What is a college-level research paper? How can you find a topic? Find the strategies from Windward students enrolled in the History 12 Senior Seminars.
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Six steps to help you select your research topicSets India
Are you one of the rare souls interested in research? Do you like the idea of planning an entire study and then sharing your findings with the whole world? Well, if you are a researcher, then you must know that planning and executing a study is not child’s play.
And the first and most time-consuming step of conducting research is selecting a research topic. Without a research question to answer, there will be no research, but finding a research question that you and a larger population would want an answer to is by far the most taxing task a researcher might come across.
This document provides guidance on choosing an appropriate research topic, including developing a research question and formulating aims and objectives. It discusses evaluating the quality of research questions and generating hypotheses. Key steps include choosing an interesting topic within your abilities, developing focused research questions, and assessing feasibility. Choosing a mentor, exploring literature, and refining the topic iteratively are emphasized. Criteria like FINER are presented to evaluate potential research topics.
This document summarizes a workshop on converting research papers to manuscripts for publication. The workshop covered why researchers should publish their work, common fears about the publication process, and provided guidelines and exercises to help attendees structure their manuscripts. Attendees were asked to introduce their research and publication goals. The presenter emphasized evaluating literature reviews, methodology rigor, and ensuring work contributes new knowledge to the field. Six macro steps were outlined for manuscript structure: selecting a journal, reviewing results, formulating questions/hypotheses, reviewing literature, aligning all sections, and developing discussion/conclusion. Next steps of copy-editing and proofreading were also noted.
The document discusses developing a clear and focused research question as the first step of the research process, providing examples of broad research topics and suggesting ways to refine topics into questions. It also outlines brainstorming potential research questions, determining needed information to answer the question, and introducing the question in the thesis statement.
Research is defined as the systematic process of planning, collecting, analyzing and interpreting data to increase understanding and answer questions. It requires carefully studying a topic, establishing a research problem and question, and investigating without bias to discover new facts or principles. The research question should be clear, specific, reflect the study objectives, have no obvious answer, and solving it should help address the problem being examined.
This document discusses selecting a research topic and organizing the research process. It emphasizes focusing the topic narrowly, ensuring adequate time and resources are available, and framing the topic as a series of questions. The objective is to have students thoughtfully select a topic they are interested in and can adequately research within the constraints of the assignment. Students should discuss potential topics with their professor or librarian to identify appropriate resources and scope. Organizing the research from the outset through narrowing the topic, assessing time and resources, and questioning what they aim to learn will save students time and improve their results.
Guidelines in choosing a research topicDinah Sindol
The document provides guidelines for choosing a good research topic, including focusing on topics that interest you, have available information to research, and are timely and relevant. It suggests avoiding controversial, highly technical, hard to investigate, too broad or narrow topics. Specifically, topics should have sufficient available sources to research thoroughly and provide an in-depth analysis of a focused subject within the scope of course requirements and your personal resources.
1) The document describes the author's journey to earning a DBA degree from Universiteit Nimbas and Bradford University.
2) It details his initial interest in a PhD program in 1999, the launch of the NIMBAS DBA program, and his experiences over the first two years writing papers and management papers.
3) The author emphasizes the importance of choosing a research topic you are passionate about, understanding research methodologies, and starting the thesis early. He discusses his data collection process and viva voce defense.
Six steps to help you select your research topicSets India
Are you one of the rare souls interested in research? Do you like the idea of planning an entire study and then sharing your findings with the whole world? Well, if you are a researcher, then you must know that planning and executing a study is not child’s play.
And the first and most time-consuming step of conducting research is selecting a research topic. Without a research question to answer, there will be no research, but finding a research question that you and a larger population would want an answer to is by far the most taxing task a researcher might come across.
This document provides guidance on choosing an appropriate research topic, including developing a research question and formulating aims and objectives. It discusses evaluating the quality of research questions and generating hypotheses. Key steps include choosing an interesting topic within your abilities, developing focused research questions, and assessing feasibility. Choosing a mentor, exploring literature, and refining the topic iteratively are emphasized. Criteria like FINER are presented to evaluate potential research topics.
This document summarizes a workshop on converting research papers to manuscripts for publication. The workshop covered why researchers should publish their work, common fears about the publication process, and provided guidelines and exercises to help attendees structure their manuscripts. Attendees were asked to introduce their research and publication goals. The presenter emphasized evaluating literature reviews, methodology rigor, and ensuring work contributes new knowledge to the field. Six macro steps were outlined for manuscript structure: selecting a journal, reviewing results, formulating questions/hypotheses, reviewing literature, aligning all sections, and developing discussion/conclusion. Next steps of copy-editing and proofreading were also noted.
The document discusses developing a clear and focused research question as the first step of the research process, providing examples of broad research topics and suggesting ways to refine topics into questions. It also outlines brainstorming potential research questions, determining needed information to answer the question, and introducing the question in the thesis statement.
Research is defined as the systematic process of planning, collecting, analyzing and interpreting data to increase understanding and answer questions. It requires carefully studying a topic, establishing a research problem and question, and investigating without bias to discover new facts or principles. The research question should be clear, specific, reflect the study objectives, have no obvious answer, and solving it should help address the problem being examined.
This document discusses selecting a research topic and organizing the research process. It emphasizes focusing the topic narrowly, ensuring adequate time and resources are available, and framing the topic as a series of questions. The objective is to have students thoughtfully select a topic they are interested in and can adequately research within the constraints of the assignment. Students should discuss potential topics with their professor or librarian to identify appropriate resources and scope. Organizing the research from the outset through narrowing the topic, assessing time and resources, and questioning what they aim to learn will save students time and improve their results.
Guidelines in choosing a research topicDinah Sindol
The document provides guidelines for choosing a good research topic, including focusing on topics that interest you, have available information to research, and are timely and relevant. It suggests avoiding controversial, highly technical, hard to investigate, too broad or narrow topics. Specifically, topics should have sufficient available sources to research thoroughly and provide an in-depth analysis of a focused subject within the scope of course requirements and your personal resources.
1) The document describes the author's journey to earning a DBA degree from Universiteit Nimbas and Bradford University.
2) It details his initial interest in a PhD program in 1999, the launch of the NIMBAS DBA program, and his experiences over the first two years writing papers and management papers.
3) The author emphasizes the importance of choosing a research topic you are passionate about, understanding research methodologies, and starting the thesis early. He discusses his data collection process and viva voce defense.
What is and what isn’t a good research question? Discover how to develop an impactful and significant research question by asking the right questions related to your field and area of study. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
The document provides guidance on developing a strong research question. It recommends that research questions should be focused, challenging, and grounded. Specifically, questions should not be too broad or too factual, but allow for exploration of why issues exist and are difficult to address. Good questions engage the researcher in an important conversation and can have multiple potential answers. Researchers should also consider relevant search terms, sources to search like databases and websites, and how to evaluate primary and secondary sources for reliability and relevance to the research topic and argument.
I am a final year medical student at Uttar Pradesh University of Medical Sciences, Saifai, Etawah. In this lecture, I discuss how to form a hypothesis and other aspects such as types of hypotheses etc.
Selection of Dissertation Topic and Searching for LiteratureAmit Agrawal
The document discusses selecting a dissertation topic and searching for relevant literature. It emphasizes that the topic should be narrow but important, and part of a broader problem. The review of literature is crucial to understand previous work and avoid duplication. Feasibility must be considered in terms of time, resources and the ability to complete the project. Choosing a topic the author is fascinated by and has the skills to research is key to success. The process involves planning, exploring feasibility, reviewing literature, developing a proposal and obtaining necessary approvals.
The document provides guidance on choosing an effective research topic. It recommends starting with a broad topic of interest and then narrowing it down by using library databases to answer questions about who, what, when, where and why. This helps formulate a research question that takes a stance and can be supported with evidence. Good research topics are narrow enough to cover in the required pages but broad enough to find information. The topic should be approachable from at least two sides and not answerable with a quick search. Examples of good and bad research questions are provided.
The document provides guidance on the academic research process. It discusses developing a research topic and question. Researchers must determine the scope of their work and timeline. They should use primary and secondary sources, taking detailed notes and evaluating source credibility. The drafting process involves writing a thesis, incorporating sources via quotes and paraphrasing, and revising. Researchers must follow formatting guidelines for citations and references in the final paper. Reliability of sources depends on the intended use and medium of the information. The academic research process requires determining a focused topic and question, conducting thorough research and analysis, and properly presenting findings.
This document defines research and outlines the research process. It provides definitions of research from a librarian and 9th grade students. Research is described as an investigation to learn about a subject by reading from different perspectives. Former 9th grade students view research as dull or something done last minute. The proper steps of research are explained as explain, analyze, gather information, learn citation skills, establish notes/draft, and evaluate the work. Students are then instructed to research a designated topic and apply these steps.
This document discusses background knowledge, research, and how to conduct research. It defines background knowledge as what you already know about a topic before a lesson. Research is defined as asking questions, finding information, summarizing it, and sharing what you've learned. The steps to do research are outlined as asking a question, searching for information to answer it, asking more focused questions, searching more to solidify answers, verifying the information is accurate, and sharing what you've found. Several example research questions are provided about teen reading habits along with suggested search terms. The document concludes with tips for gathering information such as taking notes on interesting findings and citation information.
The document provides guidance on developing a focused research topic that is neither too broad nor too narrow. It discusses how to determine if a topic is too broad based on the number and relevance of search results, and how to narrow a search using Boolean operators and refined search terms. Similarly, it addresses how to identify a topic that is too narrow by a lack of search results, and how to broaden a search using Boolean operators or changing search terms. Examples are given to demonstrate arranging topics from broadest to narrowest and vice versa. The document concludes by offering tips for developing good research questions for a literature analysis project on Romeo and Juliet.
Overview on writing research problem,introduction & background of the studyiteach 2learn
The document discusses key aspects of developing a research problem, including defining a clear research question, ensuring the problem is significant and can be investigated, and stating the problem concisely. It also provides examples of potential research problems and asks the reader to identify whether each problem is viable. The document emphasizes that a good introduction to a research paper should provide the rationale, purpose, and research question. It also discusses essential parts of a school-based research paper such as the abstract, introduction, and background.
A research question guides research by stating the main concepts and being neutral, debatable, and clear. It should not be answered simply with yes or no. Sample questions include the effect of online shopping on retail business and how smoking bans affect public health. Good research questions are specific and focused, unlike questions that are too broad or vague. Narrowing a question's scope by location and subjects, like how melting glacial ice affects penguins, makes for clearer, more answerable research questions.
This document discusses various sources for research ideas. It suggests that ideas can come from within oneself, such as choosing a topic that is personally important. It also notes that ideas can come from research already conducted in the field, through projects, literature, or journals. For students just beginning research, it recommends getting ideas from tutors, conferences, scanning journals, considering familiar ideas or textbook topics, or asking open-ended questions.
This document discusses research questions and their importance in guiding rigorous research. It defines what a research question is and explains that it focuses a study, determines the methodology, and guides all stages of inquiry. There are three main types of research questions: descriptive, comparative, and causal. Characteristics of good research questions are that they are feasible, clear, ethical, and significant. Rigorous research questions are focused on a specific research area and topic. They identify the right research paradigm and drive an appropriate research design. Non-rigorous questions are too broad, narrow, yes/no, or include presumptions. The choice of research question is important as the wrong question can waste time and effort.
The document provides guidance on developing a research question and choosing a topic for a research paper. It explains that a research question should be focused enough to guide research but broad enough to have scholarly sources available. The document also outlines methods such as the TQS method and narrowing a topic using the 5 Ws to help formulate a clear research question and argument.
How to find your MRes/MPhil/PhD research questionLaurence Borel
This document provides guidance on developing an academic research question. It advises the reader to identify a focused topic within their area of interest and formulate specific questions to answer. The questions should clarify whether the research is exploratory, explanatory, or descriptive. Key issues in the topic area should be identified and the intended theoretical or practical contribution explained. Relevant articles on the topic should be reviewed to identify the main issues and inform the research. Effective research questions clearly address an important problem, have a provable outcome, and clarify the goals and intended use of the research. Hypotheses that predict research outcomes and guide the methodology should be explicitly stated. A good research question can be concisely explained to others.
The document discusses metaphors for the role of a facilitator in a participatory action research project with a school. It describes working with school personnel through meetings focused on conversation, reflection, and discussion of artwork created by the researcher based on the meetings. Participants expressed feeling they had a voice, optimism for community improvement, and ideas and dreams. The researcher's role is summarized as being a magnifier to amplify voices, a captain to guide without control as participants pursue their goals, and a compass to collect dreams and ideas and help find collective ways forward.
1. The document provides advice for preparing for and taking exams and interviews.
2. It suggests making a study schedule, focusing on topics you are familiar with, using multiple resources, and practicing writing and expression.
3. Tips for the exam include reading the question paper carefully, managing time well, writing neatly, using quotes appropriately, and leaving time to proofread.
A research paper involves arguing and presenting a thesis, analyzing and persuading the reader of one's position using facts, details, examples and opinions. Choosing a good research topic is important - it should be interesting, researchable, based on facts rather than opinions, and narrow enough to be completed using available resources. Some ways to choose a topic include brainstorming, making idea webs or diagrams, and narrowing a general topic by adding more specific details. A supervisor can guide the research process but the student must work independently while receiving feedback and advice.
The document provides guidance on developing a research topic through several steps:
1) Formulate a broad research theme by considering topics of interest and relevance to your field of study. Possible sources of inspiration include literature, current issues, and subject guides.
2) Develop a specific research question by refining your theme using techniques like the "5W method" and organizing concepts visually in diagrams. The research question should allow for elaboration rather than a simple yes/no answer.
3) Further narrow or expand your research topic if needed by taking notes on viewpoints, developments, keywords and evaluating questions based on interest level and scope. The goal is to define a clear topic that can be studied in depth.
Making your research and teaching more efficient, transparent and impactfulJay Van Bavel
Science is hard and keeping up with the latest changes in technology and research practices can feel overwhelming. This workshop is designed to increase your productivity by making your research and teaching more efficient, transparent, and impactful. This will introduce you to a wide variety of strategies and technologies that you can employ in your work.
The document provides instructions for a collaborative research project on gender studies. It outlines the assignment requirements, including choosing a topic related to gender from a film clip, formulating a research question, researching the topic by finding 5 scholarly sources per person, and creating an annotated bibliography with bibliographic entries and summaries of the sources. Students are to analyze and argue a position, rather than just stating facts, on their chosen topic as it relates to the film clip.
What is and what isn’t a good research question? Discover how to develop an impactful and significant research question by asking the right questions related to your field and area of study. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
The document provides guidance on developing a strong research question. It recommends that research questions should be focused, challenging, and grounded. Specifically, questions should not be too broad or too factual, but allow for exploration of why issues exist and are difficult to address. Good questions engage the researcher in an important conversation and can have multiple potential answers. Researchers should also consider relevant search terms, sources to search like databases and websites, and how to evaluate primary and secondary sources for reliability and relevance to the research topic and argument.
I am a final year medical student at Uttar Pradesh University of Medical Sciences, Saifai, Etawah. In this lecture, I discuss how to form a hypothesis and other aspects such as types of hypotheses etc.
Selection of Dissertation Topic and Searching for LiteratureAmit Agrawal
The document discusses selecting a dissertation topic and searching for relevant literature. It emphasizes that the topic should be narrow but important, and part of a broader problem. The review of literature is crucial to understand previous work and avoid duplication. Feasibility must be considered in terms of time, resources and the ability to complete the project. Choosing a topic the author is fascinated by and has the skills to research is key to success. The process involves planning, exploring feasibility, reviewing literature, developing a proposal and obtaining necessary approvals.
The document provides guidance on choosing an effective research topic. It recommends starting with a broad topic of interest and then narrowing it down by using library databases to answer questions about who, what, when, where and why. This helps formulate a research question that takes a stance and can be supported with evidence. Good research topics are narrow enough to cover in the required pages but broad enough to find information. The topic should be approachable from at least two sides and not answerable with a quick search. Examples of good and bad research questions are provided.
The document provides guidance on the academic research process. It discusses developing a research topic and question. Researchers must determine the scope of their work and timeline. They should use primary and secondary sources, taking detailed notes and evaluating source credibility. The drafting process involves writing a thesis, incorporating sources via quotes and paraphrasing, and revising. Researchers must follow formatting guidelines for citations and references in the final paper. Reliability of sources depends on the intended use and medium of the information. The academic research process requires determining a focused topic and question, conducting thorough research and analysis, and properly presenting findings.
This document defines research and outlines the research process. It provides definitions of research from a librarian and 9th grade students. Research is described as an investigation to learn about a subject by reading from different perspectives. Former 9th grade students view research as dull or something done last minute. The proper steps of research are explained as explain, analyze, gather information, learn citation skills, establish notes/draft, and evaluate the work. Students are then instructed to research a designated topic and apply these steps.
This document discusses background knowledge, research, and how to conduct research. It defines background knowledge as what you already know about a topic before a lesson. Research is defined as asking questions, finding information, summarizing it, and sharing what you've learned. The steps to do research are outlined as asking a question, searching for information to answer it, asking more focused questions, searching more to solidify answers, verifying the information is accurate, and sharing what you've found. Several example research questions are provided about teen reading habits along with suggested search terms. The document concludes with tips for gathering information such as taking notes on interesting findings and citation information.
The document provides guidance on developing a focused research topic that is neither too broad nor too narrow. It discusses how to determine if a topic is too broad based on the number and relevance of search results, and how to narrow a search using Boolean operators and refined search terms. Similarly, it addresses how to identify a topic that is too narrow by a lack of search results, and how to broaden a search using Boolean operators or changing search terms. Examples are given to demonstrate arranging topics from broadest to narrowest and vice versa. The document concludes by offering tips for developing good research questions for a literature analysis project on Romeo and Juliet.
Overview on writing research problem,introduction & background of the studyiteach 2learn
The document discusses key aspects of developing a research problem, including defining a clear research question, ensuring the problem is significant and can be investigated, and stating the problem concisely. It also provides examples of potential research problems and asks the reader to identify whether each problem is viable. The document emphasizes that a good introduction to a research paper should provide the rationale, purpose, and research question. It also discusses essential parts of a school-based research paper such as the abstract, introduction, and background.
A research question guides research by stating the main concepts and being neutral, debatable, and clear. It should not be answered simply with yes or no. Sample questions include the effect of online shopping on retail business and how smoking bans affect public health. Good research questions are specific and focused, unlike questions that are too broad or vague. Narrowing a question's scope by location and subjects, like how melting glacial ice affects penguins, makes for clearer, more answerable research questions.
This document discusses various sources for research ideas. It suggests that ideas can come from within oneself, such as choosing a topic that is personally important. It also notes that ideas can come from research already conducted in the field, through projects, literature, or journals. For students just beginning research, it recommends getting ideas from tutors, conferences, scanning journals, considering familiar ideas or textbook topics, or asking open-ended questions.
This document discusses research questions and their importance in guiding rigorous research. It defines what a research question is and explains that it focuses a study, determines the methodology, and guides all stages of inquiry. There are three main types of research questions: descriptive, comparative, and causal. Characteristics of good research questions are that they are feasible, clear, ethical, and significant. Rigorous research questions are focused on a specific research area and topic. They identify the right research paradigm and drive an appropriate research design. Non-rigorous questions are too broad, narrow, yes/no, or include presumptions. The choice of research question is important as the wrong question can waste time and effort.
The document provides guidance on developing a research question and choosing a topic for a research paper. It explains that a research question should be focused enough to guide research but broad enough to have scholarly sources available. The document also outlines methods such as the TQS method and narrowing a topic using the 5 Ws to help formulate a clear research question and argument.
How to find your MRes/MPhil/PhD research questionLaurence Borel
This document provides guidance on developing an academic research question. It advises the reader to identify a focused topic within their area of interest and formulate specific questions to answer. The questions should clarify whether the research is exploratory, explanatory, or descriptive. Key issues in the topic area should be identified and the intended theoretical or practical contribution explained. Relevant articles on the topic should be reviewed to identify the main issues and inform the research. Effective research questions clearly address an important problem, have a provable outcome, and clarify the goals and intended use of the research. Hypotheses that predict research outcomes and guide the methodology should be explicitly stated. A good research question can be concisely explained to others.
The document discusses metaphors for the role of a facilitator in a participatory action research project with a school. It describes working with school personnel through meetings focused on conversation, reflection, and discussion of artwork created by the researcher based on the meetings. Participants expressed feeling they had a voice, optimism for community improvement, and ideas and dreams. The researcher's role is summarized as being a magnifier to amplify voices, a captain to guide without control as participants pursue their goals, and a compass to collect dreams and ideas and help find collective ways forward.
1. The document provides advice for preparing for and taking exams and interviews.
2. It suggests making a study schedule, focusing on topics you are familiar with, using multiple resources, and practicing writing and expression.
3. Tips for the exam include reading the question paper carefully, managing time well, writing neatly, using quotes appropriately, and leaving time to proofread.
A research paper involves arguing and presenting a thesis, analyzing and persuading the reader of one's position using facts, details, examples and opinions. Choosing a good research topic is important - it should be interesting, researchable, based on facts rather than opinions, and narrow enough to be completed using available resources. Some ways to choose a topic include brainstorming, making idea webs or diagrams, and narrowing a general topic by adding more specific details. A supervisor can guide the research process but the student must work independently while receiving feedback and advice.
The document provides guidance on developing a research topic through several steps:
1) Formulate a broad research theme by considering topics of interest and relevance to your field of study. Possible sources of inspiration include literature, current issues, and subject guides.
2) Develop a specific research question by refining your theme using techniques like the "5W method" and organizing concepts visually in diagrams. The research question should allow for elaboration rather than a simple yes/no answer.
3) Further narrow or expand your research topic if needed by taking notes on viewpoints, developments, keywords and evaluating questions based on interest level and scope. The goal is to define a clear topic that can be studied in depth.
Making your research and teaching more efficient, transparent and impactfulJay Van Bavel
Science is hard and keeping up with the latest changes in technology and research practices can feel overwhelming. This workshop is designed to increase your productivity by making your research and teaching more efficient, transparent, and impactful. This will introduce you to a wide variety of strategies and technologies that you can employ in your work.
The document provides instructions for a collaborative research project on gender studies. It outlines the assignment requirements, including choosing a topic related to gender from a film clip, formulating a research question, researching the topic by finding 5 scholarly sources per person, and creating an annotated bibliography with bibliographic entries and summaries of the sources. Students are to analyze and argue a position, rather than just stating facts, on their chosen topic as it relates to the film clip.
Sources of Research Questions and Formulation of Hypothesis Psychology Pedia
This document discusses developing good research questions and formulating hypotheses. It provides guidelines for creating clear, focused research questions, including making them relevant, manageable, substantial and original. It also discusses sources of research questions, such as observations, preliminary research, and literature. The document outlines steps for developing a research question, including choosing a topic, evaluating potential questions, and considering the audience. It then covers characteristics of a good hypothesis, such as being testable, parsimonious, and related to existing theory. The hypothesis should be stated as a one-sentence prediction to be tested through research.
Starting from Scratch: Meaningful Integration of Information Literacy through...Chris Sweet
Instruction librarians are all too familiar with well-intentioned research papers and assignments that reduce information literacy to a simplistic checklist (must include 4 peer-reviewed sources) or set of skills (use interlibrary loan, cite materials properly). Librarians and classroom faculty should recognize that information literacy cannot just be magically imparted to students through a single assignment or library instruction session. Becoming information literate requires repeated practice in a variety of contexts. How often have you wished for the opportunity to just sit down with a faculty member and start from scratch when designing an assignment –or even better- an entire course? That is precisely what the presenters have done with two sociology courses at Illinois Wesleyan University. Professor of Sociology, Meghan Burke and Information Literacy Librarian, Chris Sweet collaboratively re-designed two of Professor Burke's race and ethnic relations sociology courses. The new courses integrate information literacy concepts throughout each course. Because of the new course structure, teaching information literacy has also become a shared responsibility.
Running Head FOUNDATIONS OF PSYCHOLOGY 1 F.docxwlynn1
Running Head: FOUNDATIONS OF PSYCHOLOGY
1
FOUNDATIONS OF PSYCHOLOGY
2Chapter 3A Selecting a Problem and Reviewing the Research
WHAT YOU’LL LEARN ABOUT IN THIS CHAPTER:
· • How to select a research problem
· • Defining and sorting out idea after idea until one fits your interests
· • The importance of personal experience in selecting a problem
· • The steps in reviewing the literature
· • Different sources of information and how to use them
· • How to use journals, abstracts, and indices
· • The difference between primary and secondary resources
· • Using a synthesis of literature
· • How scholarly journals work
· • Using the Internet to complete your literature review
So here you are, in the early part of a course that focuses on research methods, and now you have to come up with a problem that you are supposed to be interested in! You are probably so anxious about learning the material contained in your professor’s lectures and what is in this volume that you barely have time to think about anything else.
If you stop for a moment and let your mind explore some of the issues in the behavioral and social sciences that have piqued your interest, you will surely find something that you want to know more about. That is what the research process is all about—finding out more about something that is, in part, already known.
Once you select an area of interest, you are only part of the way there. Next comes the statement of this interest in the form of a research question followed by a formal hypothesis. Then it is on to reviewing the literature, a sort of fancy phrase that sounds like you will be very busy! A literature review involves library time online or actually there, note taking, and organizational skills (and of course writing), but it provides a perspective on your question that you cannot get without knowing what other work has been done as well as what new work needs to be done.
But hold on a minute! How is someone supposed to have a broad enough understanding of the field and spew forth well-formed hypotheses before the literature is reviewed and then become familiar with what is out there? As poet John Ciardi wrote, therein “lies the rub.”
The traditional philosophers and historians of science would have us believe that the sequence of events leading up to a review of what has been done before (as revealed in the literature) is as shown in Figure 3A.1a. This sequence of steps is fine in theory, but as you will discover, the actual process does not go exactly in the manner shown in the figure.
The research question and research hypothesis are more an outgrowth of an interaction between the scientist’s original idea and an ongoing, thorough review of the literature (good scientists are always reading), as you can see in Figure 3A.1b. This means that once you formulate a hypothesis, it is not carved in stone but can be altered to fit what the review of the literature may reflect, as well as any change in ideas you ma.
Make learning personal with content curationNancy White
The refreshed ISTE Standards for students call for students to be Knowledge Constructors, "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." What does this mean? How do you get them there? This presentation can help you develop a deeper understanding of what curating means, and how it can help students own their learning.
This document provides information about various funding agencies and schemes that can be applied for research funding in management studies. It discusses different funding options from agencies like ICSSR, UGC, DST, AICTE, and others. It also outlines initiatives that can be taken to strengthen research culture and output at the School of Management, such as establishing research centers, offering incentives for publications, collaborating with industry, and developing faculty expertise.
To be information literate in college, according to the Association of College and Research Libraries (ACRL), students should be able to determine how much information is needed on a topic, access information efficiently and effectively, evaluate information sources critically, incorporate selected information into their own knowledge, use information for specific purposes, understand legal and ethical issues related to information use, and access and use information legally and ethically. In the academic world, opinions must be backed by evidence from peer-reviewed research, where other scholars review research papers to verify the quality of information and analysis before the papers are published. When writing research papers for class, students should use peer-reviewed sources found through the university library or its subscription databases.
A research paper requires investigating and evaluating primary and secondary sources to thoughtfully offer a unique perspective on an issue, rather than simply informing readers of what others have said about a topic. It involves a process of research, critical thinking, and source evaluation to ask a question worth answering, find supporting evidence and reasons, and make a case for an answer through revision. The document provides guidance on the goals, types (argumentative vs analytical), questions, purpose, audience, and brainstorming process for an effective research paper.
This is a preliminary course in Research that tackles how to start a research project by defining and understanding the 5 W's of research according to Creswel.
The document provides an overview of the elements and steps involved in research writing. It discusses that research writing analyzes a perspective or argues a point by using sources to support the writer's own thinking. The key elements of a research paper are a review of literature, analysis, argument, and essay. The main steps outlined are developing a research question and thesis, finding and evaluating sources, taking notes, using quotations and paraphrasing, drafting and revising the paper, and documenting sources. Research writing is meant to present the writer's own interpretation or argument built upon what they know about the subject through research.
Googling is core and the textbook is extra: information-seeking behaviour and...tbirdcymru
1) First year medical students at Leicester Medical School work in small groups using iPads and workbooks to solve questions and learn new material. They use various online sources like Wikipedia, WebMD, lecture notes to find answers quickly.
2) A study found that students prefer easy-to-understand sources they are familiar with for convenience. They want direct answers rather than taking time to read extensively.
3) There is a tension between students wanting direct answers and instructors wanting them to learn how and where to find information. Students feel pressure to find a "university-prescribed answer" for assessments.
This document is a guidebook for parents and teachers to help students develop research skills. It provides exercises, learning objectives, and descriptions for each step of the research process. The guidebook introduces research and why teaching students these skills is important. It outlines the typical research process and describes each step for the student's research project, including choosing a topic, developing questions, finding information, organizing findings, and presenting. It provides guidance for parents and teachers to facilitate each step of the student's project.
This document provides guidance on writing a literature review. It discusses the purpose of a literature review, which is to establish the context of a topic, present previous research, explore how others have addressed similar questions, outline relationships between sources, evaluate quality and relevance, and identify gaps. The document emphasizes critical thinking when reading sources and stresses that a literature review is both an outcome and a process of engagement. It provides tips for developing search strategies, mapping key ideas and debates, and organizing a literature review through outlining or mind mapping software.
The document discusses 7 challenges that researchers may face and provides recommendations to overcome each challenge:
1) Choosing a research topic - focus the topic, read widely, find a theoretical basis, ensure it holds interest
2) Choosing a methodology - let research questions guide choice of qualitative or quantitative method
3) Assembling a research team - solicit feedback, vet committee members, be clear about needs
4) Finding study participants - leverage networks, reach out to experts, don't be afraid to ask
5) Getting institutions to participate - persist through rejections, build relationships, learn to sell your research
6) Staying motivated - follow your passion, monitor attitude, reward yourself, ask for help
The document provides advice for overcoming 7 common research challenges: choosing a topic, methodology, research team, study participants, and gaining institutional participation. It recommends developing a focused and doable topic within available resources and theoretical framework. For methodology, it advises letting research questions guide the qualitative or quantitative approach. It also stresses clear planning, skills, and piloting. For teams and participants, it suggests vetting advisors, being prepared, and leveraging networks through referrals. When gaining institutional participation, it advises persistence, building relationships, and convincing gatekeepers of the study's value.
Lesson 9 prewriting, brainstorming and outliningSarah Clark
This document provides an overview of prewriting strategies such as brainstorming and outlining to help make sense of research for a paper. It presents four common prewriting approaches: asking questions about the topic, freewriting ideas that come to mind, starting with big ideas and categories in an outline, and creating visual brainstorms or mind maps. For each approach, it offers tips and examples to guide the prewriting process. Resources for additional prewriting techniques and examples are also listed.
Shetal is going on a date to a club and can only take 3 items in her clutch purse. The document discusses annotating what items Shetal should bring and why by summarizing the items, assessing their usefulness, and reflecting on which will be most essential. It then provides an overview of what an annotated bibliography is, including that it is a list of sources with a short explanation of each source and how it will be useful. Sample annotations are shown that summarize the topic, assess the argument, point of view, and references, and reflect on the source's usefulness. The purpose of an annotated bibliography is to inform readers of a source's relevance, accuracy, and quality.
Class 9 - graphic design and peer review of workSarah Clark
Discussion of the importance of the hierarchy of information in graphic design, a key element of design that, once understood, anyone can apply -- even a busy librarian! Additionally, guidelines for peer review of work for a collection development course at UCLA
Class 8 - accountability and measuring successSarah Clark
What does it mean to have a successful library collection? How can that success be measured in terms of community benefit? How do you communicate those benefits to your users and stakeholders?
Class 5 - acquisitions, weeding, donations and budgetingSarah Clark
Team challenge for MLIS students in a collection development course with a high school or public library young adult fiction collection. How should you decide what to acquire? Through which sources? What criteria should you use to weed out books? How should you determine how much of your total resource budget is dedicated to this section?
Class 4 - collection assessment and developmentSarah Clark
How can you strive to meet the diverse research needs of high school students with limited resources? Check out questions from a case study regarding seniors involved in an in-depth history research project.
Library Collection Development -- Class 3 - discussion questions for collect...Sarah Clark
What questions should you ask when reviewing library collection development policies? What do we need to consider as the purpose of libraries evolves? Learn to think like a designer and innovate how we approach creating and using library collection development policies. Created for a collection development and management course at UCLA.
Library Collection Development -- Class 1 -- The purpose of libraries and lib...Sarah Clark
What is the mission of libraries? How is that mission staying constant and how is it changing? Introduction to thinking about the purpose of libraries and collection development through the lens of one librarian at an independent school library in Los Angeles.
Library Collection Development -- Class 2 -- Community AssessmentSarah Clark
How can libraries best assess community needs when thinking about developing relevant collections? Created for a UCLA collection development and management course, 2013.
This document provides information and instructions for students preparing for a trip to the UCLA libraries. It includes:
- An overview of the various UCLA library locations and collections, noting which require access restrictions.
- Instructions on how to search the library catalog, sort results, and decode records to find needed materials.
- Details on checkout limits from the College Library and due dates for items to be returned by the class.
- Recommendations for students to make lists of needed items, preview books online, and strategize their time based on access rules.
Prewriting, Brainstorming and OutliningSarah Clark
Now that you have done some research, how can you begin to make sense of it? Organizing your ideas and argument now will help you figure out how to fill in the gaps in your research as you move forward.
ctl.windwardschool.org
What's in Shetal's Bag? Annotated Bibliographies -- History 12 2012-13Sarah Clark
Shetal is going on a date to a club and can only take 3 items in her clutch purse. The document discusses annotating a sample bibliography about what items would be useful for Shetal to bring and why by summarizing the items, assessing their usefulness, and reflecting on which would be most essential to her date's success. It then provides an overview of what an annotated bibliography is and how to create one, including summarizing sources, assessing them, and reflecting on their usefulness.
This document is a transcription of diary entries from Charles H. Peterson from April 16-17, 1865. On April 16, Peterson receives news of President Lincoln's death but has no details. Everything seems sad and sorrowful over the death of the President. On April 17, the newspaper confirms Lincoln was assassinated at Ford's Theatre while watching a play. The assassin is believed to be actor John Wilkes Booth, who also attempted to kill Secretary of State Seward but he survived at last report. Flags continue to be flown at half-mast over the death of the President.
Crafting your research question 2012-13Sarah Clark
This document provides guidance on crafting a research question. It explains that a research question should be clear, focused, complex, and arguable. It advises developing a question about a genuinely curious topic after preliminary research. The document evaluates example questions and shows how to make unclear, unfocused, simple questions stronger by making them more specific, narrow, and requiring analysis. Finally, it suggests getting peer review and writing reflection blogs on research questions.
The Independent Librarian: life at a private school librarySarah Clark
Check out this presentation to learn about librarianship at independent schools from a librarian at Windward School in Los Angeles, CA. Is school librarianship right for you?
Annotated Bibliographies and NotetakingSarah Clark
Learn about annotation and notetaking and build excellent research skills. Created for an 11th grade history class at Windward School.
ctl.windwardschool.org
www.windwardschool.org
This I Believe: Cultivating Students' Individual Voices through Digital Story...Sarah Clark
This presentation was created by Larisa Showalter and Sarah Clark of Windward School for the Southern Regional Meeting of CAIS (California Association of Independent Schools) in March 2012. The workshop focused on how to allow students to cultivate their individual voices and to create projects that will have personal meaning while maintaining goals and skills.
Prewriting, brainstorming, and outliningSarah Clark
The document provides guidance and suggestions for different prewriting techniques based on a user's response to a poll question about their preferred prewriting method. It offers specific advice for each prewriting style - asking questions, freewriting, starting with big ideas/categories, or creating visual brainstorms/mindmaps. Resources for additional prewriting ideas are also listed.
Thesis or Thesicle? How to make a smashing thesisSarah Clark
The document discusses the key elements of developing a strong thesis statement for research papers. It defines a thesis as a statement or theory that is put forward to be proved or maintained. A good thesis is debatable, narrowed in scope, answers the research question, and can be supported with evidence. The document provides examples of weak thesis statements and revises them to make them stronger by making them more debatable, specific or focused. It emphasizes that a strong thesis statement is essential for guiding research and argumentation in an academic paper.
Annotated Bibliographies and NotetakingSarah Clark
How to create annotated bibliographies and take good notes for historical research. Created for a history seminar for 12th grade students at Windward School in Los Angeles.
4. What is a college-level research
paper?
Trends in your responses:
● It is longer and more in depth than a HS
paper.
● It is more analytical and thesis driven than
a HS paper.
● It draws from a variety of sources, both
primary and secondary.
● It is centered on a specific, "dense" topic.
5. What is a college-level research
paper?
"A college-level research paper involves
utilizing all the resources available to the
student. At Windward we are usually told
where to look for information and 'directed'
on the right track for information. In college
you are on your own."
6. What is a college-level research
paper?
"A college level research paper usually will add
a new, creative idea to a topic. It includes a
well thought out thesis with a specific question
that can be easily researched."
7. What is a college-level research
paper?
"A college-level research paper is much longer
and much more detailed than a normal paper at
Windward. Also, it requires more citations
and footnotes than other papers."
8. What is a college-level research
paper?
"It is longer and forces you to incorporate
your own ideas with a wide variety of valid
sources."
10. What strategies might you use to
choose a research topic?
Talk to people:
"First, ask my parents and family members. Research
some of their ideas that i thought were good."
"I am not sure how I am going to choose my topic, but I
assume that I will be interested in a topic that comes up in
a conversation in class."
11. What strategies might you use to
choose a research topic?
Consider your interests:
"1 step: find something that's wholly stimulating."
"I would try and remember what sparked my interested in
past history courses or in current events. Then I might do
some background research on that topic to see if it is a
possible subject."
12. What strategies might you use to
choose a research topic?
Do background research to determine if the
topic will work for you:
"I will choose a broad topic I know I am interested in and
then narrow it down based on the availability of resources."
"Think about your interests and do some pre-research. "
13. Starting Broad, Ending Narrow
Brainstorm as a group:
What are general topic areas that a person
might choose to explore in his or her research?
14. Starting Narrow and Ending Broad
How can you turn a small curiosity into a larger
research question?
● Read over the survey responses of your classmates to
the last set of questions.
● Highlight responses that resonate with you.
● Choose three comments from your highlighted list and
write several questions that stem from that idea.
● Share with a group of 3-4 students.
15. Homework
Freewrite about a few topics that you are
considering and why you are considering them.
What questions do you have? What about that
topic makes you want to find out more?