researchprocess

The Research Process
Here is a general framework of questions/tasks that researchers consider when designing and conducting research. Be sure to look for evidence of each as you read and review the studies over the course of this semester. Note characteristics of studies that do this well and those that leave room for improvement.

1. Define the problem 2. Ask the questions (tentatively or definitively) 3. What has already been done? Review the literature? (see writing tips below) 4. Admit your biases and limitations 5. Design the collection and analysis process 6. Collect the data - how often? 7. Analyze the data 8. Write up your results
 * Variables and control (causation)
 * Sampling
 * Validity
 * Reliability
 * Plausibility
 * Coherence
 * Interviews
 * Observations
 * Document analysis
 * Surveys/questionnaires
 * Test/Instruments

Qualities of an effective "research synthesis" or review of the literature

 * Continue to be aware of and star good summaries of the research in the articles you read. Use them as models for your own summaries/syntheses.
 * Use headings to organize your ideas and to help readers anticipate the research you will cover in that section
 * As you read studies, try to summarize the findings in one sentence and underline the key words (topic/outcome). Then, when you get ready to organize your readings, you can cluster these main sentences together under keyword outcomes and create an outline like the one below.
 * Then, begin to fill in the text of your outline with complete sentences that summarize the findings ACROSS multiple studies and insert your citations to support that statement.
 * You should work to integrate and synthesize findings from the studies you read - not to describe each one individually in its own paragraph.
 * There should be a "logic" to the sequence of your review - leading the reader from
 * Why is this topic important? What is the context that makes your questions important?
 * What do we already know about this topic > leading from general theories to general findings to specific details across multiple studies
 * What specifically are you interested in > the logic and flow of your review statements should lead readers right to this point
 * Then, state your research questions and you are off!
 * Remember - tell the reader what you will tell them, tell them each detail, and then tell them again what you just told them

Recall the overhead reading activity we did in class...Use the following framework to help you structure your paragraphs.

Heading Topic Sentence (no cites) General findings (cite) More specific details Closure sentence - reword the topic sentence to sum up the general findings of this paragraph.
 * A. specific finding across studies (1-2 cites)
 * B. specific finding across studies (1-2 cites)
 * C. specific finding across studies (1-2 cites), especially with respect to X (cites), Y (cites), and X (cites).

Remind yourself of how each of these elements occur with the following sample passage from Pressley, Duke, & Boling (2004) NOTE THE SUMMARY SENTENCES THAT MENTION MAJOR FINDINGS AND THEN JUST CITE RELEVANT STUDIES AFTER THAT TO SUPPORT

//**Literature Experiences** Exposure to excellent literature is another practice not addressed by the NRP that does much to stimulate children’s literacy development. Just providing books helps: if schools are rich in books, ones that can be read there and reread at home, reading improves (e.g., comprehension in Koskinen et al., 2000). Children who are immersed in literature understand the nature of reading and writing, have better attitudes toward literacy, and are more likely to do things literate on their own than are those who are not immersed in literacy (Morrow, 1990, 1992; Neuman & Roskos, 1990, 1992; Rosenhouse, Feitelson, Kita, & Goldstein, 1997). Literature exposure increases vocabulary knowledge (Robbins & Ehri, 1994; Rosenhouse et al., 1997), especially when parents and teachers engage children in discussions of the stories being read and highlight the meanings of words (Crain-Thoresen & Dale, 1995; Dickinson & Smith, 1994; Frijters, Barron, & Brunello, 2000; McGill-Franzen, Allington, Yokoi, & Brooks, 1999; Valdez-Menchaca & Whitehurst, 1992; Wasik & Bond, 2001; Whitehurst et al., 1994; Whitehurst et al., 1988; Whitehurst et al., 1999). Exposure to literature increases children’s knowledge about the structure of stories (Rosenhouse et al., 1997). Reading literature in the content areas increases children’s content knowledge (e.g., science; Anderson & Guthrie, 1999; Morrow, Pressley, Smith, & Smith, 1997). In short, exposure to literature does much to advance children’s literacy development.//