Lecture 4--Research Questions I
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The document discusses different types of research goals and questions. It provides definitions and examples of exploratory, nomothetic, ideographic, descriptive, correlational, and explanatory research. It also discusses attributes of good research questions such as being narrow, specific, answerable, and addressing a practical problem. The document emphasizes developing research questions from broad topics and outlines criteria and resources to consider when formulating questions.
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3) Understanding the nature and origins of the problem by discussing it with knowledgeable others.
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The document discusses identifying and selecting a good research problem. It notes that a research problem comes from various sources like personal and practical experiences, literature reviews, existing theories, social issues, and consultation with experts. It provides examples for each source. The document also lists criteria for selecting a feasible research problem, such as allowing sufficient time, considering available resources and equipment, obtaining administrative and peer support, ensuring availability of subjects, matching the researcher's competence, addressing ethical considerations, focusing on current problems, and selecting an interesting problem within the researcher's field of interest.Lesson 5 writing a research title
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2. Key aspects of good research include having a clearly defined purpose, detailing the research process, thoroughly planning the research design, adopting high ethical standards, frankly revealing limitations, providing adequate analysis for decision needs, and presenting findings unambiguously.
3. The research process involves deciding on a general area of interest, defining the problem broadly, resolving ambiguities, assessing feasibility of solutions, and converting the topic into a specific research problem and question to guide data collection and analysis.Doing research in cl or rel ed
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This document provides an overview of research methods and the research process. It discusses the following key points:
1. Research is a valuable skill that involves being inquisitive and making sense of one's surroundings. Both quantitative and qualitative methods can be used.
2. Qualitative research is exploratory and aims to understand underlying reasons, opinions, and motivations. Common qualitative data collection methods include focus groups, interviews, and observations.
3. A good research problem should contribute new knowledge, be interesting and feasible to study, and be ethical. The problem statement and research questions are important parts of developing a research proposal.Research problem
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The document discusses selecting a research problem and provides guidance on various factors to consider. It begins by defining what constitutes a research problem and some common types of problems. It then covers important considerations for selecting a problem such as ensuring the topic is significant, feasible to study, ethical, and of personal interest to the researcher. Additionally, it emphasizes the need for a clear research question and discusses how to write effective questions and define key terms. The document also provides an overview of the research process and common components of a research proposal or report.RESEARCH PROBLEM
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The document discusses the nature, significance, and characteristics of a research problem, emphasizing its essential components like topic identification, objectives, and the conditions necessitating research. It outlines various sources for identifying research problems, including personal experiences, literature, and theories, while providing guidelines for selecting a viable research problem. Additionally, it highlights the importance of formulating clear research questions and understanding the need for empirical investigation in research.Introduction to research and developing research idea
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油
The document discusses what constitutes a research problem and how to formulate one. A research problem is defined as any question an researcher aims to answer or assumption they want to challenge. However, not all questions can be research problems - it takes considerable knowledge and effort to develop a meaningful research problem. The key steps to formulating a research problem are to identify a broad topic of interest, narrow it down to a specific sub-area, develop research questions within that area, and define clear objectives to address the research questions. Properly formulating the research problem is crucial as it determines all subsequent research design choices.Identifying and defining a research problem
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The document discusses identifying and defining a research problem. It begins by defining what constitutes a research problem from both a general and scientific perspective. It emphasizes that the research problem is the starting point and unifying thread of any research project. It discusses the importance of the research problem in providing direction for the research. The document outlines sources for identifying potential research problems, including gaps in existing literature and contradictory findings. It discusses developing a research topic/title and steps to take to properly define the research problem, such as narrowing the topic and determining feasibility.Problem definition research methodology
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This document discusses the formulation of a research problem and development of research hypotheses. It defines a research problem as a gap in existing knowledge that hinders effective decision making. The process of identifying a research problem involves discussing the issue with experts, reviewing literature, analyzing the organization, and qualitative analysis. This leads to identifying a specific management research problem to address. Research objectives and hypotheses are then formulated. Hypotheses make assumptions about expected relationships between variables and should be stated in a simple, measurable, and testable way.Developing Research Question
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This document provides guidance on developing a good research question. It explains that a research question should be clear and focused, have an appropriate scope (not too broad or narrow), require more than a simple yes/no answer but be answerable within constraints, be researchable using available sources, and allow for analysis rather than just description. It then outlines five steps for developing a research question: 1) determine assignment requirements, 2) choose an interesting topic, 3) conduct preliminary research, 4) narrow the topic, and 5) write the question focusing it on analysis of an issue.02 defining research problem
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This document discusses defining a research problem and its key components. It notes that a research problem involves an issue, objectives to achieve, alternative means of achieving the objective where there is doubt about which alternative is most efficient, and an environment where the problem exists. It provides tips for selecting a problem such as choosing a new topic, avoiding controversial or too narrow/vague problems, and considering feasibility and resources. Steps in problem definition include broadly stating the problem, conducting a pilot survey and expert interviews, redefining any ambiguities, and understanding the problem's nature. The document also includes an exercise asking to redefine sample research topics.Importance of research
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This document outlines different types of research that are important for students to understand, including quantitative, qualitative, secondary, primary, self-generated, audience, market, and production research. Quantitative research involves structured surveys of large representative samples to produce statistics, while qualitative research uses in-depth interviews or discussions of smaller samples to understand perspectives. Secondary research uses existing data, primary research collects first-hand data, and self-generated research uses a student's own recordings. Audience, market, and production research provide information about target audiences, product demand, and planning resources. Mastering various research techniques is essential for student projects across subjects. An Introduction to Deductive Qualitative Analysis
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The document discusses defining research problems and developing problem statements. It covers identifying broad problem areas in organizations, gathering preliminary information through primary and secondary data, reviewing existing literature, and clearly stating the research problem. The problem statement should be relevant, feasible, and interesting. It establishes importance, creates reader interest, and shows how the study adds to literature. Examples are provided of properly structured problem statements that introduce the general research area, specify the research gap, and investigate a clear problem or research question.Similar to Lecture 4--Research Questions I (20)
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The document outlines the research process, including how to select a topic, formulate research questions, design a study, and analyze results. It emphasizes that research topics should be relevant, specific, analytical, original and feasible. Hypotheses should make testable predictions about the relationship between variables. Overall, the research process involves planning, data collection, analysis, and disseminating findings.Qualitative and quantatitve research
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The document discusses various considerations for research methods and design, providing an overview of key differences between qualitative and quantitative approaches. It outlines criteria for evaluating each type of research, such as purpose, sample size, variables studied, data collection and analysis methods. Guidelines are also provided for choosing appropriate research tools and designing surveys, with examples of common pitfalls to avoid like leading questions, ambiguous response options, and double-barreled questions.Research-Problem-Identification-process PPT
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Identifying a research problem is crucial for PhD research, as it shapes the study's focus and significance, and requires thorough investigation of existing literature and personal experiences. Researchers must consider factors like relevance, feasibility, and ethical implications when formulating their research questions. Sources for identifying problems include personal and practical experiences, insights from literature, expert consultations, and exposure to real-world situations.What is research problem
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The document discusses research problems, their characteristics, and how to identify a research problem. It defines a research problem as a question a researcher wants to answer or a problem they want to solve. A good research problem can be clearly stated, generates research questions, is grounded in theory, relates to academic fields of study, has significance, and is feasible within time and resource constraints. Research problems can come from personal and practical experiences, literature reviews, previous research, theories, social issues, brainstorming, intuition, folklores, field exposure, and consulting experts. The key is to select a problem that fulfills most of the ten important characteristics of a good research problem.Presentation Teaching Evidence-Based Management NYU Wagner 2014
Presentation Teaching Evidence-Based Management NYU Wagner 2014Center for Evidence-Based Management
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The document discusses evidence-based practice in management education, emphasizing the importance of making decisions based on critical evaluation of the best available evidence. It outlines teaching methods, curricula, and applicable learning principles, encouraging managers to assess the quality of their decision-making evidence. The authors advocate for a structured approach to teaching evidence-based management, highlighting the need for critical thinking and awareness of cognitive biases.Campus Session 2
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This document provides an overview of developing a research design. It discusses defining a research topic and evaluating whether it is worthwhile. It also covers developing research approaches, including secondary and primary research. Quantitative and qualitative research methods are introduced. Different types of research like exploratory, descriptive, and causal research are explained. The document stresses the importance of validity and reliability in research and discusses using sampling to represent a population.PA 550 Research MethodsWeek 1 - 13Andrew (Andy) Pattison.docx
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The document outlines key concepts in research methods focused on public administration, including different types of research (descriptive, explanatory), data collection methods, and issues of measurement and validity. It emphasizes the importance of ethical considerations in research, particularly regarding human subjects, and details foundational elements of research design. The content provides a framework for understanding how to structure research projects and the necessary analytical approaches for effective public policy evaluation.Research Methodology.pdf
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The first document discusses different types of interviews used for data collection, including structured interviews which use predetermined questions correlated to job competencies, and unstructured interviews which are more free-flowing. The second document discusses reasons for conducting research such as expanding knowledge, keeping updated, and building credibility. The third document discusses intention as an independent variable that affects behavior as the dependent variable in experiments, and conceptual models for software that describe tasks and goals at an abstract level prior to interface design.Research seminar lecture_7_criteria_good_research
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This document provides an overview and review of key aspects of educational research. It discusses what educational research is and the main types of research. It outlines the typical steps in conducting research, including identifying a research problem, conducting a literature review, developing research questions and hypotheses, identifying needed data, data collection methods, data analysis, findings, discussion, and conclusions. Good research is defined as having a sound rationale, clear aims, a relevant theoretical basis, well-defined research questions, an appropriate methodology, contributions to the field, and consistency between all steps. Typical mistakes include having too much background and too little on the specific current research, as well as weaknesses in feasibility or scope.Presentation Teaching Evidence-Based Management NYU Wagner 2014
Presentation Teaching Evidence-Based Management NYU Wagner 2014Center for Evidence-Based Management
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Lecture 12 unobtrusive designs and data collection
Lecture 12 unobtrusive designs and data collectionBrittany Milbourn
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The document discusses unobtrusive designs for data collection. Unobtrusive designs are easy to use as the data has already been collected and can be electronically captured and transferred. However, the accuracy of the data may be questionable since it was collected by someone else. Additionally, participant consent for use of the data may be an issue if they did not consent or if consent was not fully voluntary. When using unobtrusive designs, researchers must know the source of the data well, including how it is coded, entered, organized and managed. Developing a good relationship with the database manager is also important. Researchers must also follow strict ethics around confidentiality and privacy since participant consent may be unclear or questionable.Lecture 11 survey research
Lecture 11 survey researchBrittany Milbourn
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The document discusses different survey research methods including self-administered questionnaires, interview surveys, telephone surveys, mail surveys, and their strengths and weaknesses. It provides guidance on using these methods for different survey purposes and considerations for each method. Specifically, it addresses using these methods to understand public perceptions of a sheriff's department and staff perceptions at a social services organization.Lecture 9 single subject designs ii (in lab)
Lecture 9 single subject designs ii (in lab)Brittany Milbourn
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The document discusses visual analysis as an approach to analyzing data in single subject research. It outlines key elements of visual analysis including changes in means, levels, trends, overlap, latency, variability, and reliability. Visual analysis is best suited for data with minimal variability, consistent patterns within phases, and clear changes between phases. Statistical analysis may be warranted for unstable baselines, new interventions, highly variable environments, or when small changes are important. Students are instructed to download datasets and follow instructions to graph and analyze data from an ABAB design and multiple baseline study using visual analysis techniques.Lecture 8 single subject designs i
Lecture 8 single subject designs iBrittany Milbourn
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This document discusses key aspects of single-subject research designs, including ABAB and multiple baseline designs. ABAB designs involve measuring a target behavior across baseline and intervention phases, allowing for inferences about causality. Multiple baseline designs demonstrate causality by applying an intervention to different targets, participants, or settings only when behavior changes, establishing the intervention as the cause. Both designs require stable baselines, marked changes during interventions, and replication to demonstrate internal and external validity.Lecture 7 measurement ii
Lecture 7 measurement iiBrittany Milbourn
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The document discusses various aspects of instrument validity and reliability that must be established when developing a new assessment tool. It defines reliability as the stability and consistency of a measure, and validity as how well a measure captures the intended construct. It describes different types of validity such as face validity, convergent/concurrent validity, discriminant validity, and predictive validity that should be evaluated using data like expert ratings, comparisons to other measures, and longitudinal outcomes. Establishing reliability is a prerequisite before validity can be assessed.Lecture 6 measurement i
Lecture 6 measurement iBrittany Milbourn
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1) The document discusses the different levels of measurement for variables, including nominal, ordinal, interval, and ratio.
2) Nominal variables are discrete categories while ordinal variables are discrete and hierarchical. Interval variables are discrete, hierarchical and equidistant.
3) Examples of different levels of measurement include gender as nominal, answers on a 7 point scale as ordinal, standardized scores as interval, and smoking frequency as ratio.Lecture 10 between groups designs
Lecture 10 between groups designsBrittany Milbourn
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1. Therapists at a mental health clinic administer a depression inventory to clients before and after therapy sessions to evaluate therapy effectiveness. However, about 1/3 of clients do not complete the post-therapy inventory, introducing potential bias.
2. A child welfare agency director compares time to permanency (e.g. reunification, adoption) for families who received family preservation services versus foster care. However, the groups were not randomly assigned and may differ in important ways, threatening validity.
3. A researcher randomly assigns parents of autistic children to a behavior management course or control group. Both groups complete a post-test stress measure to evaluate the course's impact while controlling for threats to internal validity.Lecture 3--Research Ethics
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This document discusses several key ethical considerations in research including privacy, voluntary participation, informed consent, and the role of institutional review boards (IRBs). It addresses issues like protecting private participant information, obtaining truly voluntary and informed consent, and ensuring the rights and dignified treatment of research subjects. The document also notes that while science aims to be politically neutral, research still occurs in a political environment and funding decisions have political aspects. Unethical researchers may face employment consequences, debarment from future funded work, or litigation depending on whether approved protocols were followed.Lecture 2--Philosophy of Science
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This document discusses different aspects of the research process including the location of various components. It covers:
- The scientific method which assumes objectivity, evidence based on observation, replication, and precise findings.
- Different types of scientific methods like nomothetic which understand general phenomena and ideographic which understand specific actions.
- Paradigms which organize observations through assumptions about existence and knowledge like positivism.
- Components of theory including hypotheses that predict observations and variables that are predicted.
- Logical systems like deductive which moves from theory to hypotheses to variables, and inductive which moves from observations to patterns to explanations.Lecture 5--Research Questions II
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This document discusses key concepts in research methods and design, including:
1) Defining variables as concepts that can vary and be measured, and clearly operationalizing them.
2) Distinguishing between independent variables that influence outcomes and dependent variables that are being measured.
3) Describing different relationships between variables such as positive, negative, and curvilinear.
4) Noting the importance of considering spurious relationships and controlling for third variables.Lecture 1--Research Theory & Philosophy
Lecture 1--Research Theory & PhilosophyBrittany Milbourn
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This document discusses the importance of scientific thinking and evidence-based practice in social work. It outlines the scientific research process and contrasts this with relying on dogma or tradition. While craft knowledge and experience are valuable, claims should still be evaluated based on scientific evidence from research. The document emphasizes that social work research aims to provide practical knowledge to help clients and inform best practices, in line with NASW ethics of using the strongest available evidence to guide compassionate and problem-solving approaches.Ad
Lecture 4--Research Questions I
- 1. #4 Location In The Research Process Formulating Research Questions Previous Research Craft Knowledge Appropriate Design Appropriate Sampling Decisions Ensure Research Ethics Data Collection & Management Data Analysis Interpretation Dissemination Ongoing Research
- 2. Research Goals What are my goals for this study? Exploratory Research conducted to provide a beginning familiarity with a subject, rarely provides conclusive answers Nomothetic Research conducted to understand general phenomena partially Ideographic Research conducted to achieve an in depth, understanding of very few subjects Descriptive Research researcher observes then carefully describes observations. Has different meaning depending on whether a quantitative vs. qualitative description Correlational Research conducted to add knowledge about relationships between variables Explanatory Research conducted to answer why certain phenomena is observed
- 3. Question 1 The local Juvenile Court Administrator wants to know if minority youth are disproportionally over represented at the detention center. What type of research, descriptive, correlational, or explanatory, does this goal lead to? Does the goal lead to a nomothetic or ideographic study?
- 4. Developing Research Questions Broad research topics need to be narrowed down into usable research questions that are useful to address a practical social work problem. Guiding criteria include: Personal Interest Information needs of the agency Feasibility Relevance for guiding practice
- 5. Attributes of Research Questions Narrow and worded as a question (Does the Scared Straight program lead to less recidivism among juvenile offenders?) Specific Can be answered by observable evidence Does it address a practical problem in social welfare (the so what test) Must have more than one acceptable answer
- 6. Review Existing Resources Instrumentation innovations Design innovations Analysis innovations Existing knowledge Academic literature Government monographs Needs assessments and surveys
- 7. Methodology How will I construct my study to appropriately answer my research question? Research question Identify and define the variables Balance attaining the highest possible level of knowledge with the resources available
- 8. Questions vs. Hypotheses Research Questions Define your research goals in the form of a question (narrow, specific, and can be answered by observable evidence) Clearly identify the type of research knowledge being sought so what? test Hypotheses Describe the specific analyses that you will use In the form of a statement
- 9. Question 2 Spokane Mental Health wants to know if youth who are diagnosed with conduct disorder had previous CPS referrals at a rate that is higher than those who are not. State your research problem in the form of a research question. State at least one hypothesis that can be tested to answer the research question.