Objectives: After completing this module you will be able to:

• Analyze how theory, research question and general or working research hypotheses or propositions are related
• Analyze and explain how researchers move from constructs in a theory to variables in a study
• Assess the quality of research questions in the published literature from a realist perspective

Topic 1: How are research design decisions and the nature of your research question related?

Bernard, pp. 27-45 (Skip the discussion on validity, reliability, accuracy and precision, pp. 45-51).

Look at the document Comparative Characteristics of Design Groups. It provides very summarized statements describing the key features of each of the major research designs. For this class session pay specific attention the first item for each type of design -- Kind of Question. We wil discuss examples of questions that would fit the different descriptions during class.

Topic 2: How can you identify a good researchable question?

Start by watching this short video: Thick Vs. Thin Questions. It's actually almost entertaining and it makes a key point about "what makes a good research question."

Then watch Developing a Research Question by Dr. Sam Fiala. Not nearly so entertaining as the first video -- but a really good and thoughtful piece that goes from getting a good idea to developing a research question. Fiala's presentation is divided into distinct sections. After you watch the video, make a note of the three most important ideas you got from his presentaion. This should be brief -- no more than a couple of sentences for each key idea. Be prepared to share and explain your choices in class.

Topic 3: How can you spot a "good article" -- worth your time -- versus a "bad article" not worth your time?

I want you to learn to read less, not more, and to be selective about what you read. Most students, in my experience, are prone to reading articles that "seems interesting" to them and also seem to feel that they have to read every word in an article to make use of the article in their work. Read Deciding What to Read and What Makes a Good Contribution to the Literature.

You will need a copy of the Abstract Evaluation Form available in class as well as a copy of two abstracts. You do NOT need to do anything with the abstract evaluation form or read the two abstracts before class. Just have them where you can see them.