Taking this course has been without a doubt beneficial; I
had no knowledge about the types of designs of research that were available to
me, such as qualitative and quantitative design. Qualitative design is an
approach that involves a collection of text-based data that seeks for an
understanding rather than an explanation (Mac Naughton, Rolfe, &
Siraj-Blatchford, 2010). On the other hand, quantitative is an approach is a
more specific way of collecting data in order to draw conclusions based on the
hypothesis (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010).I’ve learned that there are different approaches in
research, such as: developmentalist, feminist, behavioralist, just to mention a
few. Such ontologies and epistemologies that the researcher adopts is the
information that would be reflected in the study.
Throughout this course I’ve gained knowledge about the different stages of the research process and what those stages demand. In planning you have to pose a question about a general topic begin with the “how”, “what”, and “why”; then reduce it to subtopics and analyze the nature of the question. In designing the researcher has to look for the key issues such as validity, which will be achieved through triangulation. Triangulation means using different methods of gathering data so that the researcher has a better understanding to compare and contrast (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010).
There were also challenges about understanding research design that had me confused. For instance, creating a good research question that is not too broad and that could be researchable. Thanks to the recommendation from Dr. Kien, it is easier for me to create a researchable question. She shared some scripts according to the type of question you are looking for. According to Cresswell (2008):
Descriptive Questions: How frequently do (participants) (variable) at (research site)?
Relationship Questions: How does (independent variable) relate to (dependent variable) for (participants) at (research site)?
Comparison Questions: How does (group 1) differ from (group 2) in terms of (dependent variable) for (participants) at (research site)?
An early childhood professional has to be aware of the different types of research that there are and the bias that it may contain. It is important that as professionals we stay critical about the types of research and be judgemental. For example, look for research that involves mixed methods, heterogenous approaches, consolidation of powers,
Reference
Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.
Throughout this course I’ve gained knowledge about the different stages of the research process and what those stages demand. In planning you have to pose a question about a general topic begin with the “how”, “what”, and “why”; then reduce it to subtopics and analyze the nature of the question. In designing the researcher has to look for the key issues such as validity, which will be achieved through triangulation. Triangulation means using different methods of gathering data so that the researcher has a better understanding to compare and contrast (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010).
There were also challenges about understanding research design that had me confused. For instance, creating a good research question that is not too broad and that could be researchable. Thanks to the recommendation from Dr. Kien, it is easier for me to create a researchable question. She shared some scripts according to the type of question you are looking for. According to Cresswell (2008):
Descriptive Questions: How frequently do (participants) (variable) at (research site)?
Relationship Questions: How does (independent variable) relate to (dependent variable) for (participants) at (research site)?
Comparison Questions: How does (group 1) differ from (group 2) in terms of (dependent variable) for (participants) at (research site)?
An early childhood professional has to be aware of the different types of research that there are and the bias that it may contain. It is important that as professionals we stay critical about the types of research and be judgemental. For example, look for research that involves mixed methods, heterogenous approaches, consolidation of powers,
Reference
Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Mac Naughton, G., Rolfe, S.A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.
Hi Elisa, I too feel that this class is extremely beneficial, not only do we know the word research we are now familiar with different types, and the process of collecting data also the benefits.Thanks so much for your insights.
ReplyDeleteWhat a great statement about staying critical of the research we read. We must remember to ensure that the research we use and take information from is valid and reliable. We now know about the process of research and what makes a study reliable. We have the tools to ensure that our own research is valid. Thanks for all of your input over the course. Good luck to you!
ReplyDeleteHello Elisa,
ReplyDeleteDitto on everything you said in your post! This was an amazing journey that required us to go even deeper in our introspection and truthfully answer questions to ourselves on ethics and equity.
Thank you for offering your classmates a true picture of yourself.
I hope to continue developing our relationship in the next class.