495 Research Seminar Adler School

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495 Research SeminarAdler School

• Dr. Tricia Orzeck

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495 Research Seminar

• Class Outline Changes
• Assignments
• Stats- SPSS
• Ground rules

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Todays Objective

• By the end of todays class, you will
• Understand research its processes
• Pick a topic area
• Identify 2 different types of research methods
• Note some limitations of the chosen method
• Develop question(s) for your topic

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What is Research?

• What do you know?
• Brainstorming

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Definition

• Organized systematic way of finding answers to
  questions..
• example

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Research Terms

• Social Research About people generally
• Research Design process from idea to writing
• Method (of inquiry) type, approach
• Methodology principles/assumptions, procedures

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Research Project Types

• Theses/Dissertations
• Research Papers (mini thesis)
• Proposal/Letter of Intent
• See Adler guidelines
• Publications (qual, quan, theoretical)
• Notice the differences?

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Activity

• Take a look at the three articles in your
  package
• Alderson
• Davis, Orzeck, Keelan
• Gergen
• What is different about them?

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STEPS in the Research Process

• Hand-out
• STEP 1 Topic Selection
• STEP 2 Literature Review
• STEP 3 Methodology Selection
• STEP 4 Consider Limitations Delimitations
• STEP 5 Develop Detailed Plan Proposal
• STEP 6 Ethics Review
• STEP 7 Data Collection
• STEP 8 Data Analysis
• STEP 9 Preliminary Results Discussion Write-up
• STEP 10 Chapters Write-up
• STEP 11 Revisions
• STEP 12 Oral Defense Final Revisions

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Other Steps

• Candidacy Exams- written oral
• Based on proposal
• Clinical Exams- mostly oral
• via program College of Psychologists
• Oral Defense
• For dissertation thesis
• Final Revisions binding (many)
• Graduate! ?

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Publications

• Publish after Thesis
• Cut down all sections
• OR publication from beginning
• No exams
• Submit after chapters (ie. sections) are written
• Wait 6 months, sometimes longer
• First revisions, if conditionally accepted
• Proof revisions
• Wait another 6 months to a year for publication

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• Short Break

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Picking Your Topic Area

• What broad area interests you?
• What population?
• Can you think of any questions that you might
  want to answer?
• Discuss with someone sitting next to you and
  share your ideas with the class.

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Research TypologiesQuantitative Qualitative
Studies

• Quantify vs Qualify
• (ie. Statistics vs. textual)
• Dictates methodology
• (how)
• Select sample from population, test hypotheses,
  generate results to make inferences about the
  population

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Qualitative Inquiry Traditional

• Case Study (system)
• Grounded Theory (substantive)
• Phenomenology (meaning)
• Ethnography (cultural immersion)
• Biography/Narrative (archival)
• Several mixed or alternates (Action Research,
  Historical-Comparative, hermeneutics)

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Quantitative Design

• Correlational (Not causation)- Within
• Relating two variables, same subject
• Experimental- Between
• I.V. manipulated cause,
• D.V. measured for effect,
• Control participant/ environmental variables
  (not all)
• Non-experimental- no manipulation
• quasi-independent variables or
  participant/natural variables (gender), time
  variables (before/after)

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Variables

• Qualitative start with topics, often look at
  themes developed after data collection
• -also try to control extraneous variables
• Quantitative variables to measure control
• Independent you manipulate
• Dependent Observed for effect

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IV/DV Variables Activity

• Can you guess which is which?
• Age
• Gender
• Blood pressure
• Marital status
• Test scores
• Internal temperature

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Mix Match Checkpoint

• What do you recall?

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Philosophical Assumptions/Paradigms

• Paradigm set of assumptions, beliefs, values and
  techniques shared.
• Assumptions within the paradigm include
• Ontology (nature of reality, multiple versions)
• Epistemology (less distance/embedded in reality)
• Axiology (what is valued)
• Methodology (how we find out knowledge)
• Any and all can be involved
• Creates biases limitations of study

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Common Paradigms

• Positivist
• Realist ontology, objective, quantitative
• Interpretivist
• Relativist, subjective, qualitative
• Ideological (feminist, critical)
• Focuses on power differentials, values
• -Postmodern (sometimes ideological)
• Relativist, no object reality, co-constructed

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• LUNCH

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Strengths/Weaknesses of Stats/Quantitative
research

• Strengths
• (precise, quick, handles large amounts of data,
  solves complex problems, replicable,
  cause-effect)
• Weaknesses
• (limited in scope, design restricted, sampling
  error, select variables, lack of uniqueness or
  depth)

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Strengths/Weaknesses of Qualitative research

• Strengths
• (wide scope, rich/depth, complex, uniqueness,
  authentic, difficult to replicate, No stats!, )
• Weaknesses
• (takes time, recall error, fewer participants,
  participant bias/subjectivity, evolving question)

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ACTIVITY

• In your course package, review the following
  publications
• Alderson OR
• Davis
• Divided in 4 groups
• What are some strengths and weaknesses of the
  method in these articles?

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Narrowing the Topic

• In small (different) groups of 3-4
• Each person should discuss their topics
• Provide a rationale for your selections
• Discuss some general considerations for your
  topic(s) population group, method of inquiry,
  paradigm solicit feedback from the group.
• Brainstorm some potential research questions.
• State what you think the answer(s) might be
• Prepare to present points

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• Short Break

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Individual presentations

• Write your NAME on the top ?
• Each person will briefly present their topic
  choice, brief rationale, population, other
  considerations (biases), and potential questions.
• You may ask for feedback or thoughts on your
  topic if you want.
• You get 3-5 minutes to present.
• Note these are informal but will give you a sense
  of your presentation assignment at the end of the
  term.

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Summary

• Identified defined two major methods of inquiry
• Listed several strengths and weaknesses of both
  methods
• Related the methods with your topic area
• Reviewed Research Steps
• Selected Topic
• Next class, will develop the research question
  methodology