Methodology ProjectThis project will be completed in steps wi.docx

Methodology Project:
This project will be completed in steps with several due dates
throughout the semester in order to facilitate understanding of
the process involved in a research project. For this project you
will be responsible for writing an annotated bibliography,
creating hypotheses, operationalizing variables, creating survey
questions, and creating an interview guide for your chosen
topic.
All steps of the project must abide by the following guidelines:
· Project must have a cover sheet with: title, name, date of
submission.
· Pages must be numbered.
· Written in Times New Roman 12-point font, double spaced,
with one inch margins on all sides (NOTE: default in word is
1.25).
· Spell-check and grammar-check the document prior to
submission.
· Proof-read the document prior to submission.
· Cite sources using the APA format.
The entire project is worth a maximum of 200 points or 50% of
your final grade!
Step One ~ Annotated Bibliography:
When searching for sources, you must find relevant academic
journal/periodical articles. This means you cannot use popular
magazines, newspaper articles, or other non-academic sources!
You also cannot use books for this assignment.
Scholarly journal article
Non-scholarly sources
content

original research or comprehensive review of existing research
general information, typically current events, broad overview of
the topic
format
structured article with abstract, literature review, methodology,
conclusion, and bibliography
no structured format
audience
professionals/students in a particular field of study
general public
authors
scholars or experts in the field; articles are signed and
credentials are provided
hired journalists or professional writers
evidence
thorough bibliography or "cited references" provided
No bibliography; research/reports may be mentioned in the
article
purpose
inform of scholarly/scientific research
to entertain or inform general public
examples
Criminology; Criminology & Public Policy; Social Problems;
Criminal Justice Review
Time; Newsweek; Sports Illustrated; Rolling Stone; National
Geographic
It will be useful for you to search for articles using a
computerized search program such as EbscoHost or Sociofile,
both of which can be accessed through the MSU library’s
database section using the instructions provided below. When in
doubt, the library reference section personnel can usually be of
assistance. You want to be careful in relying on your favorite
search engine (such as google) to find academic sources, unless
you are using a search engine oriented toward scholarly work

(such as http://scholar.google.com/).
How to Access the MSU Databases to Find Scholarly Articles
(1) Go to the MSU homepage (www.montclair.edu) and under
“Menu” click on “Library.”
(2) Click on “databases” on the right.
(3) On the right click on “Academic Search Complete.”
(4) You will be prompted to enter your username and
password.
(5) You will now see the Ebsco search window. There are a
variety of different fields on this screen in which you will have
to enter information (all of the information below must be
entered BEFORE you hit “search”):
· In the “find” window at the top, you enter search words that
relate to your topic
· Put a checkmark beside the “full text” box
· Put a checkmark beside the “scholarly (peer reviewed)
journal” box
· Under “publication type” highlight “periodical”
· For the published date enter “2014” to the “2019” (you cannot
use articles that are more than FIVE years old!!)
· Hit “search”
(6) You can print the entire article by clicking on “pdf full
text” under the title of the article. Use the article title to give
you hints about its relation to your topic. Once you open the
full text article, read the abstract to get a better idea of whether
or not the article fits with your chosen topic.
Note that for this project you will need five sources. All articles
must meet the following criterion or will receive a grade of 0/10
for that specific annotation:
· The researchers must conduct PRIMARY research ~ this
means the authors have conducted a research project of their

own and collected primary data, rather than discussing the
findings of another author/authors, or analyzed the data of
another author/authors (referred to as “secondary” research)
· Must be peer-reviewed, scholarly sources
· Must have been written in 2014 or more recently
· Articles must meet ALL of the above criterion or you will earn
a 0/10 for that annotation!
Have you located primary research?
Did the author do his/her own research and data collection? If
YES, this would be a primary source.
Is the researcher summarizing a study someone else did? If
YES, it is NOT a primary source.
Is the researcher analyzing someone else's statistics? If YES, it
is NOT a primary source.
Does the article talk about where and how THIS
researcher/author collected his/her data? If YES, this would be
a primary source.
Is the researcher simply summarizing theories about your
chosen topic? Is YES, it is NOT a primary source.
Is there a section called “methods” that describes how the
researcher found participants and collected data? If YES, this is
usually a primary source.
Are you still confused? If YES, you can show the professor
printed copies of articles that you believe to be primary sources
at least one week prior to the due date of the annotated
bibliography!What is an annotated bibliography?
An annotated bibliography is a list of citations (in this case to
journal articles), with each citation followed by a brief (200-
300 words) descriptive and evaluative paragraph (the
annotation).
What is the purpose of an annotated bibliography?

For this class, the purposes of the annotated bibliography are:
· a review of the methodological findings in primary research
articles
· to explore the subject for further research (ie your
methodology project)
· to evaluate why the article is a worthwhile one to read and
how it will contribute to your understanding of the topic at hand
Your objective is that anyone who reads your annotated
bibliography will know the hypotheses and major findings for
each scholarly article selected and will know whether this
article makes a substantial contribution to the literature on the
topic.
The process
Creating an annotated bibliography calls for the application of a
variety of intellectual skills, including the ability to conduct
academic research, and the ability to analyze and clearly
articulate the main purposes/findings of a source in
approximately one page.
Step One ~ Annotated Bibliographies
Here are the steps involved in conducting an annotated
bibliography:
· Locate and record citations to periodicals/journals that may
contain useful information.
· Briefly examine and review the articles (note: there is no need
to read the “literature review” section as you are ONLY to
discuss the hypotheses and findings of the current article).

· Cite the articles using proper APA citation style.
· Write a concise annotation that summarizes the central theme
and findings of the article. Include only directly significant
information and write in an efficient manner. Each annotation
should be one paragraph of approximately 200-300 words in
length!
· There is no need to provide in-text citations for an annotation,
however DO NOT PLAGIARIZE! All thoughts must be
sufficiently paraphrased!
· You MUST address the bolded questions below in each
annotation:
· Identify TWO of the author's hypotheses. Must be stated in
proper hypothesis format, with one independent and one
dependent variable. Both the introduction and the conclusion
can help you with this task. Ask yourself: what is the main point
of the article? What ideas/evidence are used to support the
author’s position?
· Identify the population the author is studying. What is the age
range of the individuals involved? Where are they located?
What is their gender? Race? Income?
· Identify the method(s) used to investigate the problem(s). A
survey? What type of survey? Phone survey? Mail survey? An
experiment? Participant observation? Is this type of research
descriptive, exploratory, explanatory? How were participants
recruited for this study? Here you should explain the
methodology of the study. Pay attention to the opening
sentence(s) of each paragraph, where authors often state
concisely their main point.
· Identify the major findings of the research. Look for
paragraphs that summarize the argument ~ this may be included
in the “discussion” or “findings” of the article. This should be
the main focus of your annotation!!!
What does the annotated bibliography look like?
You write and arrange the bibliographic entries (citations) just

as you would any other bibliography. In APA style, this means
alphabetically by the author’s last name. You skip one line and
then proceed with the annotation.
Step one is worth a maximum of 50 points (10 points per
annotation) or 13% of your final grade.
Here is an example (note that your assignment must be double-
spaced):
Reuter, T. R., Newcomb, M. E., Whitton, S. W., & Mustanski,
B. (2017). Intimate partner violence victimization in LGBT
young adults: Demographic differences and associations with
health behaviors. Psychology of Violence, 7(1), 101-109.
The authors hypothesized that female identifying racial minority
members of the LGBT+ community were more likely to
experience intimate partner violence (IPV) than their male-
identifying white counterparts. Furthermore, they hypothesized
that IPV would be associated certain health habits, such as high
usage of alcohol and marijuana. The study drew from a sample
of 172 ethnically diverse members of the LGBT+ community in
the Chicago area. Each participant first was prompted to
complete a demographic form, then was asked a series of
questions designed to asses if the interviewee was physically
abused by, forced to participate in sex acts with, or verbally
abused by an intimate partner. Furthermore, participants were
prompted to fill out the HIV Risk Assessment of Sexual
Partnerships to determine mental health symptoms and sexual
risk taking. Finally, the study collected self-reports of
marijuana and alcohol use among participants. Each participant
then received a 4 year and 5 year follow up interview. The
results confirmed results found in previous studies of
heterosexual relationships: that female, male-to female
transgender, and African American participants were at the

highest risk of victimization. The only difference in IPV
between sexual minorities in the study were that lesbian
partnerships were more likely to perpetrate IPV. Furthermore,
the study found that victims of IPV in the study were at higher
risk of developing depression and anxiety, which was again in
line with previous studies. While IPV was not the cause of
current anxiety, upon a follow up investigation one year later,
IPV was the cause of increased anxiety among those
interviewed. Finally, the study also found that there was a
correlation with sexual risk taking (such as unprotected sex) and
IPV.
Step Two ~ Creating Hypotheses and Operationalizing
Variables:
The purpose of this step is to create two hypotheses for your
project and to delineate the operationalization of variables. You
are to use the information gathered from your annotated
bibliography to complete the remaining steps of the
methodology project. If you operationalize your variable(s) in
the exact same way as elaborated in one of your sources, you
must include the appropriate citation.
Complete each of the steps below:
(1) State a directional hypothesis using two variables. (2
points) Indicate if the direction of association is positive or
negative. (1 point)
(2) What is the independent variable? (0.5 points)
Operationalize the independent variable (2 points).
(3) What is the dependent variable? (0.5 points)
Operationalize the dependent variable (2 points).
(4) State the null hypothesis (2 points).
(5) State a different, but related, directional hypothesis using
two variables. (2 points) Indicate if the direction of association
is positive or negative. (1 point)
(6) What is the independent variable? (0.5 points)
Operationalize the independent variable. (2 points)

(7) What is the dependent variable? (0.5 points)
Operationalize the dependent variable. (2 points)
(8) State the null hypothesis (2 points).
Step two is worth a maximum of 20 points or 5% of your final
grade.
Step Three ~ Sampling:
This portion of the project is designed to assess your
understanding of sampling in both quantitative and qualitative
projects, that is probability and non-probability sampling. You
are to use the SAME two hypotheses you developed for Step
Two of the project.
Complete each of the steps below assuming you have been
instructed to use a probability sampling technique to explore
your hypothesis:
(1) Provide a directional hypothesis. (3 points).
(2) Specifically, who is your population of interest? (3 points)
(3) How would you obtain a sampling frame? (3 points)
(4) What are the disadvantages to your source(s) of a sampling
frame? (2 points) How would you overcome these drawbacks?
(2 points)
(5) What type of sampling method would you use? (2 points)
Why? (2 points)
(6) How far would you be able to generalize using the
sampling method chosen? (3 points)
Complete each of the steps below assuming you have been
instructed to use a non-probability sampling technique to
explore your hypothesis:
(1) Provide a different directional hypothesis (3 points).
(3) What are some of the disadvantages to not having a

sampling frame? (2 points) Discuss how you may overcome
these drawbacks? (2 points)
(4) What type of sampling method would you use? Why? (4
points)
(5) How far would you be able to generalize using the
sampling method chosen? (3 points)
(6) What is one ethical concern of conducting research on the
topic you have chosen? (2 points) How would you minimize this
ethical dilemma? (1 point)
Step three is worth a maximum of 40 points or 10% of your
final grade.
Step Four ~ Survey Design:
The purpose of this step is to apply your knowledge about
constructing survey questions to your chosen topic.
Note that the questions constructed for this assignment are to be
closed-ended survey questions and are to be your own creation,
NOT taken from another source!
You cannot use demographic questions for this assignment (age,
sex, ethnicity, income, education level, number of children,
sexual orientation, religious preference, etc); and you cannot
use yes/no questions. You must create questions with verbal
response options, rather than creating Likert scale questions.
You must continue to use the SAME two hypotheses you created
earlier.
(1) List your first directional hypothesis and create five related
survey questions.
(2) List your second directional hypothesis and create five
related survey questions.

You cannot repeat survey questions for parts 1 and 2 of this
assignment. In addition, you must be creative with your
response options and therefore cannot repeat response choices
for more than two questions (out of ten). You cannot use more
than two frequency questions for the assignment.
Each survey question is worth 5 points.
Step four is worth a maximum of 50 points or 13% of your final
grade.
Step Five ~ A Qualitative Approach:
The purpose of this step is to apply your knowledge about
qualitative research. You are to assume you are using a non-
probability sample and therefore must designate an appropriate
population.
Using the methodology of in-depth interviewing, respond to
each of the following:
(1) Provide a directional hypothesis (2 points).
(3) How will you gain access to your population of interest? (3
points)
(4) Elaborate how will you gain a rapport with your interview
participants? (7 points)
(5) What are some advantages of in-depth interviews for this
subject matter? (4 points).
(6) What are some disadvantages of in-depth interviews for
this subject matter? (4 points)
(7) Create 5 interview questions (2 points each) that would be
part of an interview guide. These should be open-ended. (10
points total)

(8) Discuss two potential ethical concerns of conducting
interviews. (4 points) How would you would overcome these
issues? (3 points)
Step five is worth a maximum of 40 points or 10% of your final
grade.
9
Impact of Intimate Partner Violence
JUST300-03
Lawrence G.
Walsh
April 25, 2019

that IPV would be associated with certain health habits, such as
high usage of alcohol and marijuana. The study drew from a
sample of 172 ethnically diverse members of the LGBT+
community in the Chicago area. Each participant first was
prompted to complete a demographic form, then was asked a
series of questions designed to assess if the interviewee was
physically abused by, forced to participate in sex acts with, or
verbally abused by an intimate partner. Furthermore,
participants were prompted to fill out the HIV Risk Assessment
of Sexual Partnerships to determine mental health symptoms
and sexual risk taking. Finally, the study collected self-reports
of marijuana and alcohol use among participants. Each
participant then received a 4-year and 5-year follow up
interview. The results confirmed results found in previous
studies of heterosexual relationships: that female, male-to
female transgender, and African American participants were at
the highest risk of victimization. The only difference in IPV
IPV.

that IPV would be associated with certain health habits, such as
high usage of alcohol and marijuana. The study drew from a
sample of 172 ethnically diverse members of the LGBT+
community in the Chicago area. Each participant first was
prompted to complete a demographic form, then was asked a
series of questions designed to assess if the interviewee was
physically abused by, forced to participate in sex acts with, or
verbally abused by an intimate partner. Furthermore,
participants were prompted to fill out the HIV Risk Assessment
of Sexual Partnerships to determine mental health symptoms
and sexual risk taking. Finally, the study collected self-reports
of marijuana and alcohol use among participants. Each
participant then received a 4-year and 5-year follow up
interview. The results confirmed results found in previous
studies of heterosexual relationships: that female, male-to
female transgender, and African American participants were at
the highest risk of victimization. The only difference in IPV
IPV.
Creating Hypotheses and Operationalizing Variables
1. The authors hypothesized that female identifying racial

minority members of the LGBT+ community were more likely
to experience intimate partner violence (IPV) than their male-
identifying white counterparts. The direction is positive.
2. X
3. X
4. X
5. The authors hypothesized that IPV would be associated with
certain health habits, such as high usage of alcohol and
marijuana.
6. X
7. X
8. X
Sampling
Probability
1. The authors hypothesized that female identifying racial
minority members of the LGBT+ community were more likely
to experience intimate partner violence (IPV) than their male-
identifying white counterparts. The direction is positive.
2. X
3. X
4. X
5. X
6. X
Non-probability
1. The authors hypothesized that IPV would be associated with
marijuana.
2. X
3. X
4. X
5. X
6. X

Survey Design
identifying white counterparts.
1. How many times have you been the victim Intimate Partner
Violence?
a. 1 to 2
b. 3 to 4
c. 5 to 6
d. 7 or more
2. What kind of injuries have you suffered?
a. Bruises
b. Severe sprains
c. Broken bones
d. Internal injuries
e. Other ____________________________________________
Remaining 3 questions.
The authors hypothesized that IPV would be associated with
marijuana.
Five questions.
In-depth interviewing
1. Your second hypothesis.
2. X
3. X
4. X
5. X

6. X
7. Interview schedule:
a. What do you believe should be done to prevent IPV?
b. X
c. X
d. X
e. X
8. X
Montclair State University
Justice Studies Department
JUST300-01 Research Methods for Justice Studies
Fall 2019
Schedule: Monday and Thursday, 2:30pm to 3:45pm Room:
Dickson Hall 278
Professor Lawrence Walsh Home: (570) 994-8985
Email:[email protected]
Office Hours: Dickson Hall 353 - Monday and Thursday 1:00pm
to 2:00pm, Wednesday 2:30pm to 4:00pm, and by appointment.
Course Description:
1. Introduction to the principles of empirical research and their
application in the law and justice system.
2. Examination of sampling, survey methods, and qualitative
fieldwork.
3. Study of strengths and weaknesses of these methods.
4. Attention to methods for agency, program, and individual
performance evaluation.
5. A critical approach to understanding and using "facts" about:

levels of adult and juvenile crime, causes of crime, public
perceptions of crime and punishment, victimization, policing,
the courts, and corrections.
Course Goals: overall be a foundation for subsequent course
work including criminal investigation, program and
performance evaluation, be an "educated consumer" of research,
and litigation support.
1. Conduct research ethically
2. Identify variables
3. Develop measures
4. Understand principles and elements of causation
5. Take samples via the appropriate method
6. Gather data via interviews, observation, and surveys.
7. Conduct content analysis of primary records and other
secondary sources
8. Evaluate unit and agency performance
Assessment:
1. Assignments done individually outside of class along with
Lab Exercises done in class total (10%). Each is assigned a
point value. There will be bonus points both individually during
class and in team exercises based on the most correct answers in
the shortest amount of time.
2. Research Project (50%).
3. Midterm Examination: (20%) based on readings, lectures,
class exercises, and assignments.
4. Final Examination: (20%) cumulative, based on readings,
lectures, class exercises, and assignments.
Note: Examinations will be closed book, closed notes,
calculator including via cell phone may be used. A typed or
handwritten reference sheet of your own development consisting
of one 8.5” by 11” sheet of paper may be used. Both sides may
contain information. You may access the course Power Points
via the lab desktop computer. Prior to each exam, a list of

potential items will be posted and there will be a review
session.
Required
1. Bachman, Ronet and Russell K. Shutt, 2017. Fundamentals of
Research in Criminology and Criminal Justice 4th ed. Sage,
Thousand Oaks, CA.
2. Bachman, Student Resources included with the text. Free - no
access card required.
http://study.sagepub.com/bachmanfrccj4e
3. Use of American Psychological Association publication
standards.
4. Walsh, Lawrence, 2017. Research Methods for Justice
Studies, Oak Ridge, NJ, – a set of PowerPoint Slides, provided.
Course Requirements
1. Attendance: expected for each class, when possible absence
should be communicated as soon as possible. Students in
organized activities will be accommodated according to
University policy. It is the student’s responsibility to contact
the instructor and make arrangements to makeup class work, lab
exercises, assignments, and exams.
2. Emergency closing procedures: to determine if school is
closing due to snow or other emergency, call 973-655-7810 or
register with Rave Alert.
3. Assignments: will be communicated in class and on Canvas.
4. Grading Standards: A (97), A- (94), B+ (91), B (88), B- (85),
C+ (82), C (79), C- (76), D+ (73), D (70 ), D- (67). No “curve”
will be utilized. NOTE: this course is subject to a minimum
grade of C- to enroll in JUST497 Internship.
5. Grading rubric: there will be partial credit for short answer
questions.
6. Exams missed for a family emergency, serious illness with
medical documentation, or National Guard / Military Reserve

duty may be made up on the date and time announced.
7. Late assignments and lab exercises must be submitted by the
class following your return to class. Work submitted later than
that will be penalized 10%.
8. Class participation will be treated as a “plus”.
9. Academic Honesty violations will result in at least a grade of
zero for the item involved and possibly an overall grade of
Failure for the course.
10. Cell phones are not to be used in class.
11. Check Canvas prior to leaving for MSU each class day for
any updates, announcements, reminders. Make sure that you
empty your MSU mailbox frequently to avoid missing
important emails. Once it is full, it will not accept
further emails.
12. Course Schedule: see below.
Academic Honesty and Integrity
(Excerpted from the Montclair State University Code of
Conduct)
http://www.montclair.edu/dean-of-students/student-
conduct/academic-integrity/
http://www.montclair.edu/policies/academic/policies/academic-
dishonesty-policy/
Minimum sanction: Probation; Maximum sanction: Expulsion.
Academic Accommodations
Services are available at the Disability Resource Center
http://www.montclair.edu/disability-resource-center/about-our-
services/
http://www.montclair.edu/disability-resource-center/contact-us/
Montclair State University Policy on investigating Gender-
based Misconduct

It is the policy of Montclair State University to investigate any
report of gender-based misconduct, including sexual assault and
sexual harassment. Any reports made to the following groups on
campus will be held in the strictest of confidence: (Counseling
and Psychological Services, Campus Clergy, the Women’s
Center, and the University Health Center.) These groups will
connect you with support services and help to explore your
options.
As a faculty member, I am required by the University to report
incidents of sexual misconduct and thus cannot guarantee
confidentiality if you report it to me. However, I will respect
your privacy and only share this information with those who
have a duty to investigate and respond. All reports of sexual
misconduct will be investigated by the University’s Title IX
Officers with sensitivity. A request for confidentiality will be
maintained to the extent possible to protect the privacy interests
of those involved and balanced against the University obligation
to provide a safe and nondiscriminatory environment to all
students.
For more information, including contact information to make a
report of gender-based misconduct, and the University’s
investigation procedures: https://www.montclair.edu/sexual-
harassment/sexual-harassment-complaint-procedures-students/
Class Schedule JUST300-01 Monday and Thursday
2:30pm to 3:45pm
---------------------------------------------------------------------------
------------------------------------------
9/5 Introductions, course operation, review the syllabus, setup
class teams, discuss reference sheets, and texts. Why study
research methods? Walsh 1-5
Prior to each Class, there will be an announcement in
Canvas with an Agenda.

Discuss the Project Project
Guidelines
9/9 Scientific Approach Bachman Ch. 1,
Walsh 6-14
9/12 Process and Problems Bachman
Ch. 2, Walsh 15-20
Research Project Topic due: typed, one inch margins,
double-spaced,
Times New Roman 12 point
9/16 Process and Problems: Inductive versus Deductive
Bachman Ch. 2
Walsh 21-24
Annotated Bibliography Project
Instructions
9/19 Research Ethics Bachman Ch. 3,
Walsh 25-31
9/23 Research Ethics and the Milgram Experiment Bachman
Ch. 3, Walsh 32-42
9/26 Concepts and Measurement Bachman
Ch. 4, Walsh 43-49
Project Step 1: Annotated Bibliography due
9/30 Levels of Measurement Bachman Ch. 4,
Walsh 50-58
Validity and Reliability
10/3 Creating Hypotheses and Operationalizing Variables
Project instructions
(How to measure, IV, DV, null and alternate hypotheses
for each one)

10/7 Sampling Bachman Ch. 5, Walsh
59-68
10/10 Sampling Bachman Ch. 5,
Walsh 68-78
Project Step 2: Creating Hypotheses (2) and Operationalizing
Variables due
10/14 Review for Midterm Exam
Prepare reference sheet
10/17 Midterm Exam Closed book, closed notes,
reference sheet permitted
10/21 Sampling: non-probability, sampling error, units of
analysis, Bachman Ch. 5
Fallacies in research Walsh
79-88
Sampling techniques summary Project
instructions
10/24 Causation and Research Design
Bachman Ch. 6, Walsh 89-96
10/28 Causation and Research Design
Bachman Ch. 6, Walsh 97-99
Project Step 3: Sampling probability and non-probability
techniques due
Class Schedule JUST300-01 Monday and Thursday
2:30pm to 3:45pm
---------------------------------------------------------------------------
------------------------------------------
10/31 Survey Design Bachman

Ch. 7, Walsh 100-108
11/4 Survey Design Bachman Ch. 7,
Walsh 109-114
Project Instructions
11/7 Observation Bachman Ch. 8,
Walsh 126-134
11/11 Interview Bachman Ch. 8,
Walsh 135-138
Project Stage 4: Survey Design due
11/14 Interview questions development Project
Instructions
11/18 Content Analysis Bachman
Ch. 9, Walsh 139-144
Project Stage 5: In-depth Interview Questions due
11/21 Content Analysis Bachman
Ch. 9, Walsh 145-148
11/25 Evaluation Bachman
Ch. 10, Walsh 149-153
11/28 Happy Thanksgiving – no class
12/2 Evaluation Bachman Ch. 10,
Walsh 154-155
12/5 Reporting Results Bachman Ch. 12,
Walsh 156-161
12/9 Reporting Results Bachman Ch. 12

12/12 Summary of the Research process
12/16 Review Prepare
Reference Sheet
12/19 Final Exam
---------------------------------------------------------------------------
------------------------------------------
RESEARCH METHODS – Primary Steps
1. What do you want to know?
2. Develop the research question
3. Meet Ethical Standards: Institutional Review Board
authorization
4. Literature Review
5. State hypotheses
6. Formulate variables
7. Develop measures
8. Identify the population
9. Select data gathering method: survey, interview, observation,
experiment, content analysis of a secondary source
10. Select sampling method
11. Take the sample
12. Collect data
13. Prepare for analysis: Coding
14. Entry into SPSS: create the file, enter data
15. Analyze the data
16. Develop findings
17. Draw conclusions
18. Document via thesis, journal article, internal report, public
report
Interactive Exercises

1. Types of Research - Crime and Deviance
2. Types of Research - Criminal Justice
3. Variables and Hypotheses - Criminal Justice
4. Levels of Measurement - Crime and Deviance
5. Levels of Measurement - Criminal Justice
6. Sampling Techniques - Crime and Deviance
7. Sampling Techniques - Criminal Justice
8. Survey Research - Crime and Deviance
9. Survey Research - Criminal Justice
10. Content Analysis and Other Types – Crime and Deviance
11. Content Analysis and Other Types – Criminal Justice
https://studysites.sagepub.com/prccj3/crj/beta/engines/index.ht
m

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