For the past couple of weeks, I have been working on my final project. I chose to go the route of creating a youth program utilizing the CATE OBPE model. Although parts of my paper have already been formed for the research proposal option, I felt that I would learn more from endeavoring to truly understand the OBPE model. Librarians play many roles in a library, something that not many people outside of the Library world can truly appreciate. However, in order to fulfill these diverse roles, one must learn a diverse amount of library information. I chose this particular genre of research because of the focus on youth - as I hope to become a children's librarian at some point. One of the many hats a children's librarian wears, is the hat of children's program creator and director. Therefore, learning and applying the CATE OBPE model seemed the logical direction for me to take. Additionally, my focus thus far has been on Summer Library Reading Programs (SLRP's), which is a first step for this paper. So, I took what I learned from the previous assignments on SLRP's and applied that information in order to create a more successful program using the CATE OBPE model. In fact, I enjoyed creating a SLRP, and now feel more confident that I can impact youth services through this new information coupled with my new understanding of research design and methodology.
There is an interesting point about the OBPE method that I would like to expound on. One aspect of the CATE OBPE model is to gather information. This can be conducted through surveys and focus groups, and gathering the data qualitatively and/or quantitatively. However, as I was reading through the examples that the book gave, as well as creating my own information gathering methods, I discovered that surveys and focus groups would most likely require honing through trial and error. This is similar to conducting action research on one's own information gathering methodology. Ultimately, nothing is perfect - although we strive for this perfection - and can be changed over time. Admitting this point is key to ensuring that change can and will be done to keep furthering the children's programs. I do believe that this type of 'action research' would be akin to the evaluation step described in the CATE OBPE model.
I was recently sent an email to my gmail account that I use specifically for library school and librarian related information, regarding a research grant. I skimmed the email very briefly, only to be reminded about it in the online D2L forums. So, I figured that I would revisit the grant, and endeavor to understand what it was about and if it related to this course in research. Sure enough, it proved to be everything it was made out to be. Essentially, it's a grant to encourage small scale research projects related to the YALSA agenda. The proposal is supposed to be approximately 1-2 pages, and include the following elements:
a. Title
b. Objectives
c. Problem Statement/Questions to be Answered
d. Methodology, including how data will be collected and analyzed.
e. Significance of the project, in light of previous research.
f. Projected timeline (Project should be completed within a 12 to 18 month period, and a report filed with YALSA within six months of completion of the study.)
g. Indicate the way that the money will be used.
h. Brief biographical data on researcher on a separate sheet, with contact information including e-mail, as well as the researcher's ALA membership number.
Many of these steps are explained directly in the Creswell book, as well as some pointing to information I have recently read in the book describing the CATE OBPE model. My only 'problem' with the entire proposal is the length requirement. How one can fit so much vital information in 1 - 2 pages, is beyond me. However, it was certainly interesting to see the research process in play. The following is the link for the grant: http://www.ala.org/yalsa/awardsandgrants/franceshenne
In conclusion to my research journal, and as I look to the future, I feel that I have come to the point where I am now have the ability to truly understand libraries better through secondary and primary research. Furthermore, I feel more qualified knowing that I have the basics to potentially apply and conduct the various research methods I have learned over the semester to help further and facilitate a stronger library system.
Sunday, November 27, 2011
Sunday, November 20, 2011
CATE OBPE
This week I began reading Dynamic Youth Services through Outcome-Based Planning and Evaluation, an ALA publication on the CATE OBPE programming model. As I'm reading, I'm trying to see if this type of outcome-based planning has been utilized in my own local library, in addition to considering how I could apply this model for my final project. Presently, I'm about two-thirds of the way through the book, and have thus far discovered many connections to material that I've learned in library school.
One such connection is in reference to how outcomes are measured, discussed on page 9. "One important difference between inputs and outputs, on the one hand, and outcomes, on the other, is that inputs and outputs are most frequently measured quantitatively, whereas outcome measures are some quantitative but often qualitative". I happily discovered that I understood immediately what the differences were in reference to the two types of measurements and two types of research design methods. Reading the Creswell book, as well as published literature on research design, really gave me a comprehensive understanding of qualitative and quantitative methods. Sometimes, when one is 'tested' in the real world, one can truly know if one understood the material learned. This is definitely how I feel at this point.
The most interesting point that relates to the course material on research design, is the aspect of action research corresponding to the interactive model of OBPE. The Project CATE Outcome-Based Planning and Evaluation Model is very similar to action research in the sense that it is continuously being re-evaluated and evolves over time. When I think of action research, I find it most helpful to think of the spiral diagram and the article I read on action research: Gordon, C. A. (2008). A never-ending story: Action research meets summer reading. Knowledge Quest, 37(2), 64-41. This particular piece of literature showed me how action research works practically, and is helping me understanding the ever evolving OBPE model as well. Once a program is implemented based on the CATE OBPE model, it requires re-assessment and thereby remodeling as time goes on. Factors that assisted in the creation of the program may change over time, thus necessitating the reassessment.
Another aspect I found fascinating was in relation to youth and parental permission, which coincides with the recent reading in Representing Youth. The authors of Dynamic Youth Services discuss how a parent or guardian needs to give permission for a child to participate in a study. Of course, this is the idea of potential gatekeepers in play, as well as our IRB training. However, what the authors focused on was that this permission only need to be given in "extraordinary evaluation study". Children who "filled out program evaluations and voluntarily answered questions about how they used the library as part of the library's ordinary responsibility of getting input from the public". However, when children were videoed, even though the videos were only shown to library staff, parent consent was necessary. Somehow, the informal atmosphere of the first method of information gathering did not qualify as an "extraordinary evaluation study", and thereby did not need informed parental consent. I was previously unaware that there was a difference, and wonder how the library came to this conclusion. However, I do see the merits in the informal evaluations as not requiring parental permission.
The last connection I discovered while reading this book on the OBPE model, was how much my 204 management class will come into play if spearheading such a program. Although the professor I had for 204 unfortunately did not connect much of our material to libraries, I can now see how to apply the managing information to creating and implementing a CATE OBPE type of program. For instance, page 54 brings up the topic of "developing a culture of evaluation" in order to even begin to develop an Outcome-Based Planning and Evaluation Project. One suggestion presented by the authors to help staff feel comfortable with an evaluation, is to begin with a Level I project. This is simple to implement and easy to understand and therefore will bolster confidence among workers and inspire them to want to try something more difficult, such as a Level II or Level III project. A good manager understands the need to get one's employees on board, and this is such a case. Another idea brought up in the book to reinforce confidence among staff is to present previously published literature of successful CATE OBPE projects in other libraries.
One such connection is in reference to how outcomes are measured, discussed on page 9. "One important difference between inputs and outputs, on the one hand, and outcomes, on the other, is that inputs and outputs are most frequently measured quantitatively, whereas outcome measures are some quantitative but often qualitative". I happily discovered that I understood immediately what the differences were in reference to the two types of measurements and two types of research design methods. Reading the Creswell book, as well as published literature on research design, really gave me a comprehensive understanding of qualitative and quantitative methods. Sometimes, when one is 'tested' in the real world, one can truly know if one understood the material learned. This is definitely how I feel at this point.
The most interesting point that relates to the course material on research design, is the aspect of action research corresponding to the interactive model of OBPE. The Project CATE Outcome-Based Planning and Evaluation Model is very similar to action research in the sense that it is continuously being re-evaluated and evolves over time. When I think of action research, I find it most helpful to think of the spiral diagram and the article I read on action research: Gordon, C. A. (2008). A never-ending story: Action research meets summer reading. Knowledge Quest, 37(2), 64-41. This particular piece of literature showed me how action research works practically, and is helping me understanding the ever evolving OBPE model as well. Once a program is implemented based on the CATE OBPE model, it requires re-assessment and thereby remodeling as time goes on. Factors that assisted in the creation of the program may change over time, thus necessitating the reassessment.
Another aspect I found fascinating was in relation to youth and parental permission, which coincides with the recent reading in Representing Youth. The authors of Dynamic Youth Services discuss how a parent or guardian needs to give permission for a child to participate in a study. Of course, this is the idea of potential gatekeepers in play, as well as our IRB training. However, what the authors focused on was that this permission only need to be given in "extraordinary evaluation study". Children who "filled out program evaluations and voluntarily answered questions about how they used the library as part of the library's ordinary responsibility of getting input from the public". However, when children were videoed, even though the videos were only shown to library staff, parent consent was necessary. Somehow, the informal atmosphere of the first method of information gathering did not qualify as an "extraordinary evaluation study", and thereby did not need informed parental consent. I was previously unaware that there was a difference, and wonder how the library came to this conclusion. However, I do see the merits in the informal evaluations as not requiring parental permission.
The last connection I discovered while reading this book on the OBPE model, was how much my 204 management class will come into play if spearheading such a program. Although the professor I had for 204 unfortunately did not connect much of our material to libraries, I can now see how to apply the managing information to creating and implementing a CATE OBPE type of program. For instance, page 54 brings up the topic of "developing a culture of evaluation" in order to even begin to develop an Outcome-Based Planning and Evaluation Project. One suggestion presented by the authors to help staff feel comfortable with an evaluation, is to begin with a Level I project. This is simple to implement and easy to understand and therefore will bolster confidence among workers and inspire them to want to try something more difficult, such as a Level II or Level III project. A good manager understands the need to get one's employees on board, and this is such a case. Another idea brought up in the book to reinforce confidence among staff is to present previously published literature of successful CATE OBPE projects in other libraries.
Tuesday, November 15, 2011
Controversial Topics and Children's Programs
When I'm really into a class and it's subject, I tend to 'accidentally' see the topic everywhere. This is akin to learning a new word, and it suddenly pops up everywhere in daily life. Yesterday I had an awful stomach virus, and spent most of my day on the couch sleeping and watching old flicks. An old favorite of mine is A Knight's Tale with Heath Ledger who plays Sir Orrick. In Sir Orrick's entourage is a female blacksmith among the four other males. After a particularly difficult episode between Sir Orrick and his love, the entourage was standing together commenting on what had happened. One of the men said: "Women! Hey?" He was standing right next to the female blacksmith and essentially talking to her. For a moment, she was such an 'insider' to the male group that her status as the "least-gender" was suddenly overlooked. In the movie she gives the man who made the comment a dirty look, however as a researcher, such a comment shows how she had achieved a helpful rapport with the other men.
Respecting Youth is a really wonderful compilation of research on youth. Most of the chapters we have read thus far have been related to ethnographic designs; personal stories laced with useful information on youth. I'm finding that this is really giving me a feel for how ethnography works, and I have come to respect this type of design in relation to studies on children. I believe that ethnography really assists a researcher in understanding youth from a child's vantage point. Making oneself into a "least-adult" also allows for a researcher to study children from a "least-adult" point of view.
The last few chapters assigned to us addressed some more controversial topics, yet concepts necessary for truly understanding methodological issues in youth studies: race, gender, and homosexuality. I think that the foremost idea that I learned from these chapters is that these types of topics need to be realized and thereby addressed by the researcher. Similar to memory and youth, the differences between race, gender, and sexual preferences, can affect how the researcher conducts and concludes a study. Sometimes, people tend to ignore any type of controversy, as avoiding conflict is certainly simpler than facing it head on. However, the idea here is that this is not possible when conducting research. There are undertones and overtones of these topics, and accepting and addressing their existence is a key factor in good research.
Although I was sick this week, I attended a children's program at my local library in order to write my program observation and evaluation paper. As a mother of three with one on the way, and the oldest of six siblings, there is a lot about children that I understand. However, I have also learned that there is so much to learn about children and their behavior. I graduated with a Bachelor's in Psychology and I took a few of the required child development classes.They taught me a lot about children, and the reasoning behind their behavior. While I was at the children's story-time program today, I noticed a few things about the children there that I felt could be better understood if I was more educated in child psychology and child development. As a youth researcher, I sincerely believe that taking general classes on child behavior would be vital in helping to understand children in a study.
Now that my small paper is mostly completed, and my group discussions are winding up, I can finally focus on my final project. Although I haven't completely decided yet, I think I would like to endeavor to write the paper on designing a youth program. It's challenging due to the time crunch, especially because of the bunched up assignments and the early due date. However, it seems fascinating and interesting. Our next book Dynamic Youth Services, is an integral component to this assignment, and is assigned to be read from now until the end of the semester.
Respecting Youth is a really wonderful compilation of research on youth. Most of the chapters we have read thus far have been related to ethnographic designs; personal stories laced with useful information on youth. I'm finding that this is really giving me a feel for how ethnography works, and I have come to respect this type of design in relation to studies on children. I believe that ethnography really assists a researcher in understanding youth from a child's vantage point. Making oneself into a "least-adult" also allows for a researcher to study children from a "least-adult" point of view.
The last few chapters assigned to us addressed some more controversial topics, yet concepts necessary for truly understanding methodological issues in youth studies: race, gender, and homosexuality. I think that the foremost idea that I learned from these chapters is that these types of topics need to be realized and thereby addressed by the researcher. Similar to memory and youth, the differences between race, gender, and sexual preferences, can affect how the researcher conducts and concludes a study. Sometimes, people tend to ignore any type of controversy, as avoiding conflict is certainly simpler than facing it head on. However, the idea here is that this is not possible when conducting research. There are undertones and overtones of these topics, and accepting and addressing their existence is a key factor in good research.
Although I was sick this week, I attended a children's program at my local library in order to write my program observation and evaluation paper. As a mother of three with one on the way, and the oldest of six siblings, there is a lot about children that I understand. However, I have also learned that there is so much to learn about children and their behavior. I graduated with a Bachelor's in Psychology and I took a few of the required child development classes.They taught me a lot about children, and the reasoning behind their behavior. While I was at the children's story-time program today, I noticed a few things about the children there that I felt could be better understood if I was more educated in child psychology and child development. As a youth researcher, I sincerely believe that taking general classes on child behavior would be vital in helping to understand children in a study.
Now that my small paper is mostly completed, and my group discussions are winding up, I can finally focus on my final project. Although I haven't completely decided yet, I think I would like to endeavor to write the paper on designing a youth program. It's challenging due to the time crunch, especially because of the bunched up assignments and the early due date. However, it seems fascinating and interesting. Our next book Dynamic Youth Services, is an integral component to this assignment, and is assigned to be read from now until the end of the semester.
Wednesday, November 9, 2011
Memory
Well, I finally spoke to someone at the CDC in regards to the random survey letter they sent out notifying participants of their voluntary immunization telephone survey. Although I was happy to help such an important institution, I was also curious to analyze their research survey. Here are some of my observations. Firstly, I was told that the survey should take about 15 minutes, when in essence it took about 23 minutes in total. I found this particularly disturbing because I thought that the woman who I was speaking with spoke extremely fast; this was a unique experience coming from someone who was constantly reminded by her entire family throughout high school to slow down and speak slower. Another item I didn't appreciate was that most of the questions did not pertain to my 3 year old's actual immunizations, even though the CDC's letter did state that this would happen to a certain extent. I felt misinformed. Some of the aspects that I did appreciate was the fact that at the very beginning, I was clearly told that this was voluntary, that the information I provided would be protected, and that everything was being recorded. Also, the phone survey allowed me to ask certain questions to be clarified by a real person, whereas in a written survey the participant does not have the ability to do this and may answer incorrectly without meaning to. Overall, I found the survey to be a great learning experience in regards to research surveys.
One of the focuses in Representing Youth this week was the idea of how memory affects a researcher, particularly when it comes to studying children. This is because most people endeavor to relate to what they are researching, and the way that this is done is through memories of one's past childhood. In fact, the author states in chapter 10 that "when I heard Mallory describe her thinking process about buying clothes - that when you go into a store, whether you have the money or not, you might buy something - I invoked memories of my contrasting adolescence". (p. 262) Then she states that "her defense... [was] a reflection of how invisible her privilege was to her". (p. 262) Although I can truly relate to this idea, and definitely agree with it, I did find one aspect sorely missing from the overall chapter. Memory causes bias! I was unsure as to why she hadn't discussed this topic, since it's clear to me from the aforementioned case that not only did memory play an integral role in understanding Mallory, it also created a bias in understanding where Mallory was coming from. I think that an important element in researching anything, and especially youth where memory plays such a huge part, is that one has to realize that they are somewhat biased and to try to remove that bias as best as possible.
The chapter on lurking as an ethnographic method of research was particularly interesting. Last Spring semester I took a course on Web 2.0 with Lori Bell that I absolutely loved. She really educated us well in the vast realm of new social media, and one topic we covered was 'lurking'. We learned how lurkers were important to online communities, however did not contribute much in the way of socialization for others. Learning about lurking in the spring really helped me understand this chapter much better than I would have otherwise.
This week we've been focusing on posting our initial long ideas and also commenting on other classmates' ideas on gatekeepers and least-adults. Once again I feel frustrated with the lack of contribution by certain team members. Of course, at the beginning I also was unable to focus on my literature review and contribute my long initial post to the forum. However, there always seems to be those that are motivated to contribute and discuss ideas, and others that are not. Understanding that people are so different, is another great thing to keep in mind when conducting research. Although the sky may look light blue to me, my friend may call it light turquoise. Personalities play a large role in how things are done and perceived.
One of the focuses in Representing Youth this week was the idea of how memory affects a researcher, particularly when it comes to studying children. This is because most people endeavor to relate to what they are researching, and the way that this is done is through memories of one's past childhood. In fact, the author states in chapter 10 that "when I heard Mallory describe her thinking process about buying clothes - that when you go into a store, whether you have the money or not, you might buy something - I invoked memories of my contrasting adolescence". (p. 262) Then she states that "her defense... [was] a reflection of how invisible her privilege was to her". (p. 262) Although I can truly relate to this idea, and definitely agree with it, I did find one aspect sorely missing from the overall chapter. Memory causes bias! I was unsure as to why she hadn't discussed this topic, since it's clear to me from the aforementioned case that not only did memory play an integral role in understanding Mallory, it also created a bias in understanding where Mallory was coming from. I think that an important element in researching anything, and especially youth where memory plays such a huge part, is that one has to realize that they are somewhat biased and to try to remove that bias as best as possible.
The chapter on lurking as an ethnographic method of research was particularly interesting. Last Spring semester I took a course on Web 2.0 with Lori Bell that I absolutely loved. She really educated us well in the vast realm of new social media, and one topic we covered was 'lurking'. We learned how lurkers were important to online communities, however did not contribute much in the way of socialization for others. Learning about lurking in the spring really helped me understand this chapter much better than I would have otherwise.
This week we've been focusing on posting our initial long ideas and also commenting on other classmates' ideas on gatekeepers and least-adults. Once again I feel frustrated with the lack of contribution by certain team members. Of course, at the beginning I also was unable to focus on my literature review and contribute my long initial post to the forum. However, there always seems to be those that are motivated to contribute and discuss ideas, and others that are not. Understanding that people are so different, is another great thing to keep in mind when conducting research. Although the sky may look light blue to me, my friend may call it light turquoise. Personalities play a large role in how things are done and perceived.
Thursday, November 3, 2011
Gatekeepers and Least-Adults
According to the chapter in Amy Best's book about youth and research, putting oneself in a 'least-adult' type of position while conducting research, yields better and more in-depth results. The chapter was written from the point of view of an ethnographic researcher who places herself in a kindergarten and first grade school setting over two semesters in a foreign school. She describes her experiences as a least-adult, and how she felt she accomplished this role. Her descriptions reminded me of my years spent as a camp counselor. As a pre-teen and teenager, I spent many summers working in summer camps with young girls of varying ages. I hoped to make their summers fun and exciting, without too much structure and stress. As a kid I personally felt that sometimes camp could be almost as rigid as school, and wanted to avoid that issue. Reading about the concept of a least-adult brings me back to those times because in essence, I tried very hard to put myself in that position. However, since I was the older counselor or perhaps even only counselor at times, I didn't have the luxury of maintaining that status consistently. Therefore, although in some instances I successfully integrated as more of a peer among the campers, for the most part they viewed me as a someone who was on a higher rung hierarchically.
One point that I thought was extremely insightful in the Amy Best book, was the fact that children are their own gatekeepers on a certain level. This concept made me smile. As a mother of three kids, I can certainly see how this is true. To a certain extent, this is true for every person - young and old. Everyone has the ability to be their own gatekeepers, children notwithstanding. I suppose that their young age throws off the average adult in thinking that they might have this potential, however, it's truly not surprising. Even my little three year old makes decisions to include me or not when playing.
There was a recent discussion in reference to narrowing or broadening the topic for our literature reviews. I found myself empathizing with the dilemma, because when writing papers, I find that there are always more resources and great information to make the research even more complete. However, Joanne mentioned that there is a point that one has to decide to just stop. For my 200 class I wrote a comprehensive paper on Jewish libraries during the Holocaust, and the relating censorship and book burning by the Nazi's. The amount of knowledge that I could have included in that paper never ended. However, I had a certain word requirement and knew that if I became too broad in my topic and information, I would lose my audience. Keeping that in mind will certainly help me write the literature review correctly.
I went through the King Library's literature review slide presentation, something I found extremely helpful. One aspect that I'm somewhat embarrassed to admit, is the fact that I didn't realize that writing this type of literature review is in actuality different than the literature review one finds in a research article. Some great ideas that were covered are as follows: Be sure that the paper synthesizes key theories and results. Describe, evaluate, and critique many resources. Discuss how the topic has evolved and made a difference. The presentation also reminded me of an important writing point - that my paper should contain an introduction, a body, and a conclusion. When I was in high school, we learned how to write a "five paragraph thesis", which essentially taught us how to set up these three aspects of a paper. I'm constantly utilizing this concept when writing papers.
The introduction should include some important points. 1)Provide context and reason for reviewing the literature chosen. 2) Find these points: overall trends? conflicting theories? gaps in the research? new perspectives? a single problem? 3) State the reason for reviewing the literature, and explain the criteria used in analyzing the literature and explain how the facts have been organized. In other words, describe the scope chosen - why certain ideas have or haven't been included. The body should be organized; and I've chosen to organize thematically. Lastly, the conclusion should summarize important parts, discuss any flaws or gaps, and present insight into the overall topic. These guidelines will prove extremely useful when organizing my paper.
One point that I thought was extremely insightful in the Amy Best book, was the fact that children are their own gatekeepers on a certain level. This concept made me smile. As a mother of three kids, I can certainly see how this is true. To a certain extent, this is true for every person - young and old. Everyone has the ability to be their own gatekeepers, children notwithstanding. I suppose that their young age throws off the average adult in thinking that they might have this potential, however, it's truly not surprising. Even my little three year old makes decisions to include me or not when playing.
There was a recent discussion in reference to narrowing or broadening the topic for our literature reviews. I found myself empathizing with the dilemma, because when writing papers, I find that there are always more resources and great information to make the research even more complete. However, Joanne mentioned that there is a point that one has to decide to just stop. For my 200 class I wrote a comprehensive paper on Jewish libraries during the Holocaust, and the relating censorship and book burning by the Nazi's. The amount of knowledge that I could have included in that paper never ended. However, I had a certain word requirement and knew that if I became too broad in my topic and information, I would lose my audience. Keeping that in mind will certainly help me write the literature review correctly.
I went through the King Library's literature review slide presentation, something I found extremely helpful. One aspect that I'm somewhat embarrassed to admit, is the fact that I didn't realize that writing this type of literature review is in actuality different than the literature review one finds in a research article. Some great ideas that were covered are as follows: Be sure that the paper synthesizes key theories and results. Describe, evaluate, and critique many resources. Discuss how the topic has evolved and made a difference. The presentation also reminded me of an important writing point - that my paper should contain an introduction, a body, and a conclusion. When I was in high school, we learned how to write a "five paragraph thesis", which essentially taught us how to set up these three aspects of a paper. I'm constantly utilizing this concept when writing papers.
The introduction should include some important points. 1)Provide context and reason for reviewing the literature chosen. 2) Find these points: overall trends? conflicting theories? gaps in the research? new perspectives? a single problem? 3) State the reason for reviewing the literature, and explain the criteria used in analyzing the literature and explain how the facts have been organized. In other words, describe the scope chosen - why certain ideas have or haven't been included. The body should be organized; and I've chosen to organize thematically. Lastly, the conclusion should summarize important parts, discuss any flaws or gaps, and present insight into the overall topic. These guidelines will prove extremely useful when organizing my paper.
Saturday, October 22, 2011
Quiet Week
I made an effort to call the CDC in order to participate in their survey. Although they weren't available at the time, I still hope to be able to participate. Sometimes the most effective method in understanding a concept is to actually experience it firsthand. One of our upcoming assignments is to join a youth program, and analyze it as a researcher. The purpose behind the analysis is similar to my desire to participate in the CDC's survey research. Perhaps after my literature review has been handed in, I will have the ability to realize this desire.
I finally finished reading the Creswell book, with the last two chapters on the purpose statement and on research questions and the hypothesis. Both chapters provide wonderful basic insights into setting up these aspects of a research paper, with actual scripts and useful word usage dedicated to the three different research designs. This information would assist in creating a base for my own research project, something that I can come back to when required.
According to Creswell, the purpose statement discusses "why you want to do the study, and what you intend to accomplish". Essentially, it's all about the intent and not really about the problem or issue that necessitates the research study. Additionally, the purpose statement is a vital piece of the puzzle that should be written separately from the introduction or other areas of a research paper. In regards to the research questions and hypotheses, Creswell eloquently states that "from the broad, general purpose statement, the researcher narrows the focus to specific questions to be answered or predictions based on hypotheses to be tested". These are perfect guidelines for writing the next section of a research study paper.
Creswell mentions a key element to a successful paper; a concept he calls 'signposts' for the reader. Each section should be clearly defined or delineated, to help the reader truly understand the steps of the process when reviewing the study. I also believe that creating these signposts will help guide the researcher along the study being conducted. I remember mentioning earlier in the semester that the reason I liked quantitative research was because I appreciated the step by step and clear process of an experiment, similar to conducting a science fair project. Ultimately, the research process and paper written on the study, adheres to a similar framework of step by step guidelines.
I finally finished reading the Creswell book, with the last two chapters on the purpose statement and on research questions and the hypothesis. Both chapters provide wonderful basic insights into setting up these aspects of a research paper, with actual scripts and useful word usage dedicated to the three different research designs. This information would assist in creating a base for my own research project, something that I can come back to when required.
According to Creswell, the purpose statement discusses "why you want to do the study, and what you intend to accomplish". Essentially, it's all about the intent and not really about the problem or issue that necessitates the research study. Additionally, the purpose statement is a vital piece of the puzzle that should be written separately from the introduction or other areas of a research paper. In regards to the research questions and hypotheses, Creswell eloquently states that "from the broad, general purpose statement, the researcher narrows the focus to specific questions to be answered or predictions based on hypotheses to be tested". These are perfect guidelines for writing the next section of a research study paper.
Creswell mentions a key element to a successful paper; a concept he calls 'signposts' for the reader. Each section should be clearly defined or delineated, to help the reader truly understand the steps of the process when reviewing the study. I also believe that creating these signposts will help guide the researcher along the study being conducted. I remember mentioning earlier in the semester that the reason I liked quantitative research was because I appreciated the step by step and clear process of an experiment, similar to conducting a science fair project. Ultimately, the research process and paper written on the study, adheres to a similar framework of step by step guidelines.
Tuesday, October 18, 2011
Data Analysis & Writing Ideas
The main topic for this week was data analysis. Similar to almost everything so far in research, data is analyzed differently according to the type of research design. The link provided in the lecture to the University of the West of England's site, presented a clear overview for quantitative data analysis, specifically in relation to statistics: "This is the process of presenting and interpreting numerical data. Descriptive statistics include measures of central tendency (averages - mean, median, and mode) and measures of variability about the average (range and standard deviation). These give the reader a 'picture' of the data collected and used in the research project. Inferential statistics are the outcomes of statistical tests, helping deductions to be made from the data collected, to test hypotheses set and relating findings to the sample or population." Numbers, numbers, numbers! Qualitative data seems to be analyzed with more of an inductive process. Once the data has been organized, trying to identify and analyze it to gain insight into the research, is a great qualitative method. Miles and Huberman's process of data analysis was my favorite and I think will prove most helpful. Their three steps are actually ongoing throughout the research process: 1. Data Reduction - This seems to be an analysis of initial data where one is almost brainstorming on the research question using this data. 2. Data Display - This is where the data becomes more organized in order to bring about conclusions. 3. Conclusion Drawing & Verification - Lastly, the researcher decides what his data means and then verifies those concepts. Throughout the data analysis progression, I think that within my organization steps I would want to have everything in tangible form in front of me. It's how I work now on research papers, and believe it to be the best idea for a real research process - both qualitative and quantitative.
The YouTube video and Slideshare presentation, gave over a few great hints. The YouTube video mentioned a website called counselingtechnology.net, which can be useful in creating surveys. I found it to be a simple interface, and there is free membership sign up for certain professional groups. There was a data analysis program for Excel mentioned a lot in the video called EZ Analyze, which may come in handy at some point. The lecturer discussed three interesting hints for survey data analysis. First, code the paper surveys with identification numbers to help input data later for easy analysis. Second, use a code that also contains information relevant to the survey, such as date or area surveyed. Third, every row within a data analyzing program is reserved for a new person's data - not a new idea to an Excel user like me, rather a verification of a sneaking suspicion. The Slideshow brought up the great question of "Why is sampling important?" This is something I ask myself when reading research that utilizes samplings; why is this sampling important to this study, and was it conducted successfully? According to the lecturer, sampling is used to test hypotheses which usually become 'law-like' in the sense that the sampling allows the researcher to infer certain facts from the sampling about the wider population. This inference requires the smaller sampling to validate the wider population correctly, or the internal validity must validate the external validity. Essentially, this sampling is important in both qualitative and quantitative studies, and I thought the Slideshare really put this concept in perspective.
This week I read two of Creswell's chapters on beginning to write a research paper. The first chapter on writing strategies covered some basics that were fleshed out for a clearer understanding with research design applications. What I found most applicable to me was the idea of writing an outline. I've always found this helpful in my writings, and still utilize this strategy today. Creswell writes, "specify sections early in the design of a proposal. Work on one section will often prompt ideas for other sections. First develop an outline and then write something for each section rapidly, to get ideas down on paper. Then refine the sections as you consider in more detail the information that should go into each one." This method was very similar to Franklin's three state model of first developing an outline, then writing a draft and more ideas surrounding the outline, and lastly editing and polishing. These methods are closest to how I write now, but with clearer steps and will therefore hopefully help me become a better writer in general. The one point in this chapter that I have never heard of before, but is fantastic advice, is the idea of a writing warm-up period as a starting exercise for both the mind and the fingers. Maybe this would be a great way to catch up on emails to friends.
The other Creswell chapter I read this week was about writing introductions. Ultimately, all research designs follow the similar pattern of "announc[ing] a problem and just[ifying] why it needs to be studied". When writing this introduction, Creswell's advice is ensuring that the first sentence is a 'narrative hook'. This is very similar to something my husband has been working on in reference to his songwriting. All songs have a hook, a part of the song that makes it memorable to the audience - so memorable in fact, that it's the part of a song that one would sing when thinking of that song. Although a song hook is usually not the first beats or the first stanza, it encapsulates a similar idea to the narrative hook of an introduction. The deficiencies model is a method of writing two pages of the introductory ideas. It contains five points that I discovered to be succinct and a great model to follow. 1. Write about the research problem. 2. Discuss studies that have addressed this problem. 3. Talk about the deficiencies in the aforementioned studies. 4. Discuss the significance of the study for particular audiences. 5. Write the purpose statement.
The YouTube video and Slideshare presentation, gave over a few great hints. The YouTube video mentioned a website called counselingtechnology.net, which can be useful in creating surveys. I found it to be a simple interface, and there is free membership sign up for certain professional groups. There was a data analysis program for Excel mentioned a lot in the video called EZ Analyze, which may come in handy at some point. The lecturer discussed three interesting hints for survey data analysis. First, code the paper surveys with identification numbers to help input data later for easy analysis. Second, use a code that also contains information relevant to the survey, such as date or area surveyed. Third, every row within a data analyzing program is reserved for a new person's data - not a new idea to an Excel user like me, rather a verification of a sneaking suspicion. The Slideshow brought up the great question of "Why is sampling important?" This is something I ask myself when reading research that utilizes samplings; why is this sampling important to this study, and was it conducted successfully? According to the lecturer, sampling is used to test hypotheses which usually become 'law-like' in the sense that the sampling allows the researcher to infer certain facts from the sampling about the wider population. This inference requires the smaller sampling to validate the wider population correctly, or the internal validity must validate the external validity. Essentially, this sampling is important in both qualitative and quantitative studies, and I thought the Slideshare really put this concept in perspective.
This week I read two of Creswell's chapters on beginning to write a research paper. The first chapter on writing strategies covered some basics that were fleshed out for a clearer understanding with research design applications. What I found most applicable to me was the idea of writing an outline. I've always found this helpful in my writings, and still utilize this strategy today. Creswell writes, "specify sections early in the design of a proposal. Work on one section will often prompt ideas for other sections. First develop an outline and then write something for each section rapidly, to get ideas down on paper. Then refine the sections as you consider in more detail the information that should go into each one." This method was very similar to Franklin's three state model of first developing an outline, then writing a draft and more ideas surrounding the outline, and lastly editing and polishing. These methods are closest to how I write now, but with clearer steps and will therefore hopefully help me become a better writer in general. The one point in this chapter that I have never heard of before, but is fantastic advice, is the idea of a writing warm-up period as a starting exercise for both the mind and the fingers. Maybe this would be a great way to catch up on emails to friends.
The other Creswell chapter I read this week was about writing introductions. Ultimately, all research designs follow the similar pattern of "announc[ing] a problem and just[ifying] why it needs to be studied". When writing this introduction, Creswell's advice is ensuring that the first sentence is a 'narrative hook'. This is very similar to something my husband has been working on in reference to his songwriting. All songs have a hook, a part of the song that makes it memorable to the audience - so memorable in fact, that it's the part of a song that one would sing when thinking of that song. Although a song hook is usually not the first beats or the first stanza, it encapsulates a similar idea to the narrative hook of an introduction. The deficiencies model is a method of writing two pages of the introductory ideas. It contains five points that I discovered to be succinct and a great model to follow. 1. Write about the research problem. 2. Discuss studies that have addressed this problem. 3. Talk about the deficiencies in the aforementioned studies. 4. Discuss the significance of the study for particular audiences. 5. Write the purpose statement.
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