EDR-8300

Privitera, G.J., & Ahlgrim-Delzell, L. (2019). Research methods for education. SAGE
This resource is the course textbook. This text will help you understand the basics of educational research. For this week, concentrate on reading Chapter 21 and Appendix A about communicating research and writing a manuscript, including APA writing.
Access your textbook via the Bookshelf tab in the top navigation bar of your course.

J., K., A., G., & P. (Interviewee). (2013). Talking to faculty [Video]. Retrieved from SAGE Research Methods.
This is a bit (5:52) of fun, but the underlying ideas are sound about communicating with faculty, including your eventual dissertation committee.

Rosenblatt, P. (2016). Restarting your writing. In P. Rosenblatt, Restarting stalled research (pp. 33-58). SAGE.
This resource gives some valuable perspective on writer’s block, paralysis of perfectionism, paralysis of rejection, paralysis of revise and resubmit, and dealing with demands of dissertation revision.

Wentz, E. (2014). How to design, write, and present a successful dissertation proposal. SAGE.
This book provides exceptionally useful information on all aspects of successful dissertation proposals. However, focus this week on chapters 9, Conceptualizing a Research Idea, and 10, Problem Statement. Together, these chapters will aid you in dealing with issues of alignment of the various aspects of the research process discussed thus far in the course and dealing with revisions owing to the iterative nature of research.

McGregor, S. (2018). Introduction and research questions. In S. McGregor, Understanding and evaluating research (pp. 139-175). SAGE.
This chapter compares and contrasts limitations and delimitations, particularly as they bound research questions specifically and the study as a whole.

McGregor, S. (2018). Overview of research design and methods. In S. McGregor, Understanding and evaluating research (pp. 207-226). SAGE.
This chapter discusses the attendant assumptions of research from research methodologies. It gives an overview of the main differences between qualitative and quantitative intellectual inquiry, and the role of assumptions in meeting standards of generalizability, validity, and reliability.