What is inquiry/Research??
 A studious, systematic examination of facts or
principles; research
 Investigation or experimentation aimed at
 the discovery and interpretation of facts,
 revision of accepted theories or laws in light of new facts,
or
 practical application of such new or revised theories or
laws
© 2009, MJ Bober-Michel; all
rights reserved
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Research is Everywhere
 iPad and iPhone shift reading habits:
 http://www.tuaw.com/2011/02/04/how-theipad-and-iphone-shift-reading-habits/
 The Educational Value of Ugly Font
 http://blogs.wsj.com/ideasmarket/2011/01/08/the-educational-value-ofugly-fonts/
 Building Self-Esteem through Facebook
 http://www.cnn.com/2011/TECH/social.media/
03/01/facebook.self.esteem/index.html?eref=mr
ss_igoogle_cnn
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Research is Everywhere (2)
 Women are Better than Men?!
 http://www.glamour.com/sex-lovelife/2011/02/women-are-better-thanmen?currentPage=2
 Go Easy On Yourself, a New Wave of
Research Urges
 http://well.blogs.nytimes.com/2011/02/28/go-
easy-on-yourself-a-new-wave-of-research-urges/
 Google’s Quest to Build a Better Boss
 http://www.nytimes.com/2011/03/13/business/
13hire.html?hp
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Inquiry -- from three different
perspectives
 Basic:
 scientific investigation to develop or enhance theory
 Applied:
 testing theory to assess its ”usefulness” in solving
(instructional or educational) problems
 Evaluation:
 determining whether a program, product, or process
warrants improvement, has made a difference or impact,
or has contributed to general knowledge or understanding
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Inquiry calls for systematic thinking
 What research (as we’ll study it) is not:
 Mere information gathering
 Mere information assembly
 Mere rummaging for information
 An abstraction (e.g., suggesting that “years of
research” have led to ________________)
© 2009, MJ Bober-Michel; all
rights reserved
5
The research/evaluation dichotomy:
real or contrived?
Evaluation differs from other kinds of
research in that...
 central questions are derived from policymakers and
practitioners,
 results are generally used to improve programs, projects,
products, or processes,
 it tends to occur in turbulent action settings,
 results are often reported to nonresearch audiences.
© 2009, MJ Bober-Michel; all
rights reserved
6
Why ED 690 in COE master’s programs?
 To understand …
 your field’s historical roots: its genesis, drivers, etc.
 the issues and ideas about which practitioners have been
and are now most interested
 how your field has been explored/examined: techniques,
strategies, methods
 The research base informs the performance
solutions we develop/implement—from insights into
audience needs to facilitation models and
assessment options
© 2009, MJ Bober-Michel; all
rights reserved
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The topics we’ll cover
 The tools of research
 Formulating a research “problem”
 Determining a research design
 traditional and eclectic, quantitative, qualitative, and
mixed methods
 Collecting data/triangulating data:
 techniques, sampling, reliability, validity
 Analyzing data:
 conceptually and “technically”
© 2009, MJ Bober-Michel; all
rights reserved
8
Working with complex terminology
 Theory
 Approach
 Model
 Principle
 Guideline
 Heuristic
 Framework
 Frame of reference
 Orientation
© 2009, MJ Bober-Michel; all
rights reserved
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Why conduct research (broadly)
 To judge merit or worth
 (accountability, accreditation/licensing, cost-benefit
decisions)
 To improve programs
 (identify strengths and weaknesses, ensure quality, or
check progress toward goals)
 To generate knowledge
 (make generalizations about effectiveness, build theory,
make policy, extrapolate principles that may be applied to
other settings)
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Why conduct research (specifically)
 To describe what happens
 thus providing evidence regarding the short- and long-term
effects of ….
 To determine cost-effectiveness
 To improve existing programs
 To document successes and mistakes
 To predict how variables might impact/affect specific
situations
 To explain or identify promising theories associated with
specific phenomenon
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Research and decision-making (1)
 Applied research (including evaluation) helps people
make a wide array of instrumental action decisions,
e.g.:
 making midcourse corrections
 continuing, expanding, or institutionalizing a program … or
cutting, ending, or abandoning it
 testing a new program idea
 choosing the best of several alternatives
 deciding whether or not to continue funding
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Research and decision-making (2)
Applied research (including evaluation) help people
make a wide array of organizational decisions, e.g.:
 recording program history
 providing feedback to practitioners
 highlighting program goals
 establishing accountability
 understanding social intervention
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Personal Traits of A “Good” Investigator
 Methodical
 Logical
 Systematic
 Organized
 Able to manage time, to prioritize tasks
 Good with people/able to connect, commands
respect, inquisitive/curious, not easily swayed by
rumor and innuendo, persistent, tenacious, calm,
etc.
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Research and Researchers in the Big Bang Theory
© 2009, MJ Bober-Michel; all
rights reserved
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Research and Researchers in the Big Bang Theory
© 2009, MJ Bober-Michel; all
rights reserved
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Research and Researchers in the Big Bang Theory
© 2009, MJ Bober-Michel; all
rights reserved
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Sex and the City
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“Criteria”
 As an researcher, then, you are expected...
 to be competent
 to be honest and demonstrate integrity
 to show respect for people
 to be politically savvy
 to work systemically
 to make data-based decisions
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