Chapter+One+-+Introduction+to+Educational+Research

=Chapter One: Introduction to Educational Research =

The Purpose of Research
The purpose of this chapter is to present background information regarding the nature of educational research. This chapter should address the purpose and nature of research, types of research that can be conducted, the process of developing a workable research topic and research question (i.e., issues of feasibility, significance, etc.). In addition, concerns related to the ethics of research and a basic discussion of the "language" of research should be presented. Finally, a summary of the importance of research should conclude this chapter. You should feel free to refer to the course text and readings (with appropriate citation), the PowerPoint's and your own experience in thinking about research and the research topic. This paragraph is intended as a means of providing "direction" for the chapter - do not edit. Detailed information regarding the content to be added can be found on the main page of the wiki space or in the guidelines on the course homepage.

I. Introduction to Research
The purpose of research is to create a systematical study that allows one to investigate a problem and use an inquiry based approach ( Beebe, 2010, personal communication). What is educational research? It explores behaviors, practices and policies that affect learning of students and methods of instruction ( Beebe, 2010, personal communication). The most popular type of research to use in education is empirical research. Empirical research is a research that relies on knowledge and theories that are or have been based from experiments or experience. As educators, teachers naturally practice research in the classroom. Students' responses to daily lessons and activities act as informal data to propel teachers to adjust as needed. However, to keep research accurate, its results should not rely on any one teacher’s experience alone. In order to validate any classroom research, research subjectivity, issues of powers, and the positionality of the researcher must be observed.

Validating research entails the use of instruments to ascertain the approximate reality of research findings. This is a very important aspect of research because of the subjective nature of data interpretation i.e. two distinct researchers looking at the same data may see different phenomena. The instruments used in validating research therefore provide a criteria to which independent findings and interpretations can be correlated.

Subjectivity in simple terms means the interpretation made on given data by a researcher. Every interpretation is subject to error regardless of the method used, this is why deductions are only conseidered to be approximate and never 100% reality. Issues of power refer to the interactions betweeen the teacher and the students involved in the research process. For example, are the students willing participants of the research? Are the consents of the students or the appropriate authority over the students obtained before disclosure or use of research findings beyond the classroom?

The positionality of the researcher deals with the "the role" of the researcher i.e is his role to observe objectively without getting involved actively as is the case in quantitative research or is it to capture data through active participation and keen attention as is true of qualitative research? (eventhough there are arguments to the effect that a researcher can never be "objective"). Primarily, the type of research design guide the positionality of a researcher. However, there are other factors such as culture, ethnicity, social hierarchies, power relations (i.e "insider" or "outsider") e.t.c that also exert some influence on the positionality of a researcher.

Educational research is a valuable instructional tool; whether it is applying or translating findings, conducting a study or participating in organized study, educational research enhances the effectiveness of teachers and the learning experience of students. Integrating research in learning activities promotes learning through inquiry and develops critical problem solving skills as students collaborate in collecting, analyzing, interpreting and presenting data to answer a question, support a hypothesis or solve a problem. (McCord, Olivia Love; Brown Lora Beth. 2009. Research in the FCS Secondary Classroom).

II. Research Approaches

There are three types of research approaches, there is the basic research approach which is mostly aimed at replicating, developing, extending or integrating a theory with a potential for future application to benefit the populace. This kind of research is mostly medical in nature, science-oriented and bases its design on large bodies of systematic empirical evidence. Then there is the applied research; this type of research is problem oriented, solution focused and aimed at immediate application. Finally, there is the evaluative research which seeks to examine the effectiveness of a program or the viability/potential of a proposed project or program. (Beebe, 2010, personal communication)

Empirical research which is widely used in the sciences (basic) studies data either qualitatively or quantitatively. “Quantitative data is data in the form of numbers while qualitative data is not in the form of numbers”. (Punch, p.3) Sometimes, both forms of data are used in a research depending on the research question(s) been explored. After a question/problem/obstacle is created, the scientific method is set into motion. The scientific method provides a foundation to design one’s research. It is helpful in both the pre-empirical stage and empirical stage.

==There are many angles from which a literature review can be approached. You could be looking at the theoretical arguments and premises of your subject, maybe the paradigms and methodology, policies that have been adopted or maybe quantitive (effectiveness of new procedures) or qualitative research (case studies.). Although many strands of literature reviews will intertwine and cross over at some point, it is very important that you define the standpoint of your review and understand its parameters, or there is a very real danger that you may stray from the point of your review (Ridley, 2008). Reference==

IIA. Ways of Knowing
In general, there are four ways or methods by which we can ascertain the truth of something. First, we can know something is true because we trust the source of the information. For example, we may read a textbook or review a research study. We can also use references. In both cases, the information has been revealed to us and we trust the source of the information. Second, we may know something is true through intuition or personal inspiration. We may feel strongly that we have been "guided" to truth through an insight that is unique and personal. A third way of knowing is through personal experience. This is often a powerful approach to many people. We all tend to learn from and remeber experiences. A fourth way of knowing is through reason or thinking logically and critically about the first three. Which is what you have to do in research as a whole to come up with and satisfy your truth in knowing and believing what is sufficient.

5IIB. Quantitative Versus Qualitative
There are several different types of research that can be conducted. (Punch, 2009, p. 2) There is //empirical//, //quantitative,// and //qualitative// research (Punch, 2009, p. 2-3). Empirical research refers to what can be observed and refers to one’s personal experiences (Punch, 2009, p. 2-3). Quantitative and qualitative research does primarily rely on gathered and collected data from field observations. Punch states that quantitative research is an empirical research where the data looked at- is in the form of numbers. He also states that qualitative research is empirical research where the data is not in the form of numbers (Punch, 2009, p. 3).

Empirical research has two subtypes: quantitative and qualitative data (Punch, 2009, p. 3). The differentiation between quantitative and qualitative research depends on the perceivable nature of the data (Punch, 2009, p. 4). The data differs in how it is observed and interpreted. They both incorporate a way of thinking approach (Punch, 2009, p. 3). Quantitative research identifies how the data was observed and interpreted using a numerical approach to analyze the data. While qualitative research has emphasis on the methodology of the of data being observed mainly in the form of words.

III. Research Language
Some might find the research language overwhelming and quite intimidating. One has to filter the information to make sure they have made the best choices to support your paper. There is key terminology that one must know in order to begin or conduct research. The definitions of typology, statistical probability, meta-analysis and inductive reasoning are just a few key terms that are very significant. A glossary of research terms is very useful.

In addition to a glossary, there is a general way that research papers are written. They follow the same pattern. They begin with abstracts and go on to review the literature over the topic they are researching. From there they write about the participants, methodology, results, and the discussion over the implications for education. All of this is written in a very concise language that includes lots of statistical information and citings over previous research.

=IIIA. Constructs= Things that we study that can't be measrued directly are considered to be constructs (Beebe, 2010, lecture). A construct may be represented with abstract abilities and traits (Beebe, 2010, lecture). It allows the person to meaure the data with conceptual presumptions. A construct can be used it you are measuring something indirectly. If a construct is used, it should be defined (Beebe, 2010, lecture). Constructs should not be used if you are researching data for validity and accuracy reflecting real world results.

IIIB. Variables
The variables of research are the factors that impact the research process.There are two types of variables, the independent variables also known as the. “ifs” and the dependent variables also known as the “thens” of research. The independent variables encompass all the mediating and moderating factors that are capable of confounding the research process i.e lack of access to technology. An independent variable can be used to measure the control of a certain group or procedure. This can also change depending on factors that you may have no control over. How the data is impacted can create a confounding variable. A confounding variable can be experienced when something happens and you only have some control (Beebe, 2010, lecture). The dependent variables of research are the outcomes of research and rely on the independent variables. The way research is set up influences the outcomes of the research. For example, in my research if I use four-person peer tutoring versus two-person peer tutoring the level at which the students learn and comprehend are going to depend upon that set up. For any given research, there’s always a broad constellation of influential variables that impact the research process. These variables may be beyond the control of the researcher or may be efficiently accounted for through effective research design. Some of the uncontrollable variables have the potential to distort and/or sometimes frustrate research efforts. (Ewert, Alan; Sibthorp, Jim. 2009. Creating Outcomes through Experiential Education: The challenge of Confounding Variables).

IIIC. Research Questions
Research questions are developed in response to a problem or a deep desire to improve the current state of things. The process to develop a research question is to start by brainstorming and determining: what do I want to know more about?, what problems am I facing in my classroom?, how can I improve my practices as a teacher?, e.t.c. After generating a research question, the next phase requires that you state a rationale for the research i.e why is this research important and how does it relate to teaching and learning in my classroom? Then comes the hypothesis, a hypothesis includes both the research questions the outcomes you hope to see from your research effort( Beebe , 2010, personal communication).

The research process should begin by idenitfying what is happening in your classroom. Research your own teaching (Beebe, 2010, lecture). Is student learning a reflection of your teaching, and how the students are impacted by this form of teaching. Next, link quantitative data with qualitative data evaluating your teaching methods. Then, research ideas on how to engage and include the learner in this process. Compiling ideas in relation to questioning to develop methods of instruction. Implement the new instruction derived from your questions to collect data. The data should be used to inform teaching (Beebe, 2010, lecture)

The pre-empirical stage of research is as important to the overall process as any other step. When one is developing research ideas the questions they start with must be fully analyzed, clarified, and thoroughly dissected. These questions should be stated as a list of empirical research questions. These questions are the driving force behind the research but at no point are they set in stone. With the empirical research these questions can change and be altered. They can take on different paths as the research is done and for that reason the research question should always remain the main focus while not being stagnant.

.

IIID. Hypotheses
They hypothesis is a statement about the nature of the relationship between different variables. The hypothesis is typically based upon findings. It is the prediction as to what the empirical research is going to reveal. During the stage of finding literature to support the research it is plausible that the hypothesis will be formed based upon what the literature reveals. (Beebe, 2010, lecture)

IV. Research Ethics
It is very important that research be conducted __in valid and reliable way to get true results__. When conducting research you have to be able to clearly prove evidence of a well researched topic -by using creditable and reliable sources in your investigation. That proof can come in the form of a variety of different ways; it can come from data, research, or studies that have already been conducted- to substantiate or disprove a theory. Ethical guidelines must be in place and maintained throughout research. These concerns include issues of integrity, harm, and consent. Basically, the researcher needs to ensure that the research is meaningful and be within his competency. He should also make sure no adverse affects result from the research. This includes present or future harm. Finally the researcher must ensure that there is no breach in confidentiality and that that is expressed consent as appropriate. When consent is provided, the researcher should disclose how findings will be distributed.

V. Selection of a Research Topic
Picking a research topic should be a well thought out process; and it should be something that you have a specific interest in. It is very important that research be conducted __in valid and reliable way to get true results__.

When selecting a research topic identify what is happening as a direct result of your teaching. Identify a problem that you may be experiencing. Think about what you would like to do differently. Next, decide what it is that you want to know about your teaching and student learning. Then, find articles that provide research data regarding your problem with proven evidence of reliablity and validity.

VI. Summary
Educational research does play a very important role in the course of the U.S. educational system today. It allows educators to review studies, ask questions based on finding, and analyze data to determine the direction and the future of educational practices. With analysis educators are able to implement new strategies to make the learning process more effective for students. Educators will constantly continue to question the way schools and classrooms are run which will lead to more research. The thriving force behind research is to meet the ultimate goal of making classrooms as efficient as possible for the students. This is the intention that all educators possess. 