PEER Module 4: Research & Evaluation Questions

1. PEER Module 4: Research & Evaluation Questions Erika S. Trapl, PhD May 21, 2014

2. Reflective Practice • Pause to notice what is or isn’t happening • Journal observations, unformed notions • Foster curiosity and wonder • Pay attention to unusual patterns • Don’t be afraid to ask ridiculous questions • Ask: ‘what if,’ ‘why not,’ ‘how else,’ why do we do things this way,?’ etc. • Focus, persist, let go, and come back

3. The Perfect Question • You won’t be writing it today. • You probably won’t write it tomorrow. • And once you start writing, the question you end up with probably won’t look much like the question you started with. • Don’t worry…you’re doing it right. This is a process. • So, where to start?

4. Research Question Defined • A clear, focused, concise, complex and arguable question around which you center your research • From https://writingcenter.gmu.edu/how-to-write-a-research-question/ • Could also: • Refer to the problem or phenomenon • Reflect the intervention in experimental research • Note the target group of participants • Inform the research methods

5. What makes a Q “good”? • RELEVANT • Contributes to the field • Adds to the theoretical foundation • Informs policy • Ask yourself “so what?” • Who cares about the question and why • What is the potential impact of answering your question

6. Getting started • What topic are you interested in • What gets you really excited about it? • What are you curious about? • Can you narrow this down a little more? • How much do you already know? • Are there some questions you want to answer?

7. Getting started • What topic are you interested in • What gets you really excited about it? • What are you curious about? • Can you narrow this down a little more? • How much do you already know? • Are there some questions you want to answer? • You are in pursuit of the Knowledge Gap. What next?

8. The Circle of Inquiry Identify Knowledge Gap Search for Existing Information Disseminate & Implement Focus the Study Question Analyze & Interpret Results Collect Data Design the Study Adapted from: Nutting, PA, Stange, KC. Practice-based research: The opportunity to create a learning discipline. In: The Textbook of Family Practice, 6th Edition. Rakel RE (ed.), W. B. Saunders Company, 2001.

9. The Circle of Inquiry 1. Identify Knowledge Gap 2. Search for Existing Information Disseminate & Implement 3. Focus the Study Question Analyze & Interpret Results Collect Data Design the Study Adapted from: Nutting, PA, Stange, KC. Practice-based research: The opportunity to create a learning discipline. In: The Textbook of Family Practice, 6th Edition. Rakel RE (ed.), W. B. Saunders Company, 2001.

10. Search for existing information • Literature Search: • (a) to help figure out what works; • (b) to pursue a topic, problem, or question of professional and/or personal interest; • (c) to pinpoint an area of further study; • (d) to provide a rationale/background for study; • (e) to survey or analyze research methodology

11. The Circle of Inquiry 1. Identify Knowledge Gap 2. Search for Existing Information Disseminate & Implement 3. Focus the Study Question Analyze & Interpret Results Collect Data Design the Study Adapted from: Nutting, PA, Stange, KC. Practice-based research: The opportunity to create a learning discipline. In: The Textbook of Family Practice, 6th Edition. Rakel RE (ed.), W. B. Saunders Company, 2001.

12. The Circle of Inquiry 1. Identify Knowledge Gap 2. Search for Existing Information Disseminate & Implement 3. Focus the Study Question Analyze & Interpret Results Collect Data Design the Study Adapted from: Nutting, PA, Stange, KC. Practice-based research: The opportunity to create a learning discipline. In: The Textbook of Family Practice, 6th Edition. Rakel RE (ed.), W. B. Saunders Company, 2001.

13. What makes a Q “good”? • Contributes to the field • Adds to the theoretical foundation • Informs policy • RELEVANT • Ask yourself “so what?” • Who cares about the question and why • What is the potential impact of answering your question

14. How do you know you’ve got it • Tell your “story” and see if it sticks • Using the literature, provide a rationale • Explain what we already know • Identify the knowledge gap(s) • State your research question(s) • Describe the potential impact of your results

15. “If you can't explain it to a six year old, you don't understand it yourself.”  - Albert Einstein

16. The Dance of DesignWhat is your unique opportunity to generate new knowledge? The question What is known What is feasible Some questions may be best answered in small, thoughtful steps. PEER is just the start of your research.

17. The Circle of Inquiry Identify Knowledge Gap Search for Existing Information Disseminate & Implement Focus the Study Question Analyze & Interpret Results Collect Data Design the Study Adapted from: Nutting, PA, Stange, KC. Practice-based research: The opportunity to create a learning discipline. In: The Textbook of Family Practice, 6th Edition. Rakel RE (ed.), W. B. Saunders Company, 2001.

18. Design the Study • Match the method to the question • Look for your particular opportunity to access meaningful data • How can you inform the knowledge gap? • Use the literature to begin to inform your design • What has already been done? • What were the strengths/flaws to designs? • What needs to be done next to answer the gap?

19. Measurement • Observe measurement issues as you read the literature • Quantitative instruments • Items & scales • Validity, reliability, relevance • Existing scales or develop your own • Qualitative • Survey / interview • Direct observation • Case study • Etc.

20. Developing as a Researcher • Pay attention and reflect • In practice • In reading • In conversation • Learning opportunities • Seminars/Conferences • Reading • Doing your own studies • Reading • Joining others in their studies • Reading • Seek and draw lessons from feedback • Carry a way to record your thoughts • Let your mind wander • Constantly ask questions

21. Identifying a knowledge gap • Questions from practice • Questions from listening • Questions from reading • Evolving questions from • Discussion (develop a team) • Action/ reflection cycles • Openness • Making space Write them down. Talk them out. (With anyone who’s willing.)

22. Search for existing knowledge • Sources • Google Scholar • PubMed • Social science literature databases • Ask colleagues & experts • Professional organizations • Look for • Holes/Gaps • Paradoxes that are ignored or explained away • (and…the “future studies” statements at the end of a journal article)

23. Focus the Question • To fill gaps in existing knowledge • Common holes to fill: • Person/Client perspective • Agency/provider perspective • Implementation • Boundary regions between disciplines

24. Evaluation (Research) • Evaluation is research and follows the same process • What is the (evaluation) question? • Is it RELEVANT? Who cares about this and why? • How will the results be used? • The audience for evaluation research may be more narrow • Typically examines aspects of a program • Could be process, could be outcomes

25. Questions & Discussion