Stacy Hammons and Christopher J. Devers Indiana Wesleyan University.
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ENGAGING IN THE SCHOLARLY PURSUIT OF RESEARCH AND PUBLICATION Stacy Hammons and Christopher J. Devers Indiana Wesleyan University
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Transcript of Stacy Hammons and Christopher J. Devers Indiana Wesleyan University.
ENGAGING IN THE SCHOLARLY PURSUIT OF RESEARCH AND
PUBLICATIONStacy Hammons and Christopher J. Devers
Indiana Wesleyan University
I. RationaleA. To stay more current and informed in one’s field
by utilizing the research of others;B. To share new information, ideas, and findings of
one’s own with a broader audience;C. To receive feedback and critique from peers,
strengthening one’s own research and teaching as well as the larger literature; and
D. To facilitate one’s own professional development.
RESEARCH AND PUBLICATION
II. Types of ResearchA. Pure/Basic vs. Applied
1. Pure/Basic – goal is to develop theory and expand our knowledge base.
2. Applied – goal is to develop solutions for problems and applications in practice.
B. Quantitative vs. Qualitative1. Quantitative -- involves looking at amounts of one or more
variables, measured through standardized instruments, utilizing large samples, and employing statistical analysis of numerical data.
2. Qualitative – involves looking at characteristics not easily reduced to numerical values, measured through nonstandardized observations and interviews, utilizing small samples, and employing thematic analysis of words as the data source.
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III. Types of journals
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IV. Types of ArticlesA. Full lengthB. Book reviewsC. NotesD. Others
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V. Publishing TipsA. Start with peer feedback for one’s work before
submitting to a journal.1. Writing Group
a. Encourage and develop a research cultureb. Meet once a monthc. Present research, proposals, and ideasd. Receive feedbacke. Publish
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V. Publishing Tips (con.)A. Peer Feedback (con.)
2. Mentoringa. Review researchb. Professional guidancec. Support lettersd. Collaborative research
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V. Publishing Tips (con.)A. Peer Feedback (con.)
3. Conferencesa. Peer reviewedb. Discipline specificc. Acceptance rated. American Educational Research Associatione. American Psychological Associationf. American Sociological Societyg. National Association of Social Workers
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V. Publishing Tips (con.)B. Deciding upon the appropriate journal:
1. Who has published something similar? Where have they published? Where are the experts publishing?
2. Aim and scope of a particular journal: before submitting to a professional journal, read several recent issues of it to see if it is the right place for your article.a. types of research publishedb. types of articles publishedc. lengthd. peer reviewede. editorsf. acceptance rate (Cabell’s)g. impact factor (Thomson Reuters)h. rankingi. turn around time
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V. Publishing Tips (con.)C. Once you’ve decided upon an appropriate journal, be
certain to include recent (relevant) citations from that journal in your own paper.
D. Follow the instructions provided to authors by the journal.E. Open access journals
1. First Monday2. Plos One
F. Pay-to-publish journals1. Investigating Journals: The Dark Side of Publishing2. Scientific Articles Accepted (Personal Checks, Too)3. Fake Academic Journals Are a Very Real Problem4. Scientists Are Struggling to Wade Through Fake Academic Pub
lications5. Questionable journals
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VI. Making the Most of What You’re Already Doing
A. TeachingB. Other scholarly assignmentsC. Joint research projects with studentsD.Other
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VII. ExamplesA. Full-length (quantitative):
1. Ke, F. & Xie, K. (2009). Toward deep learning for adult students in online courses. Internet and Higher Education, 12, 136-145.
B. Full-length (qualitative):1. Robson, R. M. (2010). Breaking out of the box: An exercise in “extra-
cubicle” thinking. Journal of the Academy of Business Education, 11, 54-69.
C. Book Review:1. Giuffre, P. (2010). [Review of Doing gender diversity: Readings in theory
and real-world experience.] Teaching Sociology, 38, 269-271.D. Note:
1. Starcher, K. (2011). Intentionally building rapport with students. College Teaching, 59, 162.
E. Other:1. Rawls, J. & Hammons, S. (2012). Assessing undergraduate learning
outcomes between accelerated degree and traditional student populations. The Journal of Continuing Higher Education, 60, 80-92.
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VIII. Other OptionsA. BooksB. Book chaptersC. Conference proceedingsD.BlogsE. Performance
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IX. GrantsA. Subscribe to request for proposalsB. National Science FoundationC. Department of EducationD.Grants.govE. Private fundingF. Office of Grants Management (Ken Bielen)
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X. MendeleyA. Overview
1. Manage research2. Discover research3. Connect to researchers
B. Components1. Profile2. Desktop software3. Online software4. Online database
C. Demo
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XI. Other points of connectionA. MendeleyB. ResearchGateC. Academia.eduD. Google+
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Questions
◦ EdProfessor.com
RESEARCH AND PUBLICATION
