American
• New York Times
• Time
•
Newsweek
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%hat Secondary SourcesProvide
• Scholarly summary of the researchthat has been done in a particulararea
• urther sources of references
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*+amples of SecondarySources
• Annual Reviews
• $earbooks of the National Society ort!e Study o "ducation
• T!e #ondition o "ducation in $rie%&&'
•
andook o #!ild Psyc!olo*y • "ncyclo+edia o Psyc!olo*y -///0
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%hat Primary SourcesProvide
• Specic information
• 1ore strong literature review
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Peer Review
*ach reviewer makes arecommendation regarding
suitability for publication, "itho!t
them kno"ing the identit of thea!thor2s3 of the materials they arereviewing. (his ensured that e+perts
re$ie" and comment on a researchmanuscript %efore it is )!%lished.
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Peer Review (cont’d)
(he options from which the reviewers canselect include2
•Acce)t o!tright -article is outstanding
and accepted for publication as is0•Acce)t "ith re$isions
•Re4ect "ith s!ggestions for re$isions-article is not acceptable as is3 after
changes are made the author-s0 should beinvited to resubmit it0
•Re4ect o!tright
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4bstract
One+ 2or at most t"o+3 )aragra)hs!mmar of a 4o!rnal article "hich
contains all the information
readers sho!ld need to decide"hether to read the entire 4o!rnal
article&
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Inde+
Al)ha%etical listing of entries %to)ic5 a!thor5 or %oth&
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*+ample of Indices
• "omprehensive !issertation Inde+"itations5http266www.umi.com6products6pt&product&compdisind.shtml7
•
4merican !octoral !issertations5http266www.umi.com6products6pt&product&amerdocdis.shtml7• Social Sciences "itation Inde+
5http266www.isinet.com6products6citation6ssci67
•
Science "itation Inde+
• Bibliographic Inde+ Plus5http266www.hwwilson.com6!atabases6biblio.htm7
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REA6ING AN6E/AL,ATING RESEARC1
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Reading and *valuatingResearch
Researc! articles and re+orts mustalways e carefully evaluated andt!e results never taken at face
value0
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Reading and *valuatingResearch
Researc! articles take all kind os!a+es and orms1 ut t!eir +rimary +ur+ose is to inform and educate
the reader 0
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"riteria2 8udging a ResearchStudy
7&Re$ie" of Pre$io!s Research
– 'ow closely is the literature cited in thestudy related to )re$io!s literat!re9
– Is the review recent9
– 4re there any seminal or o!tstandingreferences you know of that were left
out9
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"riteria2 8udging a ResearchStudy (cont’d)
8&Pro%lem and P!r)ose – "an you !nderstand the statement of the
)ro%lem9
–
Is the )!r)ose of the study clearl stated9 – !oes the )!r)ose seem to be tied to the
literat!re that is reviewed9
– Is the o%4ecti$e of the study clearl stated9
– Is there a conce)t!al rationale to which theh)otheses are grounded9
– Is there a rationale for why the st!d is anim)ortant one to do9
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"riteria2 8udging a ResearchStudy (cont’d)
9&1)othesis
– 4re the research hypotheses clearland e()licitl stated9
– !o the hypotheses state a clearassociation %et"een $aria%les9
– 4re the hypotheses gro!nded in
theor or in a re$ie" and)resentation of rele$ant literat!re9
– "an the hypotheses be tested9
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"riteria2 8udging a ResearchStudy (cont’d)
:&Method
– 4re both the independent anddependent variables clearl de*ned9
– 4re the denitions and descriptions ofthe variables com)lete9
– Is it clear ho" the st!d "as
cond!cted9
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"riteria2 8udging a ResearchStudy (cont’d)
;&Sam)le
– %as the sample selected in such a waythat you think it is re)resentati$e of
the )o)!lation9 – Is it clear "here the sam)le came
from and ho" it "as selected9
–
1o" similar are the participants in thestudy to those who have been used insimilar studies9
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"riteria2 8udging a ResearchStudy (cont’d)
=&References
– Is the list of references c!rrent9
– 4re they consistent in their format9 4re
the references com)lete9
– !oes the list of references re.ect someof the most important reference sources
in the eld9
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"riteria2 8udging a ResearchStudy (cont’d)
>&General Comments A%o!t the Re)ort – Is the report clearl "ritten and
understandable9
– Is the language %iased9
– %hat are the strengths and "eaknesses ofthe research9
– %hat are the )rimar im)lications of theresearch9
– %hat would you do to im)ro$e the research9 – !oes the submitted manuscript conform to the
editor:s or publisher:s specications9
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BASIC PRINCIPLES O#ET1ICAL RESEARC1
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*thical Research
As lon* as researc!ers continue to use!umans and animals as +artici+ants1
t!e way in w!ic! t!ey are treated and
!ow t!ey eneft even indirectly1 rom +artici+ation are critical issues t!at
must e ke+t in t!e oreront o all our
considerations0
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*thical Principles inResearch
• Protection rom arm
• 2aintenance o Privacy
•
#oercion• 3normed #onsent
• #onfdentiality
• -eriefn*• S!arin* $enefts
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ENS,RING 1IG1 ET1ICALSTAN6AR6S
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*nsuring 'igh *thicalStandards
• -o a computer simulation in w!ic!data are constructed and su4ected tot!e e5ects o various treatments (e0*0
2onte #arlo studies)0• 6!en t!e treatment is deemed
!armul1 try to locate a +o+ulation t!at
!as already been exposed to theharmful eects o some variale0
• Always secure informed consent 0
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*nsuring 'igh *thicalStandards (cont’d)
• 6!en +ossile1 +ulis! all re+orts usin* groupdata rat!er t!an individual data to maintainconfdentiality 0
• 3 you sus+ect t!at t!e treatment may !ave
adverse e5ects1 use a small, well-informedsample until you can e/+and t!at sam+le si7eand t!e amitiousness o t!e +ro4ect0
• Ask your collea*ues to review your +ro+osal1
es+ecially your e/+erimental +rocedures1 eore you e*in0
• #onsult t!e institutional review board ora++roval0
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Summary of *thical)uidelines
• The person conducting the research ist!e one w!o is t!e frst and mostim+ortant 4ud*e o its et!ical acce+taility0
•
Every eort s!ould e made to minimizerisk to t!e +artici+ants0
• T!e researc!er is responsible orensurin* et!ical +ractices1 includin* t!e
e!avior o assistants1 students1em+loyees1 collaorators1 and anyoneinvolved0
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Summary of *thical )uidelines(cont’d)
• A fair and reasonable agreement must ereac!ed etween t!e researc!er and t!esu4ects +rior to t!e e*innin* o t!e researc!0
• 3 dece+tion is necessary1 t!e researc!er must
e sure it is usti!ed and a mec!anism muste uilt in to ensure t!at su4ects aredebriefed when the research isconcluded 0
•
Researc!ers must respect a subect"schoice to wit!draw and must not coerce t!esu4ect to return to t!e study0
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Summary of *thical )uidelines(cont’d)
• 6!enever +ossile1 +artici+antsshould be shielded rom +!ysicaland +syc!olo*ical !arm0
• 8nce t!e researc! is com+lete1results o t!e work should be madeavailable1 and t!e +artici+ant s!ould
e *iven a c!ance to clarify anydiscrepancies o w!ic! !e9s!e mi*!te aware0
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Summary of *thical )uidelines(cont’d)
• 3 t!e researc! activity results in!arm o any kind1 t!e researc!er !ast!e responsibility of correcting
the harm0
• All t!e inormation aout t!e +artici+ants o a study1 and any
related results1 are con!dential 0
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Summary of *thical )uidelinesRegarding "hildren
• T!e ri*!ts o t!e c!ild su+ersede t!e ri*!ts ot!e investi*ator no matter what the age ofthe child 0
• 3 t!ere are c!an*es in a++roved +rocedures
t!at mi*!t a5ect t!e et!ical conduct o t!eresearc!1 consultation with colleagues orexperts should be undertaken0
• T!e c!ild s!ould e fully informed as to t!eresearc! +rocess1 and all :uestions s!ould e
answered in a way t!at can be understood 03 t!e c!ild is too youn*1 t!en t!e c!ild’sre+resentative s!ould e closely involved inall discussions0
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Summary of *thical )uidelinesRegarding "hildren (cont’d)
• #nformed consent from parents,teachers, or whoever is legallyresponsible for the child"s welfare
must e otained in writin*0• 3normed consent must also e otained
rom others who are involved in t!e
e/+eriment esides t!e individual c!ild0• T!e res+onsiilities o t!e c!ild and o
t!e investi*ator must be made clear 0
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Summary of *thical )uidelinesRegarding "hildren (cont’d)
• %hen deception is necessary, acommittee of the investigator:s peerssho!ld a))ro$e the planned methods.
•
(he ndings from any study sho!ld %ere)orted to the )artici)ants in a waythat is com)rehensi%le to them.
• Investigators should be especially careful
about the way in which they report resultsto children and sho!ld not )resent theres!lts in the form of ad$ice.
f hi l id li
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Summary of *thical )uidelinesRegarding "hildren (cont’d)
• If treatments are e;ective, control groupsshould be o?ered similar o))ort!nitiesto receive the treatment.
• (hese ethical standards sho!ld %e
)resented to st!dents in the co!rse oftheir training.
• *ditors of journals that report investigationsof children sho!ld )ro$ide a!thors
s)ace to summari
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Summary of *thical )uidelinesRegarding =nline Research
• $ou can #uote and analy
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Summary of *thical )uidelinesRegarding =nline Research
• $ou can obtain consent electronically ifparticipants are >? years of age or older, andthe risk is judged to be relatively low. If youcannot obtain informed consent electronically,you need to mail, fa+, or e&mail the properform and ask the participant to sign it andret!rn it. There m!st %e a hard co)&
•
4s best as possible, the con*dentialit ofthe participants and their identity must beassured.
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0RITING T1E LITERAT,RERE/IE0
% iti th @it t
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%riting the @iteratureReview
>. Read other literature reviews.
. "reate a unied theme, or a line ofthought, throughout the review.
A. se a system to organi
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Selecting a Problem and
Reviewing the Research