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Strategies to unlock your research potential

Strategies to unlock your research potential. Eighth Biennial National Health Occupations Curriculum Conference Houston, TX October 29 – Nov 2, 2002. by Janice R. Sandiford, PhD College of Education Florida International University Miami, FL 33199 (305) 348-3996 sandifor@fiu.edu.

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Strategies to unlock your research potential

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  1. Strategies to unlock your research potential

  2. Eighth BiennialNational Health Occupations Curriculum ConferenceHouston, TX October 29 – Nov 2, 2002

  3. by • Janice R. Sandiford, PhD • College of Education • Florida International University • Miami, FL 33199 • (305) 348-3996 • sandifor@fiu.edu

  4. Objectives • Realize your research potential • Begin to think of some research topics • Conduct some research in your field • Guide your students in the conduct of research • Publish your research

  5. Unlock the puzzle

  6. Research Process • Inductive • Deductive • Involves methodology • Quantitative • Qualitative

  7. The Research Process Conceptual framework (theory, literature Inductive Deductive Data Analysis Research Questions/hypothesis Proposition * Empirical observation Data collection Rudestam & Newton

  8. Actual Process • Select a topic • Review the literature • Determine the method • Collect the data • Analyze the data • Write the report

  9. Select a topic • Topic of interest to you • Manageable • Personably meaningful • Emotionally unattached • Useful to others • Willing to share

  10. What topics have you considered?

  11. What questions do you have about the topic? Demonstrate the truth Uncover a process Re evaluate other studies Resolve a problem Test a theory Explain a phenomenon

  12. How can we turn those questions into research questions? Relationship between variables, phenomena, concepts or ideas

  13. I wonder I wonder ? ? I wonder I wonder ? ? ? I wonder

  14. Brainstorm Concept Mapping

  15. Check point • Is the question clear and researchable? • Is the question within the context of previous study? or . . . • Is there a definable theory?

  16. Select a Topic

  17. Review the literatureThorough review • Expands upon the relationship between the proposed study and what has already been presented. • Discusses the distinction between previous research • Guides the reader • Selective but thorough

  18. Review the literatureIn search of theory • Clarifies the relationship between the proposed study and demonstrates why it is important • Indicates distinction between previous research • Develops a theme • Selective

  19. Refine the problem statement The purpose of the study is to . . .

  20. Refine the Problem

  21. Determine the method • The Purpose of the study - the research question - drives the methodology

  22. Research Plan • What is the type of study design? • What must be done to “tighten” the design? • Have the extraneous variables been considered? • Is the design defensible? • Is the population appropriate? • Does the question drive the methodology? • What instrument do you plan to use?

  23. Research Plan Components • Introduction • Method • Data Analysis • Time schedule • Budget

  24. Qualitative Interpretive Artistic Explores meanings Words Quantitative Experiments Surveys Generates facts Numbers Research Design

  25. Experimental Descriptive Correlational Causal-Comparative Product oriented Results on facts Guiding designs Deductive Quantitative

  26. Ethnography Grounded theory Case study Phenomeno-logical study Personal voice Inductive Context-based Natural setting Results in understanding Qualitative

  27. Which one is best?

  28. The problem drives the method

  29. The hardest part of doing research is the plan

  30. The second hardest part of doing research is the time it takes to produce a good plan

  31. Determine the method

  32. Collect the data • Subjects - population - sample • Instrument to measure construct you are trying to measure • Human subject clearance • Informed consent • Collect the data

  33. Analyze the data • Statistical technique or techniques to be used • Driven by the hypotheses • Determined by • how groups formed • how many treatments • independent variables • kind of data

  34. Analyze the data • Included in plan • Obtain assistance • Computer very handy tool to use in analyzing data • Find appropriate software • op scan • input direct

  35. Analyze the data • Nominal data • Ordinal data • Interval data • Ratio data • Descriptive • Inferential

  36. Collect analyze, interpret the data

  37. Write the report • Introduction • description of problem • review of literature • statement of hypothesis • operational terms

  38. Write the report • Method • description of subjects • description of instruments • description of design • description of the procedure

  39. Write the report • Results • describes statistical techniques and level of pre-determined confidence • description of results for each hypothesis

  40. Write the report • Discussion • interpretation of results • conclusions • recommendations

  41. Write the report • References • Appendices

  42. Publish the report • Serves the interests of the professional community • Progress in research requires it • Reflects your credentials as a researcher • Could be rejected! • You might need to revise!

  43. Present at a professional meeting • Share new knowledge and research findings • Watch for “call for papers” • Follow the guidelines • 10 minutes to present paper

  44. Publish and present the results

  45. Your Journal • Journal of Health Occupations Education • On-line at acteonline.org • Twice per year • Dr. Larry Hudson editor • Your journal • Want your research

  46. You are a researcher • You have the necessary skills to conduct research • You have important data to share with your colleagues • You need to guide your students in the research process

  47. Share your knowledge with others in the fieldPresent and Publish

  48. ? ? ? ? Questions ? ? ? ? ?

  49. Thanks for stopping by

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