What is inquiry A studious systematic examination of

What is inquiry? ? 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 1

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 © 2009, MJ Bober-Michel; all rights reserved 2

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 3

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 4

Why ED 690 in COE master’s programs? To understand … our field’s historical roots: its genesis, drivers, etc. the issues and ideas about which EDTEC practitioners have been and are now most interested how our 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 5

The topics we’ll cover The tools of research (both technological and conceptual); distinguishing between/among resources (types and quality) 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 6

The topics we’ll cover Interpreting data Reporting results: what to say and “how” Deductive v. inductive reasoning “Scientific method” Manipulation vs. “natural selection” Researcher “conduct”; a researcher’s mindset © 2009, MJ Bober-Michel; all rights reserved 7

Working with complex terminology Theory Approach Model Principle Guideline Heuristic Framework Frame of reference Orientation © 2009, MJ Bober-Michel; all rights reserved 8

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) © 2009, MJ Bober-Michel; all rights reserved 9

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 © 2009, MJ Bober-Michel; all rights reserved 10

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 © 2009, MJ Bober-Michel; all rights reserved 11

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 © 2009, MJ Bober-Michel; all rights reserved 12

Investigative thinking: different strands Inductive thinking one draws on particular instances (patterns, results) to draw conclusions. Deductive thinking one’s conclusions about particulars are drawn from general or universal premises © 2009, MJ Bober-Michel; all rights reserved 13

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. © 2009, MJ Bober-Michel; all rights reserved 14

“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 © 2009, MJ Bober-Michel; all rights reserved 15