Write a paper on Nature and Purpose of Research, and Developing a Bibliography
Connections
Two Kinds of Research
Let’s say that a researcher wants to find out whether the 400,000 adults in a county are satisfied or dissatisfied with their public schools. She can’t very well ask them all, so she decides to ask 2,000 of them. Although that’s a very small percentage [what is it, by the way?], 2000 itself is a big enough number to produce reliable results IF chosen at random to avoid bias and judgment. To do so she will use random sampling.
It’s also too large a population to observe and interview all of them, but that’s OK because there’s a very basic question here which can be easily asked, answered, and collected. This is a single issue which is simple but also significant; It requires wide and broad coverage, like a wide shallow pond. This study describes one kind or branch of research.
The main question can also be written as a statement which can be tested; proven or disproven, so to speak. In this way, despite a huge amount of statistical data, the researcher can report the findings by repeating the question; and then the hypothesis, reporting that it was either confirmed or rejected, with statistics and analysis to support it. Another researcher wishes to study the public or community status of veteran high school teachers in the county: when they’re out and about and “in the marketplace” so to speak. He decides on carefully focused observation of those teachers as they go about their daily lives outside of the school over a period of several months.
While “veteran H S teachers” must be defined, this is clearly a much smaller group and may be a small enough population to study all of them. But more likely it’s still too large because such time-consuming and exhaustive observation is required, that a small number of subjects – veteran teachers – is necessary.
This study requires intense and in-depth coverage, like a deep narrow well. That describes the other branch of research, where a human interest question is explored: through motives, or relationships, or an everyday phenomenon. Interpretation, judgment, and/or potential bias in this kind of study all focus entirely on the researcher, who must avoid polluting the results by finding what he wants to find. The qualitative researcher reports the findings in narrative form and not with empirical evidence; through in-depth composition rather than statistics & tables.
About This Unit
As our course introduction, Unit 1 begins by considering the nature and purpose of research, and explores research data, research designs, and applications of education research. From the very beginning our study of research includes personal articulation of educational issues or problems which each student identifies as professionally and personally significant. Besides sharing your profile, and posting early reflections, you will also create a working bibliography this unit, followed by a research proposal in the next unit. (Unit 2).
Unit Objectives
Upon successful completion of this unit’s activities students will:
Understand and appreciate the nature and purpose of research data and its appropriate applications for education; and
Understand the applications of both qualitative and quantitative research methods, and appreciate the values and essential differences between them.
Identify topics worthy of further investigation as a thesis or capstone
Create a reserach bibliography
Required Readings/Resources
Chapters 1-2 in The Process of Writing Reserach by Krause
The Process of Research Writing – Open Textbook Library
The title of this book is The Process of Research Writing, and in the nutshell, that is what the book is about. A lot of times, instructors and students tend to separate “thinking,” “researching,” and “writing” into different categories that aren’t necessarily very well connected. First you think, then you research, and then you write.
Open Textbook Library
Review APA style guide 7th edition and other resources in the APA resources document
Watch Scholarly Education Articles video – in the library link on the left –
Education Scholarly Articles – YouTube
Annotated Bibliography guide located in the library link under EDG 5100 course materials. This resource is in the Writing Help section
Annotated Bibliographies – CUW Library Guides
Capstone or Thesis – what is the difference – See attached Thesis Capstone chart
Optional Readings/Resources
Use the Library link on the left to locate some course materials. (These materials are listed under the course number EDG 5100. Click on the link EDG 5100 then scroll to the bottom where you should see the link for the Oxford Guide to Library Reserach.) Chapters 4-6 would be helpful of you need additional support while searching for research to include in your bibligraphy.
Content and Assignments
Your course content and assignments are arranged here in the order that you should work through them.
1.1 A little about me – Read the document titled All about me and select 3-4 questions that you are comfortable answering. In the pray and chat area, post your asnwers to the questions you have selected.
1.2 Journal – Identify three topics you are interested in reseraching further for your capstone/thesis. Include a brief descriiption of each of your potential topics and why you feel each topic is worthy of further study.
1.3 Begin an annotated bibliogrpahy for your research topics. This intial bibliography assignment should include at least 10 peer reviewed research articles. You should have several articles for each potential topic. Use headings to organize your bibliography. Your bibliography must be formatted using APA 7th edition. You will be adding to this bibliography in the upcoming weeks.
Ongoing assignment: As you create your bibliography, start organizing your reserach and notes so you are reaady to start writing your review of literature in the next couple weeks.