Professional Documents
Culture Documents
Larry Mikulecky
Indiana University-Bloomington
If you are in this class, chances are you are pursuing a doctorate and will
quite soon be in a position to serve on the research committees of graduate
students and sometimes direct their research as their major advisor. In
addition, you will be expected to review the research others submit to journals
and conferences as part of the service you contribute to the profession.
Though you may be partial to a particular research topic and/or approach, you
are unlikely to have the luxury of restricting yourself to only what pleases you.
Your employer, your students, and your profession will expect you to
contribute to judging several sorts of research quality and being able to offer
suggestions to improve many kinds of research.
There is no consensus about the best way to classify the various types,
approaches, and methods used to do educational research in general and
language research in particular. For example, Mason & Bramble (1997) list
five overlapping categories of research:
1)
2)
3)
4)
5)
Descriptive research;
Experimental and quasi-experimental;
Qualitative;
Historical; and
Evaluation and policy studies.
Within each of these broad categories, they include anywhere from three to
six sub-types. They point out that studies sometimes are of mixed
methodology using more than one type of research approach to answer key
questions (pp. 37-44).
Gay and Airasian (2000) list six types of research (i.e. historical,
qualitative, descriptive, correlational, causal-comparative, and experimental).
Labels like correlational and causal-comparative, which are sub-categories for
Mason and Bramble, become full categories in their own right for Gay and
Airasian. Evaluation studies and policy studies arent addressed by Gay and
Airasian. As with Mason and Bramble, Gay and Airasian do list several subtypes under each of their major classifications. None of the authors above list
two important types of research (i.e. studies to develop new theory and
studies that synthesize and meta-analyze existing research).
Gay and Airasian try to clarify the relationships among the types of
research they address in the diagram below. As you examine the diagram, try
to think of studies you know of that use each type of research approach. If
you havent encountered (or cant clearly remember) a study that fits within
each of Gay and Airasians categories, put a check mark next to the term. We
will be using these check marks (as well as check marks you make next to
other terms in this hand-out) as starting places for small group and full class
discussions. Take a moment, now, to place check marks next to or make
note of any terms on this page or the diagram on the next page for
which you are unable to think of a concrete study example.
1
Sutters distinguishing characteristics cover the categories and subcategories of the authors discussed earlier. They also introduce a new
research type (i.e. teacher or action research).
In this course and throughout your professional life you will be
expected to critically read and provide feedback about all the sorts of
research. As you do this, three questions remain central. These are:
1) What kind of evidence is sufficient and can be trusted for this kind
of study?
2) How far can one extend beyond the evidence in this study to
drawing conclusions and making recommendations?
3) Does this study link to previous research and push the edge of
knowledge?
Throughout this semester, you will be examining several sorts of research
and providing feedback as if you had already completed your doctorate. This
will occur in several ways.
1)
2)
You will compare the strengths and weaknesses you identify in your
reviews with those identified by other students and also by actual
You will design a small pilot study that may serve as a stepping-stone
to your dissertation. This study should link to and go beyond existing
research. Examples are:
A) developing and trying out a means for gathering evidence;
B) doing some initial analysis of data to see if full analysis is
warranted, or
C) Identifying where the weaknesses are in previous studies and
suggesting ways to overcome these weaknesses.
You will be presenting the results of your pilot study to a small group
of your colleagues in this course during the last two class sessions.
Many of these definitions draw upon course material developed by Jonathan Plucker at
Indiana University and John Wasson at Morehead State University.
References
Gay, L. & Airasian, P. (2000). Educational Research: Competencies for
Analysis and Application, Sixth Edition, Merrill/Prentice Hall
Mason, E. & Bramble. W. (1997). Research in Education and the Behavioral
Sciences. Madison, WI, Brown and Benchmark.
Sutter, W. N. (1998). Primer of Educational Research. Boston, MA. Allyn and
Bacon.