4b Conducting Research

Introduction

Leadership understands the logic and processes of scientific inquiry, explains major research methodologies, formulates empirically driven research problems, selects appropriate research designs, explains standards for data collection and conducts basic data collection and analysis.

*Satisfactory Competency Level

My learning on research methods is embodied in my work in the research methods and statistics classes listed below, as well as the work for my dissertation proposal. The artifacts show my ability to apply methods of inquiry to research questions in my field.

Artifacts

Evaluations or verification artifacts are indicated with this icon.
Leadership and Learning Group contributions are indicated with this icon. 

Activities	Description	Documentation
A. EDRM 611	Overview EDRM 611, Applied Statistics I, is an introductory course for statistics and covers descriptive statistics and testing hypotheses that compare means by using the t-test, chi square, and simple regression. Competency Connection My study and work in this statistics class shows my ability to understand the logic and processes of scientific inquiry and my ability to conduct data analysis. Artifact Descriptions i. This is a chart of the hypothesis testing steps that I created in the class to share with my classmates and with my regional group. ii. Some of my classmates and regional group members gave feedback on the chart I created. iii. This final project shows my ability to formulate a research problem, select a research design, collect data from my workplace, and analyze and report the results. Some files unlinked for privacy, confidentiality, or intellectual property reasons.	i. Hypothesis Testing Chart shared with regional group and classmates ii. Feedback on the chart iii. Final project: Factors Influencing the Frequency of Videoconference Use in Thirty-Five Southwest Michigan Schools Implementing Curriculum Videoconferencing
B. EDRM 612	Overview EDRM 612 continues the applied statistics from 611 and covers testing hypotheses with one-way ANOVA, repeated measures ANOVA, factorial ANOVA, and multiple regression. Competency Connection My study and work in this statistics class shows my ability to understand the logic and processes of scientific inquiry and my ability to conduct data analysis. Artifact Descriptions i. This is a chart of the hypothesis testing steps that I created in the class to share with my classmates and with my regional group. ii. Some of my classmates and regional group members gave feedback on the chart I created. iii. The final project shows my ability to apply my learning to a research question and write a research report with the results. Some files unlinked for privacy, confidentiality, or intellectual property reasons.	i. Hypothesis Testing Chart II  shared with regional group and classmates ii. Feedback on the chart and on my discussion comments iii. Final project
C. LEAD 880	Overview LEAD 800 is the Leadership Program's Dissertation Proposal Development course. Competency Connection My work in this course shows my ability to prepare to follow the process of scientific inquiry by formulating a research problem related to my work and  selecting an appropriate research design. Artifact Descriptions i. The IRB application shows my ability to request permission for student of human subjects and to follow the appropriate processes of scientific inquiry. ii. The approved dissertation proposal includes the first three chapters of my dissertation as of proposal approval. iii. The Table of Specifications was used to develop the instruction.	i. IRB Application ii. Approved Dissertation Proposal iii. Table of Specifications Part 1 and 2
D. EDRM 605	Overview EDRM 605 is the qualitative research methods class and uses Creswell to consider five approaches to qualitative research: narrative research, phenomenological research, grounded theory research, ethnographic research, and case study research. Competency Connection My work in this class shows my ability to understand qualitative inquiry, explain and use major qualitative research methods to formuate research problems related to my field of videoconferencing. In addition, in my final project I also selected an appropriate research design and conducted data collection and analysis procedures. Artifact Descriptions i. In this assignment, I think about qualitative research and the appropriate times to consider this research method. ii. In this assignment, I created research problem statements for my field of videoconferencing in each of the five major types of qualitative research. iii. This interview transcript shows my ability to conduct the data collection and transcription necessary for qualitative research. iv. The final project shows my ability to use the qualitative research method of case study to consider a research problem in videoconferencing.  Some files unlinked for privacy, confidentiality, or intellectual property reasons.	i. Assignment 1 shows that I can think qualitatively about qualitative research ii. Assignment 3 includes different potential research studies using Creswell's 5 types of qualitative research iii. Interview transcript for final project iv. Final project
E. Dissertation	Overview My dissertation considered the implementation of curriculum videoconferencing, support of videoconferencing by the videoconference coordinator, and created a model to predict a school's use of videoconferencing. Competency Connection My dissertation shows my ability to understand and use the logic and processes of scientific inquiry to formulate a research question, select a methodology, collect data and conduct data analysis.	i. Final Dissertation: The Development of an Instrument for K12 Coordinators Implementing Curriculum Videoconferencing and a Model to Predict Utilization of Videoconferencing

 

Reflection Paper

My research reflection paper considers applying research to my work, methods of research, and the nature of knowledge. New practice inspired includes a list of potential future research.

References

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