HD FS 503
Research Methods in Human Development & Family
Studies
Office Hours: Monday 1:30 to 3:30 PM
Susan Hegland
Office: 294-4616
Home: 232-6465
shegland@iastate.edu
Spring 2002
2361B Palmer
Required texts:
Hegland: HDFS 503 Handbook. Ames, IA: Iowa State University. (Available at Copyworks).
Krathwohl, D. R. (1998). Methods of educational and social science research White Plains, NY: Longman ISBN 08013-2069-1
Recommended:
n. a. (1994). Publication manual of the American Psychological Association (Fourth ed.). Washington, D. C.: American
Psychological Association.
Grimm, L. G. & Yarnold, P. R. (1995). Reading and understanding multivariate statistics. Washington, DC: American
Psychological Association.
Course Description:
Research Methods in Human Development and Family Studies (3-3) Cr. 4. S. Prereq: Stat 401. Concepts,
methods, and strategies for research in human development and family studies. Topics include the nature of scientific
research, measurement, types of research in human development and family studies, validity of research designs,
methods of data gathering, and strategies for and issues in the study of change. Coding, entry, and manipulation of
research data. Practical applications with interactive statistical software.
HD FS 503 Performance Outcomes: Students will
1) apply a chain of reasoning to plan, analyze, and critique research methods.
2) identify basic principles of sampling that allow generalization from a sample to a population.
3) link variables, operational definitions, measures, and metrics.
4) evaluate the evidence supporting causal inferences.
5) apply criteria for evaluating the internal and external validity of a research study.
6) describe essential characteristics of qualitative, sample surveys, and experimental methods.
7) describe requirements for evaluation, longitudinal, single-subject, and meta-analysis studies.
8) identify professional resolutions to ethical dilemmas in research.
Grading Criteria
Class
Points Source
5 Ass’t 1.1
20 Ass’t 1.2
12 Ass’t 1.3
30 Ass’t 1.4
160 Ass’t 2.0
100 Exam 1
100 Exam 2
200 Lab
627 TOTAL
Students needing accommodations for disabilities must provide faculty with a copy of their official letter of
accommodation in a timely manner. It is recommended that you do so by the end of the first week of classes. Please
2
schedule an appointment with me to reach mutual agreement about the types of accommodation to be provided. All
information regarding disabilities will remain confidential.
3
Monday Assignments (Class)
Date
Reading: HD FS 503
Assignments (Written or oral): Monday
1-14 Introduction
ch 1 Intro to Two Contrasting Research Styles
ch 2. The Variety of Research Methods
ch. 1, cite strengths and weaknesses in both
articles
ch. 2 #1, 3.
1-21 University Holiday
ch 3. From Findings to Knowledge
ch 4. The Research Chain of Reasoning
Assignment 1.1 (to 2361B Palmer by 1-22)
ch. 3, #1, 4
ch. 4, #1, 2, 3.
1-28 ch 7 Causal Inference and Internal Validity
ch 8 Sampling, Representation, and External Validity
Review: Ch. 17: The Numeric Description of Data:
Assignment 1.2
ch. 7, #3, 6.
ch. 8, #2, 4, 6.
Ch. 17, #1, 2, 3, 4.
2-4 ch. 9 Research Criteria to Optimize and Constraints to
Observe
ch. 9, #3.
2-11 ch. 18 Measurement, Testing , and Observation
Assignment 1.3
ch. 18, #3, 5.
2-18 ch 16 Survey Research:
ch 16, #3, 5.
2-25 ch 10 Ethics and Legal Constraints: Complete the web-based Assignment 1.4; Identify variables for
Human Subjects training before coming to class:
Assignment 2.0.
http://www.research.iastate.edu/training/
ch. 10, #1, 5,
Review: ch 19: Nature and Logic of Inferential Statistics.
ch. 19, #2, 4, 5, 7, 8, 9.
3-4 Exam I
3-11 ch 20 Experimental Methods and Experimental Design, pp.
498 – 531.
3-25 ch. 20 Experimental Methods and Experimental Design, pp.
531 – 548.
ch. 20, # 3, 4, 5.
4-1 No class: Learning Team meetings
4-8 ch. 11 Qualitative Research Methods
ch. 12 Fieldwork and Observation
Assignment 2.1, 2.2
Ch. 11, #1
Ch. 12, #3
4-15 ch. 13 Interviewng
ch. 14 Qualitative Data Analysis
ch. 15 Conclusions in Qualitative Research
Ch. 13, #1, 3
Ch. 14, # 1, 3
4-22 ch. 23 Evaluation Studies and Action Research
ch. 21 Meta-analyses
Assignment 2.3
Ch. 23, #3
Ch. 21, #4.
4-29 Exam II
4
5-6 Learning Team Presentations
Learning Teams
You will self-select or be assigned into two-person learning teams. I would recommend that your research interests
and your commitment level guide your choices. Each learning team will choose one article to analyze for Assignment 1
and one set of variables to study for Assignment 2.
Assignment 1* (67 points)
Accompany each assignment with the grading sheet from the HD FS Handbook at Copyworks.
Assignment 1: Critical Analysis of a Research paper
The purpose of this assignment is to complete a critical analysis of a research study of your choice. The first part of
the assignment is to select the research article: the remaining sections of the assignment are the critical analysis. Each
section of the critical analysis has two parts: a descriptive of what is found in the research article, followed by your
critique of what was done. Questions that might be answered in the critique are listed in each section. Because each
section of the critical analysis is due after a reading assignment and class discussion about the topic, both can serve as
sources for the critique. However, you need to acknowledge all materials from class or the text; use the APA manual as
a guide to your references. N.B.: Each member of the learning team should complete his/her analysis of each
component, which must be turned in along with the composite analysis. Only the composite analysis will be graded,
however.
1.1 (5 points) Selection of the article
Work with your research partner to select a published research paper that is generally recognized as an important
contribution to your field because of innovative methods, important findings, or both. You will be doing a critical
analysis of the elements of this paper for the remainder of the assignment. There are only two requirements for the
paper. First, it must be a research paper published in a refereed research journal; the paper must report a statistical
analysis of some data. Theoretical papers and research reviews, although a valuable contribution to the literature,
are not appropriate for this assignment. The second requirement is that it not be written by a member of the faculty
in HD FS. You will be critically analyzing this article, and you should not be constrained in your critique by knowing
(and working with) the author.
You may wish to consult with faculty members for assistance with your choice. You should make two copies of the
article, one for you to use and one for me to keep. Do not use highlighting before copying the article; the highlighted
portions may not copy. Accompany my copy of the article with a paragraph describing the contribution that this
article has made to the field. Include the reference in the paragraph, and follow the writing guidelines of the APA
manual in writing your paragraph.
1.2 (20 points).
Purpose and theory; research questions and/or hypotheses; research design.
Potential questions to be answered to describe the research.
What is the purpose of the research? What are the theoretical underpinnings of the study? Why is the study needed-what is the gap in current knowledge? Is the study inductive or deductive? What are the research questions
addressed in the study? What are the (implicit or explicit) hypotheses tested? What are the independent (predictor)
and dependent (outcome) variables? Does the analysis include mediating or moderating variables? What is the unit
of analysis? What controls are introduced through the research design? Is it cross sectional or longitudinal?
Potential questions to be answered to critique the research.
Does the purpose make sense? Is the connection to theory explicit? If not, what is the implicit theory? Is it logical?
Do the questions/hypotheses make sense? Do they grow logically from theory or previous research? Is the research
design appropriate for the research? Are there factors that should have been controlled that were not?
5
1.3 (12 points). Conceptualization, measurement, operationalization
Potential questions to be answered to describe the research:
What are the major concepts? How is each concept measured? How is each operationalized? How are reliability
and validity established?
Potential questions to be answered to critique the research:
Is there a clear connection among conceptualization, measurement, and operationalization? Are they appropriate for
answering the research questions? Have the reliability and validity of the measures been demonstrated to your
satisfaction? Are there obvious omissions or contradictions? Could any of the three have been improved?
1.4 (30 points) Sampling and data collection, data analysis and findings
Potential questions to be answered to describe the research:
What is the sample? What type of sample is it? How was it drawn? How have the data been collected? How has
the analysis been conducted? What are the findings? What are the conclusions?
Potential questions to be answered to critique the research:
Is the sample appropriate for answering the research questions? Was the sample drawn in an appropriate manner?
Does the sample permit findings to be generalized? Are the methods appropriate? Are the data collection techniques
those that would ensure high quality data? Has the analysis been completed properly according to rules of
independent and dependent variables? Are there controls missing in the analysis? Are additional questions raised by
the analysis that could have been answered by but were not? Do the conclusions follow from the data?
Based on your critical analysis (Sections II through IV), can you trust the conclusions?
Assignment 2* (160 points)
JRHDFS MANUSCRIPT & ORAL PRESENTATION
Each pair of students will submit an article to the HD FS 503 “Journal of Research in Human Development and
Family Studies” and will present a paper at the “Research in Human Development and Family Studies Conference”.
Purpose
Write a 15-20-page research manuscript in APA style, that is,
Briefly review (i.e., summarize, integrate, compare, and contrast) current theory, research, and methodology related
to a specific problem in human development and family studies. (no more than one paragraph!)
Explain why additional work is needed: what gaps exist in the research and/or between research and current
practice? (again, no more than 1 paragraph)
Design a research study using data from the HDFS 503 data set
Formulate a problem (hypothesis) that can be empirically tested and to predict the outcome of that test.
Include at least two predictor (independent) variables and at least one outcome (dependent) variable in your
hypotheses
Design a research method to test your hypotheses.
Run the analyses to test the hypotheses
Report and interpret the results.
2.1.
Introduction (read APA Manual, pp. 11-12) (Learning team member 1)
1. Review the theoretical or empirical background and significance of the problem or area.
a. Distinguish between theoretical arguments (e.g., Smith suggests, argues, defines,), research findings (e.g.,
Smith reported, found, demonstrated; Results of, In a study by Brown), and review summaries (In a
review of,Smith reviewed).
6
b. Identify current controversies, contradictory findings or theoretical predictions, or gaps in the current
research that your study will attempt to resolve. Identify possible explanations for these controversies (i.e.,
differing operational definitions, populations, methodologies)
2. Review the research methodologies used in this area.
a. Describe the method(s) (e.g., interviews, observations, experimental, quasi-experimental) typically used in
this area. Do the different methods used produce different results? Are certain confounding variables
consistently controlled for?
b. Describe why you believe the particular method in this study will avoid confounding variables, resolve the
controversy, or fill the gap in current understanding.
3. Identify two to three research questions you will answer in your study. Each research question needs at least
two predictor variables and at least one outcome variable. At least one of the variables must be interval level.
The questions should logically follow from your review; the answers should fill the gaps or resolve the
controversies that you have identified. Every variable specified in the questions should have been addressed in
your review. Include an operational definition of each variable.
2.2.
Method (read APA Manual, pp. 12-14) (Learning team member 1)
1. Participants Include any descriptive characteristics (i.e., number, age, sex, I.Q., source [e.g., child care centers,
public school, low-income families on welfare, Head Start families]) that another researcher would need in order
to replicate your study. This section should reflect your understanding of appropriate participant selection
procedures to ensure the reliability and validity of your study.
2. Materials (instruments, questionnaires, surveys) to be used in your study. Provide a clear explanation of the
relation between the independent and dependent variables (or predictor and outcome variables) and the
materials used to measure each. Provide sufficient detail to permit replication. Report published reliability and
validity of tests or scoring procedures. REMEMBER THAT YOUR MEASURES ARE LIMITED TO
THOSE INCLUDED IN THE HDFS 503 DATA SET!!!
3. Procedure Give a precise description of the process of data collection and the measures administered to each
participant, each experimental group, and each control group. This description will be fictional, and will
demonstrate your understanding of procedures to ensure internal and external validity. Again, provide sufficient
detail to permit replication.
2.3.
1.
2.
3.
4.
2.4.
Results (read APA Manual, pp. 15-18) (Learning team member 2)
For each research question, report the results of your statistical analyses, including descriptive information (e.g.,
M, SD, N), the statistical test, degrees of freedom, and significance level. You can find an example of a results
section in the HD FS 503 Handbook.
Include figures and tables as needed to clearly present your data; follow the APA Manual for formatting. You
can find examples of tables and figures in the HD FS 503 Handbook. Don’t underestimate the time that
formatting tables will require!
Carefully consider whether the distribution meets the statistical test assumptions. Explain any transformations
used to meet the assumptions.
Explain the results in meaningful terms.
Discussion (read APA Manual, pp. 18-19) (Learning team member 2)
1. For each research question, report whether your findings support or fail to support your prediction
2. For each research question, compare your findings with prior research (cited in introduction)
2. Discuss the scientific and practical significance of your study, including
a. Limitations of the present study, and suggestions for improvement in future studies.
b. Major contribution of this study, with implications for theory, research, and/or practice.
7
2.5.
References (read APA Manual, pp. 20) (Both learning team members)
1. Follow APA style format; note:
a. differences between journal and book (chapter) entries.
b. spacing, capitalization, punctuation, ampersand (&), & names (do not include first names!).
2. Include a minimum of two research articles in human development or family studies, preferably published in
refereed journals within the past 10 years. This does NOT include ERIC documents, which have not received a
peer review, review articles, theoretical articles, or application articles.
2.6 Mechanics (spelling, grammar, punctuation) and communication (logic, organization)
2.7 Appendix
1. Include SPSS syntax for all analyses
2. Include SPSS output for all analyses
2.8 Presentation
1. Prepare a 1-2 page handout of presentation including key tables and references
2. Present a 10-15 minute summary of your paper; each member should present for 5 to 8 minutes.
3. Lead a 5- to 10-minute discussion of your study
Key tasks in discussion:
Active listening, including
Recognition of validity in other's statements,
Clarification of other perspective
Professional responses, including
Intellectual openness (e.g., lack of defensiveness)
Responses related to question,
Logical responses based on knowledge of theory and research literature,
Recognition of alternative perspectives
References: Research Methods
Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research:
Conceptual, Strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173 1182).
Bogden, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and
methods. Boston: Allyn & Bacon.
Buros Institute of Mental Measurements. (1995). Family assessment. Lincoln, NE : University of Nebraska-Lincoln.
Cohen, J. (1994). The earth is round. American Psychologist, 49, 997-1003.
Cohen, J. (1990). Things I have learned (so far). American Psychologist, 45, 1304-1312.
Dillman, D. A. (2000). Mail and internet surveys: The tailored design method. New York: Wiley.
Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman
Publishing Group.
Joint Committee on Standards for Educational Evaluation. (1994). The program evaluation standards: How to
assess evaluations of educational programs. (2nd Ed.). Thousand Oaks, CA: Sage Publications.
Nicol, A. A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating tables.
Washington, DC: American Psychological Association.
Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach.
Hillsdale, NH: Erlbaum.
Wilkinson, L. and the Task Force on Statistical Inference. (1999). Statistical methods in psychology journals: Guidelines
and explanations. American Psychologist, 54, 594-604.
8
9
References: Assessment Instruments
Boyce, W, T, et al (1983). The Family Routines Inventory: Theoretical origins. Social Science & Medicine, 17, 193200.
Bracken, B. A., Prasse, D. P., & McCallum, R. S. (1984). Peabody Picture Test-Revised: An appraisal and review.
School Psychology Review, 13, 49-59.
Demaray, M. K., Ruffalo, S. L., Carlson, J., Busse, R. T., Olson, A. E., McManus, S. M., & Leventhal, A. (1995).
Social skills assessment: A comparative evaluation of six published rating scales. School Psychology Review, 24,
648-671.
Dunst, C. J.,& Leet, H. E.. (1994). Measuring the adequacy of resources in hourseholds with young children. In Dunst,
C. J., Trivette, C. M. & Deal (Eds.) (1994). Supporting & strengthening families: Methods, strategies and
practices (pp. 105-114). Cambridge, MA : Brookline Books.
Entwisle, D. R., & Astone, N. M. (1994). Some practical guidelines for measuring youth’s race/ethnicity and
socioeconomic status. Child Development, 65, 1521-1540.
Hardy, D. F., Power, T. G., & Jaedicke, S. (1993). Examining the relation of parenting to children’s coping with
everyday stress. Child Development, 64,1829-1841.
Hauser, R. M. (1994). Measuring socioeconomic status in studies of child development. Child Development, 65,
1541-1545.
Jensen, E. W., et al. (1983). The Family Routines Inventory: Development and validation. Social Science & Medicine,
17, 201-211
Moos, (1987). Family Environment Scale. In Fredman, N. (Ed.), Handbook of measurements for marriage and
family therapy (pp. . NY: Brunner/Mazel.
Naglieri, J. A., & Pfeiffer, S. I. (1983, November). Stability, concurrent and predictive validity of the PPVT-R. Journal
of Clinical Psychology, 39, 965-967.
Robinson, J. P., Shaver, P. R., & Wrightsman, L. S. (1991). Measures of personality and psychological attitudes.
San Diego, CA: Academic Press.
Slater, M. A., & Power, T. G. (1987). Multidimensional assessment of parenting in single-parent families. Advances in
Family Intervention, Assessment and Theory, 4, 197-228.