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"Research Problems"
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A Four Stage Framework for the Development of a Research Problem Statement in Doctoral Dissertations
Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Writing a doctoral dissertation is a long journey, and it typically starts with writing the research problem statement. Students face challenges in articulating the research problem statement. Clearly articulating the research problems statement influences the success of the entire dissertation. Methodology: This paper uses a widely used framework to describe student adjustment to graduate studies in general and to doctoral programs in particular. Contribution: This study provides a framework for mentors and advisors to assist them in guiding students in writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following the methodological approach suggested in this study will help students with the task of writing their own. Recommendations for Practitioners: A methodological approach to writing a research problem statement is helpful in mitigating the difficulties of writing the dissertation. This study tackles the difficulties with writing the research problem statement. Recommendation for Researchers: More research needs to be done to expand the use of a methodological approach to writing in other sections of the dissertation. Impact on Society: The findings of this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Future research should follow a similar methodological approach in guiding students in writing the other sections of the dissertation
Journal Article
From reading-writing research to practice
Teachers regularly seek to update their practice with newly-developed tools from the realm of research, with the aim of applying them directly in the classroom, particularly for teaching reading and writing. Thus, teachers' continuing education is dependent on the effective dissemination and appropriation of research results.
Book
Investing in Financial Research
Every day, people around the world make financial decisions. They choose to invest in a stock, sell their holdings in a mutual fund or buy a condominium. These decisions are complex and financially tricky-even for financial professionals. But the literature available on financial research is dated and narrowly focused without any real practical application. Until now there's been a gap in the literature: a book that shows you how to conduct a step by step comprehensive financial investigation that ends in a decision.
This book gives you that how.
Investing In Financial Research is a guidebook for conducting financial investigations and lays out Cheryl Strauss Einhorn's AREA Method-a research and decision-making system that uniquely controls for bias, focuses on the incentives of others and expands knowledge while improving judgement-and applies it to investigating financial situations. AREA is applicable to all sorts of financial sleuthing, whether for investment analysis or investigative journalism. It allows you to be the expert in your own life.
The AREA Method provides you with:
-Defined tasks that guide and focus your research on your vision of success;
-A structure that isolates your sources, giving you insight into their perspectives, biases and incentives;
-Investigative resources, tips and techniques to upgrade your research and analysis beyond document-based sources;
-Exercises to foster creativity and originality in your thinking;
-A sequence and framework that brings your disparate pieces of research together to build your confidence and conviction about your financial decision.
eBook
Design-Based Research:A Decade of Progress in Education Research?
Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge the chasm between research and practice in formal education. In this article, the authors review the characteristics of DBR and analyze the five most cited DBR articles from each year of this past decade. They illustrate the context, publications, and most popular interventions utilized. They conclude that interest in DBR is increasing and that results provide limited evidence for guarded optimism that the methodology is meeting its promised benefits.
Journal Article
Tradition and Innovation in Scientists' Research Strategies
What factors affect a scientist's choice of research problem? Qualitative research in the history and sociology of science suggests that this choice is patterned by an \"essential tension\" between productive tradition and risky innovation. We examine this tension through Bourdieu's field theory of science, and we explore it empirically by analyzing millions of biomedical abstracts from MEDLINE. We represent the evolving state of chemical knowledge with networks extracted from these abstracts. We then develop a typology of research strategies on these networks. Scientists can introduce novel chemicals and chemical relationships (innovation) or delve deeper into known ones (tradition). They can consolidate knowledge clusters or bridge them. The aggregate distribution of published strategies remains remarkably stable. High-risk innovation strategies are rare and reflect a growing focus on established knowledge. An innovative publication is more likely to achieve high impact than a conservative one, but the additional reward does not compensate for the risk of failing to publish. By studying prizewinners in biomedicine and chemistry, we show that occasional gambles for extraordinary impact are a compelling explanation for observed levels of risky innovation. Our analysis of the essential tension identifies institutional forces that sustain tradition and suggests policy interventions to foster innovation.
Journal Article
Bridging the Gap Between Research and Practice: Predicting What Will Work Locally
This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (“It worked”) but provide little basis for local effectiveness predictions (“It will work here”), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (“It works”) is unrealistic and urge focusing research efforts directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a better mix of methods, like implementation science, improvement science, and practice-based evidence.
Journal Article
Mapping the scattered field of research on higher education
Parallel to the increasing level of maturity of the field of research on higher education, an increasing number of scholarly works aims at synthesising and presenting overviews of the field. We identify three important pitfalls these previous studies struggle with, i.e. a limited scope, a lack of a content-related analysis, and/or a lack of an inductive approach. We take these limitations into account by analysing the abstracts of 16,928 articles on higher education between 1991 and 2018. To investigate this huge collection of texts, we apply topic models, which are a collection of automatic content analysis methods that allow to map the structure of large text data. After an in-depth discussion of the topics differentiated by our model, we study how these topics have evolved over time. In addition, we analyse which topics tend to co-occur in articles. This reveals remarkable gaps in the literature which provides interesting opportunities for future research. Furthermore, our analysis corroborates the claim that the field of research on higher education consists of isolated ‘islands’. Importantly, we find that these islands drift further apart because of a trend of specialisation. This is a bleak finding, suggesting the (further) disintegration of our field.
Journal Article