Developing a research plan

1. Developing aresearch plan Chapter 4 Craig A. Mertler SAGE Publications, 2014 Action Research: Improving Schools and Empowering Educators (4/e)

2. Research Questions • First, decide whether you plan to use a qualitative or quantitative approach and data • Decision-making table (Table 4.1) can help • Research question—fundamental question inherent in research topic under investigation • Purpose is to guide the study; goal is to be able to answer the question at the end of the study • Can guide both qualitative and quantitative studies • Review examples

3. Research Questions • Important characteristics of research questions: • 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 • Ensure the question is neither too broad nor too specific • Questions should be based in the body of literature on the topic • Must be answerable (based on data) • Must follow ethical practices • Should be both important and feasible to answer

4. Research Questions • Hypothesis—tentative, but intelligent and informed, guess as to outcome of study (made before study begins) • 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: • Null hypothesis—no effect, change, or relationship • Nondirectional research hypothesis—some sort of effect (etc.), but no prediction of direction of effect • Directional research hypothesis—some effect with direction specified

5. Research Questions • Review examples • Important characteristics of hypotheses: • Hypotheses cannot be proven • Data can only support a stated hypothesis • Research hypotheses are supported only when analysis of data statistically show that the null hypothesis is likely not true

6. Basic Research Designs • Qualitative “research designs”: • Misnomer in qualitative research; perhaps “research plans” • Questions tend to be more open-ended (might even emerge during the study) • More difficult to specify methods at the outset • Several approaches exist: • Case studies—particular individual, event, or program is studied • Ethnographies—in-depth study of a group • Phenomenological studies—studies of individual perceptions of a particular situation

7. Basic Research Designs • Specific qualitative approaches: • Case studies • Detailed study of a single setting, subject, or a particular event • Begin with a broad approach to topic; as study progresses, study becomes more focused • Observational case studies: • Most common type; involve study of particular organization or aspect of the organization • Requirement to select focus within the setting

8. Basic Research Designs • Specific qualitative approaches (cont’d.): • Observational studies: • Similar, but focus is more broad • Researcher becomes integral part of the study • Participant observation is key • Participant-observer continuum:

9. Basic Research Designs • Specific qualitative approaches (cont’d.): • 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 • Data collection actually begins prior to specific topic or focus being identified • Cyclical process (good fit with action research)

10. Basic Research Designs • Quantitative research designs: • Require the use of quantitative methods and data • Four broad categories of quantitative designs appropriate for teacher-led action research: • Descriptive designs • Correlational designs • Group comparison designs • Single-subject designs

11. Basic Research Designs • Quantitative research designs (cont’d.): • Descriptive designs—purpose is to describe and make interpretations of current status (i.e., as it exists) of individuals, objects, conditions, or events • Observational research • Focus is on a specific variable (not to be confused with qualitative counterpart) • Observations of the single variable are made • Survey research • Acquiring information from representative individuals • A “snapshot”approach to studying many variables

12. Basic Research Designs • Quantitative research designs (cont’d.): • Correlational designs—purpose is to measure and describe statistical relationship between two or more variables • Requires calculation of correlation coefficients • Reports strength and direction of relationship • Typically range from -1.00 to +1.00 • Interpretation of positive and negative coefficients (direction; indicated by + or -) • Interpretation of numerical value (strength; indicated by number) • Remember: Correlation ≠ Causation

13. Basic Research Designs • Quantitative research designs (cont’d.): • Group comparison designs—attempt to investigate cause-and-effect relationships by comparing two or more groups that differ on some characteristic • Only one approach will show if one variable can cause another (experimental) • Causal-comparative designs: • Explore reasons behind existing differences between groups • Ex post facto = “after the fact” • Presumed cause has already occurred (prior to study)

14. Basic Research Designs • Quantitative research designs (cont’d.): • Pre-experimental designs: • “Preliminary” experimental designs • Incorporate only some of critical aspects of experimental designs • One-shot case study:

15. Basic Research Designs • Quantitative research designs (cont’d.): • Pre-experimental designs: • One-group pretest-posttest design:

16. Basic Research Designs • Quantitative research designs (cont’d.): • Quasi-experimental designs: • Come closest to experimental designs; only missing component is no random assignment • Pretest-posttest control group design:

17. Basic Research Designs • Mixed-methods research designs • Explanatory mixed-methods designs:

18. Basic Research Designs • Mixed-methods research designs • Exploratory mixed-methods designs:

19. Basic Research Designs • Mixed-methods research designs • Triangulation mixed-methods designs:

20. Research planning template • Action Research Design Development

21. Ethical Considerations • Must be incorporated into development of a research plan • Permissions from students, parents, teachers, others • May require formal permission—HSRBs or IRBs • NIH human subjects training (http://phrp.nihtraining.com) • Consent and assent • Informed consent form (see Figure 4.5) • Guiding principles to be included: • Principle of accurate disclosure • Principle of beneficence • Principle of honesty • Principle of importance

22. Action research checklist 4 Developing a Research Plan for Conducting Action Research ☐ Using Table 4.1 as a guide, determine if a qualitative, quantitative, or mixed-methods design would be more appropriate for your action research study. ☐ Develop one or two research questions to guide your study. ☐ Depending on your selection of a qualitative, quantitative, or mixed-methods design, weigh the advantages and limitations of specific research designs. ☐ Determine the most appropriate design for conducting your action research study. ☐ Evaluate, and address, any potential ethical issues in your study. ☐ If appropriate, develop consent and assent forms. ☐ Develop a reasonable timeline for conducting your study.