Proposing Research: From Mind to Paper to Action

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Proposing Research From Mind to Paper to Action

• 9310019A Nancy
• 9310025A Paula
• 9310029A Shelly

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• A dissertation proposal has four substantive
  functions
• 1. To plan
• 2. To communicate
• 3. To establish a contract
• 4. To earn a doctorate

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Research proposals as rites of passage

• Becoming an academic is like joining a club
• The audiences understand the proposal is very
  important
• As the gatekeepers
• The relationship between candidate and doctoral
  advisor

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Commitment

• bring about some sort of new orientation, some
  interest in new areas, some growth in the
  candidates outlook. If not, the candidate is
  looking backward instead of forward.
• Planning function is one of the underlying
  reasons for writing a proposal

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From thought to language

• Get troubles because of audience
• Preliminary ideas fleeting, predicated, unstable
• Clear
• Meaningful

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What is to be done?

• Focused free-writing
• start on topics
• continue for a period of
  time
• dont stop
• repeat the last word

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• Free-writing
• Write quickly
• Select most important ideas
• Revise than from first draft

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Questions to structure the proposal

• Proposal writers need to ask themselves some
  simple questions. These can be divided into
  several groups.
• What?
• Why? in Context
• How?
• Who? When? Where?

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• What?
• Begin with an interest in a particular area.
• Research has autobiographical roots.

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1. identify the source of their interest
2. Minimize the distortion
3. Identify the connection with the subject of the
   interview

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• Why? in Context
• Why the subject is important to others
• 1. meaningful or not
• 2. beneficial or not
• John Rowan suggested
• researchers consider how their own personal
  interests are served by their research and who
  elses interest is served.

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• How?
• How can researchers adapt the structure of
  in-depth interviewing to their subject study?
• Interview one When did you get teacher feedback
  at the first time?
• Interview two What should teachers notice when
  they give students teacher feedback?
• Interview three Do you like teacher feedback?
  Why or why not?

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• Who? When? Where?
• Who are the participants in this research?
• Qualitative research emergent
• Doesnt begin with a set of hypotheses to
  test, its not necessary to strict control of
  variables.

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• Overemphasizing the emergent nature of research
  design in qualitative research.
• --looseness, lack of focus, and misplaced
  nonchalance about purpose, method, and procedure

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Rationale

• Some are still dominated by experimentalism or
  other forms of quantitative research
• Should
• 1. grapple firsthand with the issues
• 2. inform a significant body

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Working with the material

• describe how researchers intend to work with,
  analyze, describe, and share the material they
  gather.
• Its difficult for them to make a project if they
  never done before.
• Theory
• 1. an issue to analyze and interpret the
  material they gather
• 2. discern and forge relationships
• 3. emanate

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Piloting your work

• Pilot to guide along strange paths or through
  dangerous places
• 1. alert elements of their own interview
  techniques
• 2. detract from those objectives