CHAPTER 4 Developing a Research Plan Action Research

CHAPTER 4 Developing a Research Plan Action Research: Improving Schools and Empowering Educators Craig A. Mertler SAGE Publications, 2011

Research Questions First, decide whether you plan to use a qualitative or quantitative approach and data l Decision-making table (Table 4. 1) can help Research question—fundamental question inherent in research topic under investigation l Purpose is to guide the study; goal is to be able to answer the question at the end of the study l Can guide both qualitative and quantitative studies l Review examples… Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Research Questions Important characteristics of research questions: l l Qualitative questions should be more open-ended than quantitative questions Questions should not be stated in a manner that assumes an answer even before data are collected l Ensure the question is neither too broad nor too specific l Questions should be based in the body of literature on the topic l Must be answerable (based on data) l Must follow ethical practices l Should be both important and feasible to answer Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Research Questions Hypothesis—tentative, but intelligent and informed, guess as to outcome of study (made before study begins) l l l Typically, less appropriate for action research studies Used only when design calls for use of inferential statistical analysis (i. e. , some, but not all, quantitative studies) Three types of hypotheses: ü Null hypothesis—no effect, change, or relationship ü Nondirectional research hypothesis—some sort of effect (etc. ), but no prediction of direction of effect ü Directional research hypothesis—some effect with direction specified Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Research Questions l Review examples… Important characteristics of hypotheses: l Hypotheses cannot be proven l Data can only support a stated hypothesis l Research hypotheses are supported only when analysis of data statistically show that the null hypothesis is likely not true Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Qualitative ‘research designs’: l l Misnomer in qualitative research; perhaps ‘research plans’ Questions tend to be more open-ended (might even emerge during the study) ü l More difficult to specify methods at the outset Several approaches exist: ü Case studies—particular individual, event, or program is studied ü Ethnographies—in-depth study of a group ü Phenomenological studies—studies of individual perceptions of a particular situation Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Specific qualitative approaches: l Case studies ü Detailed study of a single setting, subject, or a particular event ü Begin with a very broad approach to topic; as study progresses, study becomes more focused ü Observational case studies: § Most common type; involve study of particular organization or aspect of the organization § Requirement to select focus within the setting Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Specific qualitative approaches (cont’d. ): ü Observational studies: § Similar, but focus is more broad § Researcher becomes integral part of the study § Participant observation is key § Participant-observer continuum: Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Specific qualitative approaches (cont’d. ): l Constant comparative method—design for studies involving multiple data sources, where analysis begins early in data collection, continues throughout collection, and is nearly completed by the end of data collection ü Data collection actually begins prior to specific topic or focus being identified l Cyclical process (good fit with action research) Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Quantitative research designs: l Require the use of quantitative methods and data l Four broad categories of quantitative designs appropriate for teacher-led action research: ü Descriptive designs ü Correlational designs ü Group comparison designs ü Single-subject designs Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Quantitative research designs (cont’d. ): l Descriptive designs—purpose is to describe and make interpretations of current status (i. e. , as it exists) of individuals, objects, conditions, or events ü Observational research § Focus is on a specific variable (not to be confused with qualitative counterpart) § ü Observations of the single variable are made Survey research § Acquiring information from representative individuals § A ‘snapshot’ approach to studying many variables Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Quantitative research designs (cont’d. ): l Correlational designs—purpose is to measure and describe statistical relationship between two or more variables ü Requires calculation of correlation coefficients § Reports strength and direction of relationship § Typically range from -1. 00 to +1. 00 § Interpretation of positive &negative coefficients (direction; indicated by + or -) § Interpretation of numerical value (strength; indicated by number) § Remember: Correlation ≠ Causation Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Quantitative research designs (cont’d. ): l Group comparison designs—attempt to investigate cause-and-effect relationships by comparing two or more groups that differ on some characteristic ü Only one approach will show if one variable can cause another (experimental) ü Causal-comparative designs: § Explore reasons behind existing differences between groups § Ex post facto = ‘after the fact’ § Presumed cause has already occurred (prior to study) Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Quantitative research designs (cont’d. ): ü Pre-experimental designs: § ‘Preliminary’ experimental designs § Incorporate only some of critical aspects of experimental designs § One-shot case study: Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Quantitative research designs (cont’d. ): ü Pre-experimental designs: § One-group pretest-posttest design: Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Basic Research Designs Quantitative research designs (cont’d. ): ü Quasi-experimental designs: § Come closest to experimental designs; only missing component is no random assignment § Pretest-posttest control group design: Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan

Ethical Considerations Must be incorporated into development of a research plan l Permissions from students, parents, teachers, others l May require formal permission—HSRBs or IRBs l Consent and assent l Informed consent form (see Fig. 4. 2) ü Guiding principles to be included: § Principle of accurate disclosure § Principle of beneficence § Principle of honesty § Principle of importance Action Research: Improving Schools and Empowering Educators Chapter 4: Developing a Research Plan