| Term | Definition |
|---|
| Ontology | nature of reality |
| Epistemology | Nature of knowledge: relation between knower and would-be known. |
| Methodology | Approach to systematic enquiry. |
| Postpositivism | A research paradigm derived from positivism, focusing on one reality, objectivity, and quantitative methodology. |
| Postpositivist Ontology | There is one reality, which you can't know perfectly because of human limitations, but which you can know within probability. |
| Postpositivist Epistemology | This paradigm holds that there are factors that influence the observer, but maintain that the standard to strive for is total objectivity. The researcher should remain neutral. |
| Postpositivist Methodology | quantitative, quasi-experimental methods are used |
| Constructivism | A research paradigm that believes reality is a social construct, where multiple constructs are possible, objectivity is replaced by confirmability and context, uses qualitative methods |
| Hermenuetics | The study of interpretive understanding or meaning. |
| Constructivist Ontology | reality is a social construct. There can be multiple constructs, some of which may come into conflict with one another. |
| Constructivist Epistemology | the researcher and research subjects are interlocked in an interactive process, and each influences the other. The values that influence the researcher are made explicit. |
| Constructivist Methodology` | Qualitative methods including: interviews, observations, and document reviews. |
| Survey Research | Allows for Data Collection from a large number of people, relies on self report. |
| Research | designed to collect, analyze, interpret and use data...it influences theory and generates new knowledge. |
| Subject-participant | the individual you are studying |
| Independent variable | variable on which the group in your research study differ, either because of different treatments or inherent characteristics. |
| Predictor variable | used when the researcher is interested in the differences in an inherent characteristic. |
| Dependent variable | the variable the researcher is interested in measuring to determine how it is different for groups with different experiences or characteristics. |
| Experimental group | the group that receives treatment or training in a research study. |
| Control group | the comparison group that does NOT receive treatment or training in a research study. |
| Target population | the group to whom you want to apply your results. |
| Sample | the group that you have chosen from your population from which to collect data. |
| Generalizability | the ability to generalize the results from the sample to the population from which it was drawn. |
| Transferability | looking at a study researchers can decide if the results can be transfered to their own situations. |
| External validity | the degree to which you can generalize the results to other situations. |
| Statistically significant | a statistical difference that is too large to attribute to chance. Usually 0.05 or 0.01. |
| Extraneous variables | other variables that influence the effect of the independent variable. for example, culture, gender, disability, ethnicity etc. |
| Steps in the Research Process | 1. Identify the problem 2. Literature review 3. Identify design 4. Identify and select sources of data 5. Identify and select data collection methods and instrument 6. Data analysis, reporting, and utilization 7. Identify future direction. |
| Transformative Paradigm | A paradigm that believes research and evaluation are political activities and that the contexts in which the inquirer operates are politicized. It's major focus is on gender inequities and every study is focused on reversing them. Gender discrimination is systematic and structural. |
| Transformative Ontology | Multiple realities shaped by social, political, cultural, economic, ethnic, gender and disability values. |
| Transformative Epistemology | Interactive link between researcher and participants; knowledge is socially and historically situated. |
| Transformative Methodology | Inclusion of qualitative bu wantitative and mixed methods can be used; contextual and historical factors are described, especially as they relate to oppression. |
| Pragmatic Paradigm | what is useful determines what is true, relationships are determined by what the researcher deems appropriate, they match methods to the specific study, mixed methods used. |
| Six norms of research | Valid design, competent researcher, consequences of the research must be identified (i.e. maximize benefits minimize risks), sample selection must be appropriate, voluntary informed consent, participants informed wether harm will be compensated. |
| Two major reasons for a literature review | to provide a framework for the reader, as an end to itself: to inform practice or provide a comprehensive understanding about what is known. |
| identify topic | should be flexibe in their conceptualization of the problem, and should begin with a broad idea and prepare to narrow it down. |
| review secondary sources | a good literature review can provide you with an overview of what is known about your chosen topic. |
| develop search strategy | identify preliminary sources, identify primary research journals, access personal networks |
Combine with other sets
Share on Facebook
Share on MySpace