Transcript Slide 1

Chapter 10
Reporting and Evaluating
Research
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
By the end of this chapter,
you should be able to:
Define the purpose of a research report
Identify factors important in writing for audiences
Describe the types of research reports
Describe the procedures for structuring a
research report
Write in a sensitive and scholarly way
List criteria for evaluating the quality of research
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.2
What Is a Research Report?
A research report is a completed study that
reports an investigation or exploration of a
problem, identifies questions to be addressed,
and includes data collected, analyzed, and
interpreted by the researcher.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.3
The Audience for Your Report
Determine the acceptable standards
Look in journals to learn the criteria required for
submitting articles
Look at the literature for specific standards
Check with the school to determine specific
standards for a thesis or dissertation
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.4
The Types of Research Reports
Dissertations and theses
Dissertation and theses proposals
Journal articles
Conference papers
Conference paper proposals
Reports for policy makers and schools
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.5
Learn How to Structure Research
Reports
Examine:
–
–
–
–
The APA heading styles
The six steps in the research process
The research questions or hypotheses
The structures or different types of reports
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.6
Structure of a Quantitative and
Qualitative Proposal
Quantitative Format
Qualitative Format
Title page
Abstract
Introduction
Review of the literature
Methods
Timeline, budget, and preliminary
chapter outline
References
Appendices
Title page
Abstract
Introduction
Procedure
Preliminary findings
Anticipated outcomes and tentative
literature review (optional)
Timeline, budget, and preliminary
chapter outline
References
Appendices
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.7
Variations in Structure
of a Qualitative Study
Scientific model
Storytelling model
Thematic model
Descriptive model
Theoretical model
Experimental, alternative, or
performance models
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.8
How Do You Write Your Report in a
Sensitive and Scholarly Way?
Use nondiscriminatory language
– Avoiding demeaning attitudes, including biased
assumptions, and awkward constructions that
suggest bias because of gender, sexual orientation,
racial or ethnic group, disability, or age
– Study examples of nondiscriminatory language
construction
– Be sensitive to labels for individuals or groups (call
them with names that they use)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.9
Writing in a Scholarly Way
Encode scholarly terms
Employ a point of view consistent with
quantitative and qualitative approaches
Balance research and content
Interconnect parts of the study
Use computer aids
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.10
Evaluating the Quality
of a Research Report
Does it meet publication standards?
Will it be useful in our school?
Will it advance policy discussions?
Will it add scholarly knowledge about a topic or
research problem?
Will it help address some pressing educational
problem?
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.11
Signs of a Poor Quantitative
Research Study
Validity and reliability of data-gathering
procedures
Inappropriate research design or problems in
research design
Limitations of study not stated
Inappropriate sampling
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.12
Signs of a Poor Quantitative
Research Study (cont’d)
Results of analysis not clearly reported
Inappropriate methods to analyze data
Unclear writing
Assumptions not clearly stated
Data-gathering methods not clearly described
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.13
Signs of a Poor Qualitative
Research Study
Weak links to philosophical ideas behind the
research
Lack of rigorous data analysis
Lack of advocacy for the participants
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.14
Qualitative Standards:
Lincoln’s (1995) Philosophical Criteria
Standards set in inquiry community (guidelines for
publication)
Positionality (“text” honest and authentic)
Community (serves community purposes)
Voice (participants heard)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.15
Qualitative Standards:
Lincoln’s (1995) Philosophical Criteria
(cont’d)
Critical subjectivity (researcher heightened selfawareness/creates social transformation)
Reciprocity (between researcher and participants)
Sacredness of relationships (respect for
participants)
Sharing privileges (sharing of rewards with
participants)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.16
Qualitative Standards:
Creswell’s (1998) Procedural Criteria
Rigorous data collection (multiple forms,
extensive data)
Consistent with philosophical assumptions of
qualitative research (evolving design, multiple
perspectives)
Employs tradition of inquiry (e.g., case study,
grounded theory, narrative)
Starts with focus on central phenomenon
Written persuasively
Multiple levels of analysis
Narrative engages the reader
Includes strategies to confirm accuracy
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.17
Qualitative Standards:
Richardson’s (2000) Participatory
Advocacy Criteria
Substantive contribution (significant
understanding of social life)
Aesthetic merit (practices open up text,
artistically shaped, not boring)
Reflexivity (adequate self-awareness, selfexposure to reader)
Impact (affects the reader emotionally,
intellectually, moved to action)
Expression of reality (seems “true”)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.18
Process Criteria to Use for All Research
Research problem
The literature review
The purpose statement and
questions/hypotheses
The data collection
The data analysis
The report writing
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
10.19