Reading & Crafting Research Questions

Day #3, June 20th CEP 955 Summer Hybrid, 2013

Jack Smith Michigan State University

OverviewWork on the Wentzel piece (pick up some of

yesterday’s content)Features of “good” research questionsWork on your research questions (laboratory

work)Comfortable with your RQs orRecently changed and want feedback

Two theory bites

WentzelPick up what we did not do with conceptual

frameworks yesterdayExamine the conceptual frame to RQs relationshipLook from RQs into her study design

Ten minutes to review her article front end (up to Method)

How well does her conceptual framework link the constructs she wants to study?

Does her diagram communicate this frame well?Where are her RQs?

Questions & Research QuestionsNot all interesting questions are RQsRQs often only approximate what we want to know; rationality

can entail disappointmentTwo types of questions that are not RQsQuestions of wonder

Why are some teachers open to experimentation and others not? What makes some kids voracious readers? Why does “practice” work for some kids and not others?

Questions driven by compelling need (“do something” Qs) How can I change these kids’ lives? How can I reduce the stress on these teachers? How can I increase students’ real interests

Non-RQs can be refined to RQsSuggestion: Honor and record all your questions

Qualities of Well-formed RQsSignificant (SRIE, chap. 3)Empirical (SRIE, chap. 3)Feasible (has specific meaning in Practicum context)Clearly statedKey terms (nouns and verbs) are defined/explainedLinguistic forms of RQs align with study’s design and

methodsHow…? How much…? When…? What kind of…?Does…? [suggests Yes/No response]Yes/No answers are usually not very informative

without follow-up questions to nature or extent of the Yes or No

Criteria (for evaluating RQs)Is it empirical (or some other kind of

question)?Is it related clearly to the stated

need/problem?Are the key components (nouns & verbs)

clarified sufficiently?What sort of answers might result?

RQ LaboratoryWho is ready for some class attention to their

current RQs?Background (to make sense of RQs)

Features of the problemWhat literature review has shown

Peers and Jack willApply the criteria for good RQsAsk about or nominate alternative RQs

Conceptual & Operational Definition (of key terms)

The success of your proposal depends on your ability to clarify the meaning of your most central terms

Conceptual definition: Define the construct in terms that an educator could understand

Operational definition: Describe the conditions under which you will say that the construct is present

Conceptual precedes operationalOperational engages your measuresSources (for both)

Prior researchYour own efforts

Theory Bites (x 2)Reminder on time restriction = 10 minutesIntroducing Jessica’s PracticumJessica’s theory bite: UTAUT theoryQ&A; discussionIntroducing Josh’s PracticumJosh’s theory bite: LPPQ&A; discussion

Homework for tomorrowTomorrow’s focus: Uses of theoryKey (recommended) text: Greeno, Collins, & Resnick,

“Cognition & Learning” (1996)Distinguishes three families of perspectives on C & LDiscusses multiple influential theories within each perspective

Theories of technology use: CBAM, TPACK, UTAUTCreswell chapters

3: Uses of Theory (“preliminary consideration”) Definition of theory Test of theory or theory to frame and orient?

6: Purpose Statements (not explicitly “theoretical”)Issues for you to ponder: Am I engaging theory? If so, which?

How to place my discussion of theory(ies) in my proposal?