Unit 1: Introduce social science research methods and ...



HHS4M Individuals and Families in a Diverse Society

Resource Package, 2012-2013

Phases in this Process 2

Suggested Topics for Independent Study Unit 3

Phase 1: How to Start Working With Your Topic 5

Research Questions and Hypotheses 5

How to Generate a Thesis Statement 6

Social Science Research 8

Phase 1 Proposal Requirements……………………………………………………………...9

Phase 1 Evaluation, 10

PHASE2: 11

Secondary Research: Reviewing the Current Literature 11

A. Research Notes 11

B. Source Evaluation 11

Instructions for Writing your Literature Review 12

Phase 2 Evaluation – secondary research – 13

Phase 3: 14

Primary Research Step A – Methodology 14

Guidelines for Questions 15

Social Science Research Methods 16

Sample Questionnaire 17

Primary Research Step B – Presenting the Findings 18

Primary Research Step C – Analyzing the Findings 19

Phase 3 Evaluation – primary research 20

Phase 4 – Pulling it All Together 21

Phase 4 Evaluation – finished research project 23

Phase 5 – Presentation Guidelines 24

Phase 5 – Presentation Rubric 26

Phases in the Independent Study Unit Process

Phase 1: Choose a topic and create a thesis

• Formulate a research question

• Develop your question into a thesis that identifies the purpose of your research

• Introduction paragraph

• Justification of your research

• List main limitations based on your topic and research question

• Resources:

• Minimum 2 pages for phase 1

Due Date:_______________________________

Phase 2: Secondary Research

• Investigate research question

• Find data to answer the research question

• Begin reference list in correct format

• Create summary notes for each source

• Write literature review

Due Date:________________________________

Phase 3: Primary Research

• Design primary research tools, e.g., interviews, surveys, questionnaires, observation

• Review research ethics

• Analyze and present data gathered: Table or Pie-Graph

• Collect and analyze data gained in primary research – does it support or negate your thesis?

Due Date:______________________________

Phase 4: Pulling it all Together: the Final Report

• Introduction including thesis statement

• Review of literature, secondary research

• Research methods, description of primary research methods

• Summary of findings of primary research

• Comparison of results of primary and secondary research

• An accounting of the similarities and differences between primary and secondary research

• Limitations and implications of your research

• Conclusion

• Reference list

• Appendices: copy of primary research method, e.g., questionnaire, survey, observation report, etc and results of primary research, charts, graphs, etc.

Due Date:________________________________ .

Phase 5: Presentation of research results

Presentations are in April/May

Suggested Topics for Independent Study Unit

|Between Families: The Young Single |Literature review |Primary |

|The young adult remaining at home | | |

|Ethnic teens: caught between cultures | | |

| | | |

|Newly Married Couples |Secondary |Primary |

|Separation and divorce – short and long term effects | | |

|Communication styles of women and men | | |

|Multicultural marriages | | |

|Mutual violence: wife/husband abuse | | |

|The Mother Load: the double shift of women | | |

|Arranged marriages | | |

| | | |

|Families with Young Children |Secondary |Primary |

|Children and discipline | | |

|Children and T.V. violence | | |

|Impact of video games on children | | |

|Impact of the internet on families | | |

|The gifted child | | |

|The underachieving child | | |

|Bullying in schools | | |

|Postpartum depression | | |

|When a child dies | | |

|Death of a parent | | |

|Child abuse: physical, emotional, sexual, deprivation | | |

|The effect of day care on the development of the child | | |

|Growing up in blended families (step-parenting) | | |

|Single parents | | |

| | | |

|Exceptional Children |Secondary |Primary |

|Autism | | |

|Aspergers | | |

|ADD/ADHD | | |

|Downs Syndrome | | |

|Learning disabilities - dyslexia | | |

|Fetal Alcohol Spectrum Disorder | | |

|Physical handicaps (eg. deafness, blindness) | | |

|Families with Adolescents |Secondary |Primary |

|The runaway child/street kids | | |

|Adolescent sexuality: premature sexuality of girls | | |

|Dating abuse and/or violence | | |

|Teenage pregnancy | | |

|Teenage suicide/suicidal tendencies | | |

|Adolescent search for identity (gangs, the gay teen) | | |

|Drug abuse/addiction – marijuana, alcohol, etc | | |

|Teen depression – bipolar, mood disorders, dysthymia | | |

|Self-harm | | |

|The mother-daughter or father-son bond | | |

|Eating disorders | | |

|Body Dysmorphia (Bigorexia) | | |

|Sports and body image | | |

|Violence among girls – girl bullies | | |

|Female Athlete Triad | | |

| | | |

|The Family as Launching Centre |Secondary |Primary |

|Caring for elderly family members | | |

|The role of grandparents today | | |

| | | |

|The Family in Later Life |Secondary |Primary |

|Dealing with the death of a spouse | | |

|Elder abuse | | |

|Alzheimer’s disease | | |

|Euthanasia | | |

| | | |

|Special Family Issues |Secondary |Primary |

|Alcoholic families | | |

|Families dealing with schizophrenia | | |

|The absent father | | |

|Illness in the family | | |

Phase 1: How to Start Working With Your Topic

Most of you have chosen a topic and many have already started gathering articles and other sources.

Once you have at least three sources, read them carefully and highlight anything you think might be an important aspect of your topic.

Next create a graphic organizer of the information you have so far (e.g. concept web).

In order to arrive at a statement that resembles a thesis, you have to ask the right questions.

See handout entitled “Research Questions and Hypotheses”

Research Questions and Hypotheses

Note: on this handout the sample questions and hypothesis – based on a topic about women and osteoporosis - are all printed in italics.

A research question establishes the purpose of the research. Preliminary research will reveal whether the topic is relevant enough for thereto be sufficient sources of information and will help clarify which aspect of a topic to investigate:

▪ Secondary sources point to huge numbers of females being affected by osteoporosis

▪ Information on risk factors, prevention and treatment are available

Develop a clearly worded research question about a specific aspect of the topic to guide you in selecting information from secondary sources in your literature review. There are two basic types of questions asked in the social sciences:

▪ Description questions that ask "What happens?" and "When and where does it happen?"

▪ Explanation questions that ask "Why does it happen " and "How can it be changed?"

Description questions and explanation questions form the basis of all research questions.

▪ Why is there an increase in the incidence of osteoporosis in young females?

▪ What strategies can be implemented to either prevent or lessen the impact of osteoporosis in all females, particularly in young women and teenage girls?

▪ How can these strategies be implemented?

Here is how you might develop your questions into a hypothesis:

When you study the topic of osteoporosis/osteopenia in girls and women, you could ask the questions, "What factors influence the early onset of osteoporosis?” A review of the literature indicates that there is a clear connection between eating disorders and osteoporosis. Your thesis statement could focus on the need for high school health classes to be the main source of education of adolescent girls in understanding the long term effects of poor eating habits on bone density and bone strength.

How to Generate a Thesis Statement

Your thesis statement must answer a question about the issue you'd like to explore.

A good thesis statement will usually include the following four attributes:

1. take on a subject upon which reasonable people could disagree

2. deal with a subject that can be adequately treated given the nature of the assignment

3. express one main idea

4. assert your conclusions about a subject

Let's see how to generate a thesis statement for a social science paper.

Brainstorm the topic.

Let’s say that your class focuses upon the problems posed by drug addiction. You find that you are interested in the problems of crack babies, babies born to mothers addicted to crack cocaine.

You start out with a thesis statement like this:

Crack babies.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about crack kids.

Narrow the topic

Your readings about the topic, however, have led you to the conclusion that not only do these babies have a difficult time surviving premature births and withdrawal symptoms, but their lives will be even harder as they grow up because they are likely to be raised in an environment of poverty and neglect. You think that there should be programs to help these children.

You change your statement to look like this:

Programs for crack kids.

This fragment not only announces your subject, but it focuses on one main idea: programs. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that something needs to be done for these children, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic.

After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that in addition to programs for crack babies, the government should develop programs to help crack children cope and compete.

You revise your statement to look like this:

More attention should be paid to the environment crack kids grow up in.

This statement asserts your position, but the terms more attention and the environment are vague.

Use specific language.

You decide to explain what you mean about “the environment,” so you write:

Experts estimate that half of crack babies will grow up in home environments lacking rich cognitive and emotional stimulation.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support.

You finally revise your thesis statement one more time to look like this:

Since half of all crack babies are likely to grow up in homes lacking good cognitive and emotional stimulation, the federal government should finance programs to supplement parental care for crack kids.

Notice how the thesis answers the question, “Why should anything be done for crack kids, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

Social Science Research

Phase 1

Name: ______________________________________________________________________

Date: ______________________________________________________________________

Use the following worksheets as guidelines for completing Phase 1 of your social science research. Remember that you are acting in the role of a social science researcher. As such, you must follow the prescribed steps for social science research.

Phase 1:

Research Proposal

Remember, you are approaching your ISU for this course as a Social Science Researcher. Include the following information in your research proposal.

Topic

• Choose a statement that you, the researcher, want to investigate.

Research Question

• Outline the basis, or guiding purpose, of your research.

• Ask a question for which you want an answer by the end of your research.

Introduction

• Go into more depth about your question.

• What is the overall importance of your question to the study of the family?

• Provide three reasons why it is important to study this topic; how will your

study contribute to our understanding of the family?

• Who will be your research sample? What research methods will you use for your primary research?

Possible Limitations

• List any factors that might limit your research (for example, based on time,

money, limited sample group).

Resources

• Include a copy of the first page of the academic resources that you have

consulted for your research proposal. Remember that these should come

from academic journals, or they should be magazine/newspaper articles that

are based on research.

Phase 1 should be approximately one to two pages in length!

Independent Study, Phase 1,

Formulating Research Questions

Complete Phase 1 of the social science research process. Refer to the guidelines in the textbook and any guidance provided by the teacher.

expectations

• Formulate research questions and develop hypotheses reflecting specific theoretical frameworks

• Evaluate information to determine its validity and to detect bias, stereotyping, ethnocentricity, datedness, and unethical practices, and distinguish among perceptions, beliefs, opinions, and evidence from research

• Conduct an independent study of an issue concerning individuals or families in a diverse society

|Criteria |Level Four |Level Three |Level Two |Level One |

| |(80–100%) |(70–79%) |(60–69%) |(50–59%) |

|Knowledge/ |• Demonstrates thorough and|• Demonstrates considerable|• Demonstrates some |• Demonstrates limited |

|Understanding |insightful under-standing |understanding of the |under-standing of the |under-standing of the |

| |of the research question |research question |research question |research question |

|Thinking/Inquiry |• Applies all of the skills|• Applies most of the |• Applies some of the |• Applies few of the skills|

| |involved in choosing a |skills involved in choosing|skills involved in choosing|involved in choosing a |

| |topic, formulating a |a topic, formulating a |a topic, formulating a |topic, formulating a |

| |question, providing an |question, providing an |question, providing an |question, providing an |

| |introduction, hypothesis |introduction, hypothesis |introduction, hypothesis |introduction, hypothesis |

| |and discussing limitations |and discussing limitations |and discussing limitations |and discussing limitations |

|Communication |• Communicates phase 1 |• Communicates phase 1 |• Communicates phase 1 |• Communicates phase 1 |

| |require-ments with a high |require-ments with |require-ments with some |require-ments with limited |

| |degree of clarity and with |considerable clarity |clarity |clarity |

| |confidence. |Documents sources using APA|• Documents sources using |Documents sources using APA|

| |Documents sources using APA|style of referencing with |APA style of referencing |style of referencing with a|

| |style of referencing with a|considerable effectiveness |with some effectiveness |limited effectiveness |

| |high degree of | | | |

| |effectiveness | | | |

|Application |• Transfers concepts of the|• Transfers concepts of the|• Transfers concepts of the|• Transfers concepts of the|

| |research process to one’s |research process to one’s |research process to one’s |research process to one’s |

| |own purposes and |own purposes and |own purposes and |own purposes and |

| |justifications with a high |justifications with |justifications with some |justifications with limited|

| |degree of effectiveness |considerable effectiveness |effectiveness |effectiveness |

10 9 8 7 6 5 4 3 2 1 0

PHASE2:

Secondary Research: Reviewing the Current Literature

The following instructs you as to how to complete:

a) research notes

b) how to write a source evaluation.

Note: research notes can be handwritten and source evaluations are typed

For this phase of your research the TDSB’s Student Research Guide (SRG) is an indispensable resource. You must either purchase a hard copy in the library for the low, low price of two dollars or download the pdf from the following url so that you can print out sheets and forms to use in your research and submit for evaluation.



A. Research Notes

• Select books or web pages that relate to your topic using the computer search terminals at the school or in public libraries. Also, you can check the big book stores (e.g. Indigo - indigo.ca) for more recent books on your topic.

• You do not necessarily need to use the entire book, especially a textbook or reference book, simply check the table of contents and the index for sections, which might apply to your topic.

• Once you have determined the source to be useful, use the information on pages 28-35 of the SRG to organize your note-taking. A good source should yield approximately two pages of point-form notes.

• Use the Source Sheet (SRG p. 22), or something similar, to record all of your bibliographic information

• Make sure you record page number references for all notes!!

• Read the section of the SRG on plagiarism very carefully (What is Plagiarism, p. 27). It is during the note-taking stage that you can avoid inadvertent plagiarism through careful documentation of your notes.

• You must distinguish between when you are: using direct quotations, paraphrasing and summarizing. The abbreviations Q, P and S are useful for this purpose.

B. Source Evaluation

• For each source, write an evaluation in terms of its validity and objectivity (3-4 sentences).

• Clearly, you won’t be using a source that you deem to be insufficiently authoritative or of dubious objectivity.

• Use the forms on pages 21-23 of the SRG for evaluating your sources.

Instructions for Writing your Literature Review

Your literature review should build on all of your Phase 1 work and incorporate all you have done in Phase 2 of your ISU research process. The following components must be in place:

• APA in text parenthetical references must be used. See page 65 of the SRG for an excellent example of how this type of documentation is used.

• Format of the parenthetical references and your Reference list must follow the APA format as described on pages 56-67 of the SRG. This format is mandatory, not optional.

• The review must be typed, double space 12 point font Arial or Times New Roman

• One inch margins

• Pagination (page x of y) and your name in a footer

• Title page

• Length of approximately 5-6 pages

• 6 sources

A Word about Quality Expectations

This literature review is a draft in the sense that you can work with it and refine it before it is, together with your primary research, and incorporated into your final report.

You will receive input from both your instructor and your peers and will make changes based on this input and your own evolving understanding of your topic.

But do not think that because it is a “draft” sloppy work will be acceptable at this point. It is not. Thoroughly edit and proofread your review as you would anything that you submit for formal evaluation.

Phase 2 Evaluation – secondary research –

|Categories |Mark |

|Thinking/Inquiry | /5 |

|Thesis/Introduction Paragraph | |

|Paragraph is clearly divided into three parts: introduction of topic, narrowing of topic, thesis statement| |

|Research question is clear | |

|Topic is clearly and effectively introduced | |

|Thesis position is fully identified. Position is researchable and realistic | |

|Conclusion | |

|It is stated in such as way as to reinforce the thesis stance |/5 |

|Paragraph is structured from the specific to the general | |

|Knowledge | /10 |

|3-5 Main Factors - Use a heading for each factor | |

|This is in full paragraphs | |

|Factors relate back to the thesis paragraph | |

|Factors fully cover the topic and the thesis identified | |

|Each factor is fully developed using the point/proof/explain model | |

|As per APA style – sample SRG p. 65 | |

|Communication | /10 |

|Source/APA List | |

|All are relevant to at least one aspect of the research ( 3-4 sentences) | |

|Embedded citations and full bibliographic information included following APA format (as per sample | |

|reference list SRG p. 66) | |

|Communication | /10 |

|Notes/Spelling and Grammar | |

|Point form notes, 1 page per main source (indicate whether summarizing, paraphrasing or quoting – see page| |

|33 of the TDSB SRG) | |

|Page numbers clearly referenced | |

|Communicates research and ideas with a high degree of clarity and no major spelling or grammatical errors | |

|Application | /10 |

|Research Question | |

|Transfers concepts of the research process to answer one’s own research question with a high degree of | |

|effectiveness | |

|Presentation of research | |

|all work is neatly placed in a binder | |

|sources are packaged and appear after the review in the order in which they appear in the Reference list | |

Phase 3:

Primary Research Step A – Methodology

Here you decide what method you are going to use to conduct your primary research. You also decide which group of people will serve as your respondents.

Primary research means that you obtain it firsthand through your own investigation. The following lists four types of primary research methods:

Interviews

Questionnaires/survey

On-line sources: forums, blogs

For our purposes, students usually choose Interviews or Questionnaires or a combination depending on their topic.

In your final report under the heading Methodology you will include:

A brief paragraph informing the reader about the intent of the questionnaire or interview; what the reader may reasonably expect to learn from them. Do phrase this in terms of the main factors around which you have organized your thesis. You may not be able to include all factors; you may, for example, decide to focus on two in particular. This will depend on your topic and your factors.

This section consists of an introduction to your interview or questionnaire that you will present to your respondents and the questions themselves.

The following is a list of the elements that should be included in this introduction

1. Why you are doing the research (for your Family Study course at RCI)

2. What you hope to learn (don’t give away your hypothesis)

3. A request for the respondent’s cooperation

4. Assurance of confidentiality

5. Offer to share the results and how to contact you

6. Thanks in advance for their assistance

7. Your name

A helpful suggestion: Ask only questions you can use!

Guidelines for Questions

1. Ask only for the background information about the respondent that you need to know. Try not to be overly intrusive. They are helping you; respect that fact.

2. Questions should relate directly to the purpose of the study. You may find it helpful to use your factors as subheadings when you are making up your questions.

3. Instructions should be clearly written, giving examples where needed.

4. Avoid slang, jargon, and abbreviations.

5. Keep the language appropriate to the respondents.

6. Avoid bias: don’t let your opinion or feelings show in the wording of your questions. Don’t use leading questions which invite respondents to give particular answers.

7. Avoid hidden assumptions by breaking a question into two parts. For example, do not ask, “How often do you drink alcohol?” Ask first, “Do you drink alcohol?” ______

Then ask, “If yes, how many times per week?” _____

8. Avoid compound (double) questions. “Do you belong to clubs or play sports?” Use two questions.

9. Questions may take different forms:

• Multiple choice

i. provide option of “don’t know or undecided”

ii. may provide option of respondent’s choice e.g. “other ___”

iii. must include all possible options

iv. may be just “yes” or “no”

• Fill in the blank

• Check list

• Rank order: be clear about what gets a number one

• Attitude scales: examples -

i. “strongly disagree, disagree, neutral, agree, strongly agree

ii. “never, rarely, sometimes, frequently, always”

iii. “very little, little, moderate, high, very high”

• Open-ended questions: leave enough space to write answer

It is appropriate to end the questions with “any additional comments would be appreciated” and leave writing room

There should be at least 20 questions.

Social Science Research Methods

A research paper must incorporate the results of original or primary research. The method selected depends on the nature of the research question, the expertise of the researcher and the subjects available. There is no one best method.

Primary research must be planned with care to obtain the data required to complete the research. Your questions must first be cleared by me as a methodological and ethical review. Your first ethical rule is not to intrude upon the privacy of your respondents or to cause them any emotional or psychological harm.

|Method |Advantages |Disadvantages |

|Interview |non-verbal cues can become usable data |effect of social interaction between |

| |encouraging further discussion beyond scope|subject and researcher may bias results |

| |of questions is possible |attitude and behaviour of research may |

| |can clarify meanings of questions |affect the attitude and behaviour of |

| |can control situation in which subject |subject |

| |responds |time-consuming |

| |subject can qualify statements and put | |

| |research ideas into his or her own words | |

| |and context | |

| |interpersonal reward for subject (a chance | |

| |to think out loud about themselves) | |

|Questionnaire |format of questions is controlled |situation in which subject responds is |

| |inexpensive, efficient for large groups |uncontrolled |

| |it may be easier to express intimate and |response rate may be very poor |

| |embarrassing answers in this format |difficulty in dealing with “no answer” or |

| |usually takes less of the respondent’s time|“don’t know” responses |

| |than an interview |unable to check on the understanding the |

| |useful when subjects are informed about the|respondent had of the question |

| |subject of the research and can express |lack of interpersonal reward |

| |their ideas in writing easily | |

Sample Questionnaire

I am a grade 12 student currently attending Richview Collegiate Institute. I am doing a research project on abusive relationships for my Individuals and Families in a Diverse Society class. I am conducting this survey in order to study the patterns of abusive relationships. I am hoping to achieve a better knowledge of the extent to which young women can identify early signs of abuse. Your cooperation in filling it out would be greatly appreciated. Your answers will be kept strictly confidential and will be used for research purposes only. If you are interested in the results, or a copy of my research I would be happy to give it to you. Thank you very much for your time and assistance. Sincerely,

Emily Studentia 12D

1. Are you male ____ or female ___ ?

2. Please indicate your age 15 16 17 18 19 20+

3. Are you currently dating anyone? (Circle answer) Yes/No

4. Rate the following behaviours on a scale from 1 to 5 as to whether you think they could be signs of a potentially abusive relationship with a boyfriend. (On the scale, 1 is no threat and 5 is a serious threat.)

_____ Your boyfriend criticizes you. (I. e. "Your hair looks bad like that. ").

_____ He makes many decisions for you.

_____ Has a very short temper.

_____ Makes fun of you (he may call it 'innocent teasing").

_____ Takes you away from your friends and family.

_____ Constantly calls you to see where you are and what you are doing.

_____ Takes you away from normal activities (e.g. sports, clubs, etc.)

_____ Tells you what to wear

5. Do you believe that being in an unhappy relationship is better than being in none at all? Yes/ No

6. Have you ever witnessed a friend or relative in an abusive relationship? Yes/No

If yes, did they leave the relationship, and how?

7. Do you think that raising children in a single parent home is better than raising children with two parents in an unhappy marriage? Yes/No

8. Why do you think that women stay in abusive relationships?

9. Do you think that there are enough resources for bused women available, such as shelters

10. Suggest how you think abuse can be prevented and how abused women can be helped.

Thank you again

You will be doing 10 more questions

Primary Research Step B – Presenting the Findings

In this section you will present your primary findings using the most appropriate method for your type or research.

For multiple questionnaires:

If you used a questionnaire and surveyed several people, your results can be presented using the following formats:

a. table format

b. line graph

c. bar graphs

d. pie charts

If you use one of the above methods, each graph, table or chart must be:

1) labeled with an appropriate title

2) briefly summarized. I’ll provide examples of this in class.

For interview format:

1. Your findings might be presented as simply as writing the question and summarizing the responses of each respondent. For example:

Question: Do you think that there are adequate programs in schools that deal with students with learning disabilities? Summary of respondents:

Three of the six people interviewed agreed that the schools were doing an adequate job of providing resource classes for LD students. They felt that the classes offered were good, but more resource time was needed with individual students. The one respondent whose child is now in a private school, felt that the public school system is totally inadequate to meet the needs of her child. The other two respondents felt that the public schools were doing a very good job of teaching their children who were progressing with assistance through special education programs.

Note: You would write the question and then summarize the points made by all the respondents.

2. The following method requires more organization but, in the end, might be more efficient and require less writing:

• Look at the questions used and try to organize the responses into some type of pattern. For example, maybe you tried to prove the same point using three different questions. So, find out which questions can be grouped together.

• Group the questions and then summarize the responses in one paragraph

3. In some cases you might prefer to summarize each interview separately.

Primary Research Step C – Analyzing the Findings

Analysis

This is the part where you analyze what you found in your primary and determine whether or not it supports your thesis.

Organize your analysis under the subheadings of your factors.

Do your primary findings agree with the stand that your thesis took?

Does it agree entirely or in part? How? How not?

Does it actually negate your stand? How?

Be very specific in your analysis. Be sure to use all the information from your research findings.

Primary Research Conclusions

This part must tie your finding together with your thesis and factors. It is brief– a half page or less.

1. Refer back to your thesis - what you are trying to prove?

2. Make a final few statements as to how successful the research was in proving your thesis.

3. Did all of the questions used help to prove your thesis? Were some questions misleading, vague or misdirected? Which questions would you reword or omit?

4. How could you improve the primary research if you were to do it to correct these mistakes?

Appendix

Include:

1. A copy of your research outline - thesis paragraph, factors, conclusion.

2. Clean copy or your questions.

3. All answered surveys or interviews. Surveys may be submitted in an envelope.

Phase 3 Evaluation – primary research

Due date _________________________________

|Knowledge |/10 |

|Methodology | |

|validation of method and choice of respondents | |

|description of method and respondents chosen | |

|respondents are appropriate to the nature of the research | |

|Knowledge |/10 |

|Research Findings | |

|presented in most appropriate format | |

|findings presented in graphic form are labeled with summary statements included | |

|summaries of interview questions clearly identify individual respondents | |

|questionnaire relates to research outline - thesis and factors sufficient numbers of respondents | |

|surveyed or interviewed reported in the third person | |

|thorough presentation of findings | |

|Thinking/Inquiry |/10 |

|Analysis of Findings | |

|uses report writing format with headings and subheadings note which factors the primary did or did| |

|not address | |

|shows connection between findings and research outline (thesis and factors) | |

|provides specific examples from findings that support thesis and factors | |

|reported in third person | |

|Application: |/10 |

|Conclusions | |

|briefly refers back to main findings | |

|identify conditions or aspects of the research that affected the findings - both positively and/or| |

|negatively | |

|concludes with overall statement concerning the extent to which the thesis is accurate | |

|Communication |/10 |

|Format of Report | |

|research outline included | |

|copy of interview or survey questions | |

|all rough work included in an appendix | |

|style: spelling, grammar, punctuation | |

|evaluation sheet included | |

Phase 4 – Pulling it All Together

Please submit your complete written project for formal evaluation on the day of your presentation.

Review instructions and rubrics for earlier phases to make sure that you’ve incorporated all required elements and changed/edited any rough areas.

1. Table of contents

2. Introduction including thesis statement and outline of major factors

3. Review of literature, secondary research

4. Research methods, description of primary research methods

5. Summary of findings of primary research (charts, graphs etc)

6. Comparison of results of primary and secondary research

7. Results and connection to course theories

8. Implication of your research

9. Conclusion

10. Reference list (APA)

11. Appendices: copy of primary research method, e.g., questionnaire, survey, observation report

Style Points Reiterated:

← Do not use personal pronouns (“I” and “my”); always write in the third person.

← Double space the entire research project - do not quadruple space unless you are changing sections

← New paragraphs are indicated by indenting the first line of the paragraph five spaces

← Each paragraph must have a clear topic sentence (following the “point, proof, explain” model makes for nearly flawless paragraphs

← Avoid repeating the same phrase or word too frequently – consult a thesaurus

← Use formal academic language avoiding all slang and colloquialisms (the only exception would be when you are quoting from interviews where your subject has used slang)

← On all matters of formatting and style consult this handout and/or the Student Research Guide – don’t guess

Independent Study, Phase 4, An Overview

Phase 4 Evaluation – finished research project

|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |

|Knowledge/ |θ shows limited |θ shows some understanding |θ shows considerable |θ shows deep and complex |

|Understanding |understanding of the topic |of the topic |understanding of the topic |understanding of the topic |

|• ideas, concepts, themes | | | | |

|• social science forms and |θ shows limited knowledge of|θ shows some knowledge of |θ shows considerable |θ shows thorough and |

|terms |relevant social science |relevant social science |knowledge of relevant social|insightful knowledge of |

|Connection to theories |forms and terms |forms and terms |science forms and terms |relevant social science |

| | | | |forms and terms |

|Thinking/Inquiry |θ develops ideas with |θ develops ideas with some |θ develops ideas with |θ develops ideas with a high|

|• analysis |limited logic and coherence |logic and coherence |considerable logic and |degree of logic and |

| | | |coherence |coherence |

|• use of evidence |θ incorporates limited |θ incorporates some |θ incorporates considerable |θ incorporates highly |

| |relevant evidence |well-chosen, relevant |well-chosen, relevant |effective, well-chosen, and |

| | |evidence |evidence |relevant evidence |

|Communication |θ shows limited command of |θ shows some command of the |θ shows considerable command|θ shows extensive command of|

|• use of research project |the research project form |research project form |of the research project form|the research project form |

|form |including thesis, |including thesis, |including clear thesis, |including clear and |

| |organization and conclusion |organization and conclusion |effective organization and |compelling thesis, highly |

| | | |logical conclusion |effective organization and |

| | | | |strong conclusion |

|• language and voice |θ uses appropriate language |θ uses appropriate language |θ uses appropriate language |θ uses appropriate language |

|(3rd person, formal academic|and voice with limited |and voice with some |and voice with considerable |and voice with a high degree|

|tone) |effectiveness and |effectiveness and |effectiveness and |of effectiveness and |

| |consistency |consistency |consistency |consistency |

|Application |θ applies grammar, usage, |θ applies grammar, usage, |θ applies grammar, usage, |θ applies grammar, usage, |

|• language conventions |spelling, and punctuation |spelling, and punctuation |spelling, and punctuation |spelling, and punctuation |

| |with limited accuracy and |with some accuracy and |with considerable accuracy |with a high degree of |

| |effectiveness |effectiveness |and effectiveness |accuracy and effectiveness |

|• citations, references, |θ follows APA style for few |θ follows APA style for some|θ follows APA style for most|θ follows APA style for all |

|bibliography |citations and references |citations and references |citations and references |citations and references |

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Phase 5 – Presentation Guidelines

You’ve already written your research paper. Congratulations! But don’t relax quite yet. Putting together an effective presentation can be very challenging. If you master this, though, you’ll have a valuable communication skill that will serve you well in any walk of life.

A Lofty Goal

Your presentation will be of limited value if it is only a demonstration of your knowledge about your topic. Ultimately, for presentations to be successful they have to be meaningful for your audience as well as for you. I have a lofty ambition here; I want your classmates to learn something of lasting value from your presentation. Something that will stay with them because they enjoyed the way the information was delivered, because it caught their interest with its freshness and originality or because it made them question their own preconceptions.

A Cautionary Note

Be forewarned that, as I (your faithful instructor) will already have seen your paper in various stages as your work progressed and will be marking the whole thing after your presentation, I do not (I repeat, do not) want to hear it read out loud. An oral rendition of your research project does not make for an effective presentation. There are several reasons for this: 1) it’s boring, 2) it’s boring and 3) it’s boring. Your classmates will tune out if your ideas are simply read to them. You know they will, we all do. Do not get up there and read to. You’ll be asked to sit down.

“What should I do then?” you ask. Herewith is a three part model:

A) Anticipatory Set

← Catch our attention right from the start

← Make it flashy (colourful with graphics, sound or both)

← Make it short (you’re only trying to make us curious about your topic, make us want to know more), about 5 minutes

← Make it humorous (if your topic lends itself to this) or make it powerful and dramatic (avoid melodrama, however)

← Examples of anticipatory sets are

o Music/video clips

o Cartoons/graphics

o Poems/stories/urban legends

B) Instructional Input

← Highlight only key concepts in your work by using PowerPoint, a poster board, the chalk board, overhead projector, chart paper, whatever communication tool you like to get across the essential information about your research

← This instructional section (you talking “at” us) of your presentation should not take up more than 1/3 of your presentation time (no more than 10-15 minutes)

← Still make this section interactive – ask the group questions (wait and listen for answers), suggest information we could add to a handout (a handout is optional), if you’re using one

C) Guided Practice

← Do we “get” the concepts you’re talking about?

← Give us an exercise that lets us practice working with the ideas you’ve just told us about

← You could:

o ask us to read a very brief case study and then you could lead a discussion of it using the key ideas from your instructional input

o lead us in a game or other activity that highlights the concepts you’ve been describing

o ask us to take a quiz to see what our understanding of your topic is

o show a film clip that relates to your topic and lead us in a discussion of the central ideas

← This section of your presentation should be about as long as your instructional input, 10-15 minutes

D) Students observing each presentation will have to submit a write-up after the presentation as well as ask questions during the presentations.

Practices to be Embraced

Selectivity - we don’t need to hear every little detail; just give us the highlights, the really interesting stuff

Creativity - try to introduce your ideas in innovative ways

Interactivity - engage your audience’s active participation – we mustn’t just be passively listening or watching most of the time

Thought-provoking - ask your audience to really think about your topic - perhaps they can review their own position or understanding of it

Practices to be Avoided

Droning on – using a monotone voice or going on at too great a length about one thing is the kiss of death to a presentation; avoid it

Drowning us – information overload! - don’t fire too much stuff at us too quickly; we just won’t get it

Winging it – you only have one shot at this; prepare for it – rehearse your timing – try videotaping the instructional input section at home

Phase 5 – Presentation Rubric

Student: Topic:

|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |

|Communication |θ no attempt to catch group’s|θ some attempt to creatively |θ effective anticipatory set |θ highly effective |

|• anticipatory set |attention at the start |engage audience interest |stimulates audience interst; |introduction arouses our |

| | | |we want to know more |curiosity and draws us into |

| | | | |the presentation topic |

|• instructional input |θ talked “at” audience for |θ some balance between |θ effective balance between |θ informative yet well paced |

| |most of presentation; |instructional input and |instructional input and |and interactive; audience |

| |overloaded with too much |guided practise; still too |guided practise; information |really learning the key |

| |detailed, undigestible |wordy and jargon laden |presented in reasonable |points and ready to |

| |information | |quantities |participate in guided |

| | | | |practise section |

|• guided practice |θ minimal use of guided |θ some use of guided |θ considerable use of guided |θ highly effective activities|

| |practise; audience |practise; audience |practise activities that |engage considerable audience |

| |superficially involved in |participating |support audience learning |participation and foster |

| |presentation | | |substantial learning |

|• pacing, clarity of |θ uses appropriate language |θ uses appropriate language |θ uses clear voice and makes |θ communicating directly with|

|voice and eye contact |and voice with limited |and voice with some |regular eye contact; not |audience; minimal use of |

| |effectiveness and consistency|effectiveness and consistency|reading; smooth tempo |notes; relaxed tempo |

|Thinking/Inquiry |θ answered questions with |θ answered questions |θ answered questions easily |θ answered questions fluidly |

|• response to questions |difficulty or lack of clarity|adequately with some clarity |and with considerable clarity|and with excellent insight |

|• use of examples |θ used few examples or |θused some examples and in |θ used examples effectively |θ excellent examples |

| |inappropriate examples |appropriate context |and in context |clarified concepts and |

| | | | |improved audience |

| | | | |understanding |

|Application |θ limited attempt to enrich |θ some enrichment of |θ materials and media have |θ creative use of suport |

|• use of materials and |presentation with appropriate|presentation with appropriate|considerable impact on the |materials and media enhances |

|media |support materials |support materials and media |presentation |impact of presenation |

|(images, sound, diagrams,| | | | |

|graphs, video – where | | | | |

|appropriate) | | | | |

|Knowledge/ |θ shows limited understanding|θ shows some understanding of|θ shows considerable |θ shows deep and complex |

|Understanding |of the topic |the topic |understanding of the topic |understanding of the topic |

|• understanding of ideas,| | | | |

|concepts, themes of the | | | | |

|presenter | | | | |

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Introduction

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Research Question

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Possible Topic

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Your Research Process

Possible Limitations

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PHASE 1

Should be about two pages double spaced.

Introduction

• Purpose/justification of your research

• Go into more depth about your question

• State your hypothesis

• State the overall importance of your question to the study of family

• List the method(s) of research

Research Question

• The basis, or guiding purpose, of your research

• Ask a question for which you want an answer by the end of your research

Possible Topic

• A statement of what you, as a researcher, want to investigate

Possible Limitations

• List anything that might limit the process of your research

• Limitations might be based on money, sample groups, confidentiality, and so on.

Social Science Research Process

Purpose/ hypothesis

Sample group

Title

Evidence: Graph

Includes

Includes

Includes

Includes

Results

Method

Discussion

Introduction

Comparison with literature review. (Compare primary to secondary data)

Findings—Primary research

Instruments used (surveys or interviews)

Results’ connection to Theories

Statistics

Literature review

Procedure

Limitations of your research

Conclusion

References

1. Do in-text citations.

2. Complete a “References” list with all sources used.

Implications of your research

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