Questions

Research Questions and Research Questions and Problem StatementsProblem Statements

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Carla Piper, Ed. D.Carla Piper, Ed. D.

General Research ProblemGeneral Research Problem

Does the problem statement Does the problem statement imply the possibility of empirical imply the possibility of empirical investigation?investigation?

Does the problem statement Does the problem statement restrict the scope of the study?restrict the scope of the study?

Does the problem statement Does the problem statement give the educational context in give the educational context in which the problem lies?which the problem lies?

McMillan & Schumacher, 2006

Qualitative Problem FormationQualitative Problem Formation

Select a General Topic Select a General Topic Select a Mode of InquirySelect a Mode of Inquiry

Interactive or NoninteractiveInteractive or Noninteractive Topic and MethodologyTopic and Methodology

InterrelatedInterrelated Selected almost simultaneouslySelected almost simultaneously

Narrow topic to a more definitive topicNarrow topic to a more definitive topic Research interests come from:Research interests come from:

Personal experience and interest in topicPersonal experience and interest in topic Have physical and/or psychological access Have physical and/or psychological access

to present or past social settings.to present or past social settings.McMillan & Schumacher, 2006

Problem FormationProblem Formation

I would like to improve the…I would like to improve the…» » I am perplexed by…I am perplexed by…» » What can I do to change situation ”X”?What can I do to change situation ”X”?» » ……Is a source of irritation, What can I Is a source of irritation, What can I

do?do?» » I have an idea I would like to try out in I have an idea I would like to try out in

class.class.» » How can experience “X” be applied to…?How can experience “X” be applied to…?

From - http://www.broward.k12.fl.us/hrd/actionresearchstudies/Questionformation/discover_form2.htm

Foreshadowed ProbelmForeshadowed Probelm

Anticipated prior to studyAnticipated prior to study Derived from researcher’s Derived from researcher’s

experience during study experience during study Stated as broad, general questionsStated as broad, general questions What? How? Why?What? How? Why? Reformulated and adjusted Reformulated and adjusted

throughout studythroughout study


What Would You Like to Know? What Would You Like to Know?

TapTap your resources - your daily work your resources - your daily work TurnTurn tensions into a research question it tensions into a research question it

can be the best mental stress reducer at can be the best mental stress reducer at a teacher’s disposal.a teacher’s disposal.

LookLook for good questions in the for good questions in the unexpectedunexpected

ListList questions about the area of interest questions about the area of interest you discovered.you discovered.

ExamineExamine your list of generated questions. your list of generated questions.


Discovering the QuestionsDiscovering the Questions

ForceForce yourself to write a succinct what or yourself to write a succinct what or how question.how question.

PracticePractice tunneling in your question. (the tunneling in your question. (the process of anticipating the kinds of data process of anticipating the kinds of data you will need in order to answer the you will need in order to answer the question)question)

RemainRemain open to possibility open to possibility Remember,Remember, in the beginning, questions in the beginning, questions

are not neat and tidy - they evolve and are not neat and tidy - they evolve and become more refined as you focused your become more refined as you focused your attention on a particular issue.attention on a particular issue.From - http://www.broward.k12.fl.us/hrd/actionresearchstudies/Questionformation/discover_form2.htm

Inductive LogicInductive Logic

Synthesized

Abstractions

Narrative

Descriptions

Field Records

A Case

LOGICAL REASONING

LOGICAL ANALYSIS

Generate Generalizations and Explanations List themes, Assertions, Propositions

Detailed Narrations of People,

Incidences, Processes

Specific “Case” or Situation Examined

Through Field Records Obtained over Time


Inductive Logic DefinedInductive Logic Defined

Present

Explain, Assert

Discover and

Describe

Explore and

Examine Case

LOGICAL REASONING

LOGICAL ANALYSIS

Generate Generalizations and Explanations List themes, Assertions, Propositions

Rich, thick, details

Discovery Oriented

Classroom Observations, In-Depth

Interviews, Historical Documents


Inductive Logic ExampleInductive Logic Example

Interpretations

Conclusions

Students

Words

Case Study

Literacy Students

LOGICAL REASONING

LOGICAL ANALYSIS

Code Themes - Student PerceptionsPros and Cons of Electronic Portfolios

Interviews, Portfolio Reflections,

Artifacts, Observations, Opinions

Case Study of 10 Students

Creating Electronic Portfolios


Problem ReformulationProblem Reformulation

After researcher has begun to collect After researcher has begun to collect datadata

Emergent DesignEmergent Design Changing Data Collection StrategiesChanging Data Collection Strategies Study in greater depth as data emergeStudy in greater depth as data emerge Evolves throughout studyEvolves throughout study


Qualitative Questions Qualitative Questions

Do the research questions indicate the Do the research questions indicate the particular case of some phenomena to particular case of some phenomena to be examined?be examined?

Is the methodology appropriate for the Is the methodology appropriate for the description of present and past events?description of present and past events?

Is the inductive logic reasonably Is the inductive logic reasonably explicit?explicit?

Does the research purpose indicate the Does the research purpose indicate the framework for reporting the findings?framework for reporting the findings?


Question CharacteristicsQuestion Characteristics

The focus of the study should be your The focus of the study should be your students - not yourself. students - not yourself.

It should also focus on student It should also focus on student achievement in the critical content areas achievement in the critical content areas

Be within your sphere of influenceBe within your sphere of influence Something that you are passionate Something that you are passionate

about about Something that you would like to change Something that you would like to change Aligned with your instructional goals.Aligned with your instructional goals.


Refining QuestionsRefining Questions

AskAsk only real questions. Don’t do only real questions. Don’t do research to confirm a teaching research to confirm a teaching practice that you already believe is practice that you already believe is good or bad. Ask questions whose good or bad. Ask questions whose answers you are not sure about.answers you are not sure about.

AvoidAvoid asking yes/no questions asking yes/no questions EliminateEliminate jargon jargon AvoidAvoid value-laden words and phases. value-laden words and phases.


Question ChecklistQuestion Checklist Is your question important to you and Is your question important to you and

something you often think about? something you often think about? Does your question focus on you & your Does your question focus on you & your

role, your students, your practice and not a role, your students, your practice and not a specific packaged program? specific packaged program?

Will studying this question have some Will studying this question have some immediate practical benefits for you and/or immediate practical benefits for you and/or your students? your students?

What are your values, beliefs and biases What are your values, beliefs and biases about your question? about your question?

Are you genuinely curious about this Are you genuinely curious about this question and willing to make changes in question and willing to make changes in your practice?your practice?


Exemplary Action Research Exemplary Action Research QuestionsQuestions

SignificantSignificant Teaching and learning practices that could lead Teaching and learning practices that could lead

to improved student learning and to improved student learning and performance? performance?

What focus question would have the greatest What focus question would have the greatest benefit for all our students?benefit for all our students?

ManageableManageable The question is neither so broad as to be The question is neither so broad as to be

impossible to answer, nor is it so narrow that it impossible to answer, nor is it so narrow that it cannot offer much insight.cannot offer much insight.

ContextualContextual The question is embedded in the day-to-day The question is embedded in the day-to-day

work rather than an extra project added on to work rather than an extra project added on to existing teaching tasks.existing teaching tasks.


Exemplary Action Exemplary Action Research QuestionsResearch Questions

Clearly StatedClearly Stated The question accurately conveys the focus and The question accurately conveys the focus and

scope of the research. scope of the research. Open-Ended Open-Ended

A focus question phrased to include a broad A focus question phrased to include a broad range of insights or understandings rather than range of insights or understandings rather than to prove a specific point or to compare to prove a specific point or to compare experimental and control groups.experimental and control groups.

Self-Reflective Self-Reflective A question that focuses on the action or A question that focuses on the action or

practice of the researcherpractice of the researcher
