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Concept Paper

Concept Paper. Kelly Ingle. WHY. To develop an enriched paper and use forethought ( Sampson, 2012) To recognize flaws in study design prior to the onset of the research process ( Spickard , 2005). . Focus. Personal interest can be beneficial

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Concept Paper

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  1. Concept Paper Kelly Ingle

  2. WHY • To develop an enriched paper and use forethought (Sampson, 2012) • To recognize flaws in study design prior to the onset of the research process (Spickard, 2005).

  3. Focus • Personal interest can be beneficial • Must review prior research (5 years or less) and confirm that the intended research is warranted (Bianco, n.d.). • Express: • Study plans, justification, and methodology (Concept Paper Template, 2010; Sampson, 2012).

  4. Statement of Problem • Cite scholarly sources, avoid quotes (Concept Paper Best Practices, 2010) • Identify population and geographic location (Concept Paper Template, 2010). • Approximate number or participants (Campbell, n.d.; Concept Paper Template, 2010). • Qualitative study: conventions • Quantitative study: power analysis • Quantitative study • Provide research variables and constructs with supporting citations (Campbell, n.d.; Concept Paper Template, 2010).

  5. Purpose • Significant! • The first few concise sentences should include • General methodology • Goal • General Design of the study • Qualitative • Quantitative • Mixed method • Use suitable wording, supporting references, and statistical data if applicable (Concept Paper Template, 2010)

  6. Purpose continued: Design • May be unclear at onset • Evaluate the purpose and questions to confirm design (Hughes, 2012) • Content will vary for qualitative and quantitative research (Concept Paper Template, 2010) • Qualitative • Observations depend upon environment (Hughes, 2012); focus on a single concept, phenomenon, or idea (Concept Paper Template, 2010) • Quantitative • Data is numericalorcan be coded numerically, and does not require actual observations; thus requires less time (Hughes, 2012)

  7. Justification for a Qualitative Study • New topic with minimal information available • If quantitative and experimental methods are not adequate • Then qualitative research can be beneficial • the results tend to lead towards a greater understanding of the information studied (Ospina, 2004)

  8. Research Questions • First present a preliminary discussion (Concept Paper Template, 2010). • Wording is crucial (Sampson, 2012) • Difficult to write • Focus for the study depends upon questions • If not properly worded may result in insignificant data and conclusions • Differ based for qualitative and quantitative research; form hypothesis only for quantitative study (Concept Paper Template, 2010; Hughes, 2012).

  9. Hypotheses • For quantitative research • Provide a separate null and alternative hypothesis for each research question • Each must be independently testable and should include details that can be used to discern what type of statistical analysis will be implemented (Concept Paper Template, 2010; Sampson 2012)

  10. Key Terms • Define all variables, key terms, and phrases that are not common or when operationalization is necessary (Concept Paper Template, 2010). • Details are necessary to ensure that readers are aware of exactly what the researcher means and to avoid confusion (Sampson, 2012). • Furthermore, definitions should include citations, or a comment from the researcher that the definition is their own (Concept Paper Template, 2010).

  11. Review of Literature • Brief, use a minimum of five sources that address different viewpoints related to the topic (Concept Paper Template, 2010) • Ideally sources are peer reviewed and from various disciplines; valuable research often results from bringing various concepts together (Sampson, 2012) • Opinions are not significant, should not be included, and impartial and non-judgmental writing is necessary (Bianco, n.d.).

  12. Methodology • Not detailed; provide proposed research design (qualitative, quantitative, or mixed) and details as to why the specific method was chosen (Concept Paper Template, 2010). • Ensure that goals and objects of the study relate to the methodology (Concept Paper, 2011). • Include information related to data, type of analysis, and an overview of any ethical issues that are anticipated (Concept Paper Best Practices, 2010; Concept Paper Template, 2010; Spickard, 2005). • Include references, from research rather than textbooks, to substantiate the chosen research design (Concept Paper Template, 2010).

  13. Methodology Continued • Reducing bias throughout the duration of the study is necessary • Quantitative researchers believe that research can be conducted without introducing bias • Qualitativeresearchers feel that bias is characteristic of the research but can be explained • Bias is rarely purposeful; however, it may be unintentionally presented; therefore, offer details as to how bias will be avoided (Sampson, 2012)

  14. Variables • Quantitative, or a mixed method, all variables must be operationally defined in the concept paper (Campbell, n.d.; Concept Paper Template, 2010) • Qualitative:explain variables related to the study as well as coding that will be utilized (Concept Paper Template, 2010)

  15. Quantitative Designs • Focus on measurable, unambiguous behaviors (Cozby, 2012; Kraska, 2010; Trochim & Donnelly, 2008) • Requires the analysis of numerical data, or data that are numerically code results for analysis (Quantitative Approach, 2011; Trochim & Donnelly, 2008). • Some examples of quantitative designs • Pre-experimental • True experiment • Quasi-experiment • Single-subject designs (Creswell, 2009; Kraska, 2010)

  16. Sample Quantitative Purpose • The purpose of this quasi-experimental, cross-sectional survey study will be to test the entity and incremental personal intelligence theories of Dweck to compare physics teacher’s view of intelligence to the future academic success of students who experience difficulty in physics (1999). The independent variable will be physics instructor intelligence viewpoint (entity or incremental) and the dependent variable will be change in test score of student. Change in students test scores will be evaluated to discern if the perception of the physics teacher regarding ability for student to learn physics, after student displays difficulty in understanding physics, influences student achievement in physics class.

  17. Sample Justification for Purpose • Results from a study conducted by Rattan, Good, and Dweck were interpreted to discern that educators who personally have an entity, or fixed, view of intelligence appraised lower performing students to have inferior mathematical ability and comforted them, which intern decreased student motivation level in the class (2012). Conversely, this realization was not evident when instructors held an incremental, or malleable, theory of intelligence. These findings were similar to those established in the study conducted by Molden, Plaks, & Dweck (2006). Therefore, instructional practices should be evaluated, and modified to encourage scholastic advancement when difficulty is encountered, rather than to placate achievement and potentially dissuade students from learning new material that they may initially find challenging (Rattan, et al, 2012).

  18. Qualitative Designs • Will need to provide specific design, explain the design, and why it is appropriate • Some examples of qualitative designs • Phenomenological study • Ethnography • Case study • Grounded research (Creswell, 2009)

  19. Qualitative continued • Observe participants in a natural setting and obtain non-numerical empirical data (Cozby, 2012; Staller, 2010) • Beneficial when the goal is to understand an issue, produce a hypothesis or theory, or describe a phenomenon (Trochim & Donnelly, 2008). • Essential to be cognitive of personal opinions and beliefs about the topic of study, to be aware of subjectivity and potential bias (Wampold, 2006; Staller, 2010) • Divulging method of data analysis prior to conducting the study will minimize concerns that the research was not well planned and will increase study validity (Trochim & Donnelly, 2008

  20. Sample Qualitative Purpose • The purpose of this phenomenological study will be to discover if physics teacher perceptions of student ability influence the academic achievement of the student in physics class. Furthermore, the study will be performed to establish if the view of intelligence, entity or incremental as described by Dweck, believed by physics instructors influences the academic motivation of students in their class (1999). Physics teacher perception of current student success, as well as the belief of the teacher regarding the student’s future academic performance in physics class may sway student perception of personal academic potential in physics class, and therefore decrease academic success.

  21. Explaining Study Phenomenological Study • A qualitative study in which meticulous descriptions are emphasized is considered a phenomenological study (Bakker, 2009). By reviewing detailed descriptions obtained from individuals, concealed meanings of a phenomenon can be understood (Phenomenology, 2009; Staller, 2010). Therefore, interviews that may be difficult to conduct could result in information that is rewarding (Trochim & Donnelly, 2008). Based upon prior experiences, scientific investigation occurs; consequently, phenomenology is a description of these experiences, not an analysis or interpretation (Moustakas, 1994; Staller, 2010). A phenomenological study differs in design from a grounded theory study in that typically only data from interviews is obtained; whereas, when conducting a grounded theory study other data sources (observations, prior research, images, or journals) may be reviewed (Gelling, 2011). • A structured interview, during which the interviewer asks questions, listens, and probes for reduce ambiguity and increase understanding can be utilized to obtain data (Groenewald, 2004; Interview, 2009). When people are interviewed, they are more likely to answer questions than when a questionnaire is offered (Cozby, 2012). Furthermore, with practice, interviewers can build a rapport with the interviewee, increase response rate, and motivate the participant to answer all questions completely (Cozby, 2012).

  22. References • Bianco, M. J. (n.d.). The research paper: Step 1: The concept paper. Retrieved from http://www. • marthabianco.com/Courses/Cities/concept.html • Campbell, J. D. (n.d.) Formulating the research question. Retrieved from http://www.atsu.edu/ • research/pdfs/campbell_syllabus.pdf • Comparing Research (2009). Comparing quantitative and qualitative research. Retrieved from • Experiment Resources website: http://www.experiment-resources.com/quantitative-and- • qualitative-research.html • Concept Paper. (2011). Research concept paper. Retrieved from Statistical Solutions website: • http://www.statisticssolutions.com/resources/dissertation-resources/research-concept-paper • Concept Paper Best Practices. (2010, December). Concept paper best practices.(Dissertation • Center) [Handout]. Retrieved from Northcentral University website: http://learners.ncu.edu/ • ncu_diss/default.aspx?attendance=Y • Concept Paper Development. (2012). Introduction to concept paper development and the • university review process. (Dissertation Center) [PowerPoint Slides]. Retrieved from • Northcentral University website: http://learners.ncu.edu/ncu_diss/default.aspx?attendance=Y

  23. References Continued • Concept Paper Template. (2010). Concept paper template. (Dissertation Center) [Handout]. Retrieved from Northcentral University website: http://learners.ncu.edu/ncu_diss/default.aspx?attendance=Y • Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education Inc. • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications. ISBN: 9781412965576 • Dweck, C.S. (1999). Self-theories: Their role in motivation, personality, development. Philadelphia: Psychology Press. • Dweck, C.S., Chui, C., & Hong, Y.Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychology Inquiry, 6(4), 267. • Hughes, C. (2012). Qualitative and quantitative approaches. Retrieved from University of Warwick website: http://www2.warwick.ac.uk/fac/soc/sociology/staff/academicstaff/chughes/ hughesc_index/teachingresearchprocess/quantitativequalitative/quantitativequalitative/

  24. References continued • Sampson, J. P. Jr. (2012). A guide to quantitative and qualitative dissertation research. Educational Psychology and Learning Systems Faculty Publications. Retrieved from 1.http://diginole.lib.fsu.edu/edpsy_faculty_ publications/1 • Spickard, J. (2005). What is a concept paper?: A 1-page outline. Retrieved from http://www. mcguire-spickard.com/Resources/The%20Concept%20 Paper.pdf • Quantitative Approach. (2011). Quantitative research approach. Retrieved from Statistical Solutions website: http://www.statisticssolutions.com/resources /dissertation- resources/research-method/quantitative-research-approach

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