Session 72

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Students and Subject Matter What Really Matters?

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“Structures in Learning” Jerome S. Bruner (1972) ,[object Object],[object Object]

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CHAPTER 2 REVIEW OF THE LITERATURE Besides selecting a quantitative, qualitative, or mixed methods approach, the proposal or study designer also needs to review the literature about a topic. This literature review helps to determine whether the topic is worth studying, and it provides insight into ways in which the researcher can limit the scope to a needed area of inquiry. This chapter continues the discussion about preliminary considerations before launching into a proposal or project. It begins with a discussion about selecting a topic and writing this topic down so that the researcher can continually reflect on it. At this point, researchers also need to consider whether the topic can and should be researched. Then the discussion moves into the actual process of reviewing the literature; addressing the general purpose for using literature in a study; and then turning to principles helpful in designing literature into qualitative, quantitative, and mixed methods studies. THE RESEARCH TOPIC Before considering what literature to use in a project, first identify a topic to study and reflect on whether it is practical and useful to undertake the study. The topic is the subject or subject matter of a proposed study, such as “faculty teaching,” “organizational creativity,” or “psychological stress.” Describe the topic in a few words or in a short phrase. The topic becomes the central idea to learn about or to explore. There are several ways that researchers gain some insight into their topics when they are initially planning their research (our assumption is that the topic is chosen by the researcher and not by an adviser or committee member). One way is to draft a brief working title to the study. We are surprised at how often researchers fail to draft a title early in the development of their projects. In our opinion, the working or draft title becomes a major road sign in research—a tangible idea that the researcher can keep refocusing on and changing as the project goes on (see Glesne, 2015; Glesne & Peshkin, 1992). It becomes an orienting device. We find that, in our research, this topic grounds us and provides a sign of what we are studying, as well as a sign useful for conveying to others the central notion of the study. When students first provide their research project ideas to us, we often ask them to supply a working title if they do not already have one written down on paper. How would this working title be written? Try completing this sentence: “My study is about . . .” A response might be, “My study is about at-risk children in the junior high,” or “My study is about helping college faculty become better researchers.” At this stage in the design, frame the answer to the question so that another scholar might easily grasp the meaning of the project. A common shortcoming of beginning researchers is that they frame their study in complex and erudite language. This perspective may result from reading published articles that have ...

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1 Requirements for the Term Paper Psychology 209: Life Cycle Development TOPIC: The topic of the paper must be related to one of the issues discussed in the area of human life cycle development. RESEARCH: (1) The student needs to propose a theme or an argument for this paper and explain how the chosen topic reflects, or is related to, an important issue in the area of human life cycle development. (2) Your paper must address one of these two Student Learning Outcomes: (a) Identify the specific genetic and environmental influences (such as socio-economic status, gender, race, ethnicity, English language learners, special needs, culture, religion, schools, media, peers, and family) on physical, cognitive, social, and emotional development. (b) Describe variables underlying socio- economic status, racial, ethnic, and gender differences in lifespan development The student is expected to do some original literature research, which means the student cannot simply quote studies reported in a textbook or someone else’s paper (even though they can serve as good leads for your own research). The student is expected to read and summarize two original research psychology journal articles, published within the last 15 years, on a topic chosen by the student. The references should be listed in the References section at the end of the paper (on a separate page), following the APA format. The best place to find peer-reviewed articles for your paper is through HACC’s eLibary: You can go to: www.hacc.edu  Library  Find : Articles & Databases  “PsycArticles” or “ProQuest” or “PsycINFO”, etc. (You will need to enter your HACC id and PIN at this point.). In PsycArticles, you should “Limit Your Results” by selecting “Full text”, and “Scholarly (Peer Reviewed) Journals. HACC’s eLibrary also has a psychology guide for psychology students: http://libguides.hacc.edu/psychologyguide You will find the APA format information under the “APA Citations” tab. LENGTH & FORMAT: The paper must be typed, double-spaced, and at least 6 pages in length (not counting the cover page and References page, but no more than 8 pages). The print font used should be either size 10 or size 12. The margins on all four sides should be one inch. The general organization of the paper and the citations of references should follow the APA format (copy of APA Manual is available in our library). In the APA format, the paper should consist of sections such as synopsis, method, results, and discussion. These sections (except synopsis) should be clearly labeled, and follow the right sequence. Please see the sample outline on p.2. In the final Discussion section of the paper, the student is expected to summarize the two studies cited, evaluate the findings, state your own views/suggestions, and draw some conclusions, which should be relevant to the ...

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Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work. In this Journal Assignment, you explore the concept Discovery as it relates your group's research on a social topic. To prepare for this Assignment: Consider the assigned readings from the first 3 weeks of this course. Review the explanation of Walden University's DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus. Consider “ Discovery” as it relates to the work you are doing in this course. Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics. The Assignment: Write a 2- to 3-paragraph journal entry in which you address the following questions: What appropriate sources of information will be used to support your group's claims about your topic? At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic? In what ways does the ability to conduct research strengthen your group's approach? General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. THIS ASSIGNMENT IS DUE ON TOMORROW BY 8PM EST .

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Journal: Evaluating Resources Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work. In this Journal Assignment, you explore the concept Discovery as it relates your group's research on a social topic. To prepare for this Assignment: Consider the assigned readings from the first 3 weeks of this course. Review the explanation of DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus. Consider “ Discovery” as it relates to the work you are doing in this course. Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics. The Assignment: Write a 2- to 3-paragraph journal entry in which you address the following questions: What appropriate sources of information will be used to support your group's claims about your topic? At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic? In what ways does the ability to conduct research strengthen your group's approach? General Education Learning Outcomes (The DEEP-C Model) Discovery : Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research. Evaluation: Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics. Expression: Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes. Perspective : Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture. Change : Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change. .

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