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class 3 09/15/08 building research skills

class 3 09/15/08 building research skills. research. the 3 levels of seeing.

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class 3 09/15/08 building research skills

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  1. class 3 09/15/08 building research skills

  2. research

  3. the 3 levels of seeing • All there is to thinking [doing research],” he said, “is seeing something noticeable which makes you see something you weren’t noticing which makes you see something that isn’t even visible.” (Norman Maclean, 1976, p. 92)

  4. the immediately visible • that which is visible but noticeable only to the careful observer • the invisible or the unobservable

  5. all researchers must attend to: • precision and accuracy • precision: exactness of description • accuracy: extent to which we are describing what we say we are describing • bias and efficiency • bias: systematic error in description • efficiency: maximizing the information gathered

  6. the observation “n” problem • how many observations do I need • cost/risk • will my research put someone at-risk or cost someone • resources and constraints • how much time, money etc. do I have • including relevant factors and excluding irrelevant factors • am I observing the right things

  7. framing research questions • There is no such thing as a logical method of having new ideas….Discovery contains “an irrational element,” or a “creative intuition.” (Karl Popper) • building models • a narrative that explains one’s observations

  8. evaluating models • does this model adequately explain new observations • does this model explain observations better than other models

  9. constructing a model • hypothesize the factors involved • hypothesize how they might be related • draw the models • evaluate which one explains the facts best • guesstimate the strengths of paths rules • model must be falsifiable • maximize concreteness • explain as much as possible

  10. Krathwohl: ch 6 the literature review • goals: see page 103 • getting started: • existing reviews • AERA (and other) programs • key articles’ references • people familiar with the area • ERIC

  11. terms • controlled vocabulary • keyword indexing • citation indexing • copy Table 6.1 and keep it in a notebook • copy General Suggestions (p. 121) and keep

  12. ethics

  13. Sieber: Ch 3 • general ethical principles • beneficence • respect • justice

  14. six norms • valid design • competence of researcher • identification of consequences • selection of subjects • voluntary informed consent • compensation for injury

  15. writing

  16. quotations fewer than 40 words • Price (1982) wrote, “Interventionists make efforts to teach and typically do expect mastery, whereas anti-interventionists avoid teaching what they perceive as difficult, because they fear that children will be harmed by unreasonable expectations for mastery” (p. 282). • Price (1982) wrote that the “interventionists make efforts to teach and typically do expect mastery, whereas anti-interventionists avoid teaching what they perceive as difficult, because they fear that children will be harmed by unreasonable expectations for mastery” (p. 282).

  17. more than 40 words • Ayers (1993) observed, We experience our own culture from the deepest levels toward the surface, and so our own culture can be largely invisible to us. . . . When we look at another culture, however, we tend to see the surface first, and we may fail to probe toward the deeper well-springs of meaning. This, too, can cut us off, and make culture and other people invisible. (p. 79)

  18. references: APA 215 ff. paperspresented at conferences Lee, K. (2001, April). Not the united colors of Benetton: Language, culture, and peers. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. articles in press (make sure still in press) Vasconcelos, T. (in press). Conversations around the large table. Early Education and Development.

  19. unpublished dissertation Chung, S. (1999). Unpacking child-centeredness: A history of meanings. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign. chapter in an authored book Bruner, J. (1990). Folk psychology as an instrument of culture. In Acts of meaning (pp. 33-65). Cambridge, MA: Harvard University Press.

  20. grad life

  21. Wildavsky: The Organization of Time • honor the sabbath: have an inviolable day off • do not do for yourself what others can do for you • spend money to buy time • play when you play but work when you work • learn to fill up the small fragments of time

  22. organize the flow of your work: avoid waiting to work • avoid downtime: plan ahead • keep yourself supplied with work • control your schedule: get small things done ahead of time • have a rule to have rules • if you can’t think of what to do with something, throw it away

  23. defend your work time, but don’t be a workaholic • keep conversations with students businesslike • keep things short • be careful about taking on new obligations • efficient use of time makes it easier to let go

  24. more top 10 tips • read Graduate Programs Handbook (your advisor may be a little out of date) • get to know the grad programs secretary in your department and treat her well • develop friendships with grad students in other departments and colleges

  25. find a special place somewhere on campus where you can work uninterrupted (hint: it probably won’t be your office) • point every paper you write toward your dissertation • take advantage of being a student—go to games (except for football and men’s basketball, all are free with student ID)

  26. work out regularly—get exercise • maintain a life and passion outside of grad school, e.g., read novels, listen to music, dance, skate, play music, join a club • do graduate school—don’t let graduate school do you

  27. good resources • Chronicle of Higher Education • academe’s job ads • available on line: • www.chronicle.com • user name: uiuclib • password: library • Tomorrow’s Professor • https://mailman.stanford.edu/mailman/ listinfo/tomorrows-professor/ • Google Scholar (scholar.google.com)

  28. best quick getaways • Krannert Art Museum (2 minutes) • Carle Park (Urbana: Iowa St. 3 blks east of Lincoln—15 minute walk) • Hessel Park (Champaign: Kirby St. 4 blks west of Neil—25 minute walk) • Meadowbrook Park (Urbana: Windsor east of Race—short bike ride)

  29. Lake of the Woods (Mahomet—15 minute drive, west on 74) • Salt Fork River Preserve (Homer Lake) (17 miles east of Urbana) • Allerton (southeast of Monticello—30 minute drive)

  30. this week • Virginia Theatre C (thevirginia.org) • sat (1, 7pm) Smokey & the Bandit($5) • sat (1-10) Virginia Theatre Car Show • sports • soccer (soccer stadium) • fri (7pm) Colorado College • sun (1pm) Washington State • volleyball (Huff Hall): • fri (7pm) SIU

  31. free stuff this week • under construction

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