What is inquiry/Research??

1. What is inquiry/Research?? • A studious, systematic examination of facts or principles; research • Investigation or experimentation aimed at • the discovery and interpretation of facts, • revision of accepted theories or laws in light of new facts, or • practical application of such new or revised theories or laws

2. Research is Everywhere •  iPad and iPhone shift reading habits: • http://www.tuaw.com/2011/02/04/how-the-ipad-and-iphone-shift-reading-habits/ • The Educational Value of Ugly Font • http://blogs.wsj.com/ideas-market/2011/01/08/the-educational-value-of-ugly-fonts/ • Building Self-Esteem through Facebook • http://www.cnn.com/2011/TECH/social.media/03/01/facebook.self.esteem/index.html?eref=mrss_igoogle_cnn

3. Research is everywhere: connecting the world to what we're learning (Graded) Research is Everywhere (2) •  Women are Better than Men?! • http://www.glamour.com/sex-love-life/2011/02/women-are-better-than-men?currentPage=2 • Go Easy On Yourself, a New Wave of Research Urges • http://well.blogs.nytimes.com/2011/02/28/go-easy-on-yourself-a-new-wave-of-research-urges/ • Google’s Quest to Build a Better Boss • http://www.nytimes.com/2011/03/13/business/13hire.html?hp

4. Inquiry -- from three different perspectives • Basic: • scientific investigation to develop or enhance theory • Applied: • testing theory to assess its ”usefulness” in solving (instructional or educational) problems • Evaluation: • determining whether a program, product, or process warrants improvement, has made a difference or impact, or has contributed to general knowledge or understanding

5. Inquiry calls for systematic thinking • What research (as we’ll study it) is not: • Mere information gathering • Mere information assembly • Mere rummaging for information • An abstraction (e.g., suggesting that “years of research” have led to ________________)

6. The research/evaluation dichotomy: real or contrived? Evaluation differs from other kinds of research in that... • central questions are derived from policymakers and practitioners, • results are generally used to improve programs, projects, products, or processes, • it tends to occur in turbulent action settings, • results are often reported to nonresearch audiences.

7. Why ED 690 in COE master’s programs? • To understand … • your field’s historical roots: its genesis, drivers, etc. • the issues and ideas about which practitioners have been and are now most interested • how your field has been explored/examined: techniques, strategies, methods • The research base informs the performance solutions we develop/implement—from insights into audience needs to facilitation models and assessment options

8. The topics we’ll cover • The tools of research • Formulating a research “problem” • Determining a research design • traditional and eclectic, quantitative, qualitative, and mixed methods • Collecting data/triangulating data: • techniques, sampling, reliability, validity • Analyzing data: • conceptually and “technically”

9. Working with complex terminology • Theory • Approach • Model • Principle • Guideline • Heuristic • Framework • Frame of reference • Orientation

10. Why conduct research (broadly) • To judge merit or worth • (accountability, accreditation/licensing, cost-benefit decisions) • To improve programs • (identify strengths and weaknesses, ensure quality, or check progress toward goals) • To generate knowledge • (make generalizations about effectiveness, build theory, make policy, extrapolate principles that may be applied to other settings)

11. Why conduct research (specifically) • To describe what happens • thus providing evidence regarding the short- and long-term effects of …. • To determine cost-effectiveness • To improve existing programs • To document successes and mistakes • To predict how variables might impact/affect specific situations • To explain or identify promising theories associated with specific phenomenon

12. Research and decision-making (1) • Applied research (including evaluation) helps people make a wide array of instrumental action decisions, e.g.: • making midcourse corrections • continuing, expanding, or institutionalizing a program … or cutting, ending, or abandoning it • testing a new program idea • choosing the best of several alternatives • deciding whether or not to continue funding

13. Research and decision-making (2) Applied research (including evaluation) help people make a wide array of organizational decisions, e.g.: • recording program history • providing feedback to practitioners • highlighting program goals • establishing accountability • understanding social intervention

14. Personal Traits of A “Good” Investigator • Methodical • Logical • Systematic • Organized • Able to manage time, to prioritize tasks • Good with people/able to connect, commands respect, inquisitive/curious, not easily swayed by rumor and innuendo, persistent, tenacious, calm, etc.

15. Research and Researchers in the Big Bang Theory

16. Research and Researchers in the Big Bang Theory

17. Research and Researchers in the Big Bang Theory

18. Sex and the City

19. “Criteria” • As an researcher, then, you are expected... • to be competent • to be honest and demonstrate integrity • to show respect for people • to be politically savvy • to work systemically • to make data-based decisions