Overview
This phase is a synthesis of phases one and two and the bridge to active research. During this phase, students choose the frames that will define the research process: the research questions, purpose, problem statement and effective data collection methods. This phase may be highly scaffolded by teachers for younger or less experienced students, or simply when time is short; however, true student ownership of the research process involves making the important decisions that will shape the research during this phase.
Though you may choose to sequence the following activities differently, we have found that this particular sequencing works best. However, this, too, is a recursive process. For example, after developing the problem and purpose, students may discover that the question they truly want to pursue requires a revision of the problem and purpose. This process requires a constant alignment of the problem, purpose and question as students refine what they are actually researching. In other words, as students gain and refine knowledge, they may need to refine their research problem, purpose, question, and data collection methods. While this can be frustrating for students new to recursive learning who perceive this process as “doing the same thing over and over again,” we encourage teachers to model the benefits of recursive learning and guide students through recursive processes by maintaining a focus on quality rather than completion.
Though you may choose to sequence the following activities differently, we have found that this particular sequencing works best. However, this, too, is a recursive process. For example, after developing the problem and purpose, students may discover that the question they truly want to pursue requires a revision of the problem and purpose. This process requires a constant alignment of the problem, purpose and question as students refine what they are actually researching. In other words, as students gain and refine knowledge, they may need to refine their research problem, purpose, question, and data collection methods. While this can be frustrating for students new to recursive learning who perceive this process as “doing the same thing over and over again,” we encourage teachers to model the benefits of recursive learning and guide students through recursive processes by maintaining a focus on quality rather than completion.
Suggested Sequence
1. Research Problem
This short (1-3 sentences) statement names the specific problem identified within the research topic to concisely communicate what aspect of this issue the project will address. For a sequence that links the problem tree activity to writing problem statements, see here. For a writing assignment that links problem statements to a slightly larger writing assignment connected to structural analysis and personal experience, see here.
2. Research Purpose
Like the problem statement, the purpose statement frames the research project, though in a slightly more positive way. Again, this is a short statement that can be connected to the problem statement.
3. Research Question(s)
Strong, unbiased, open-ended research question(s) anchor the research process and align the problem, purpose, and methods to ensure a cohesive project. Though questions are short, they may take a long time to write and need to be revisited multiple times. This workshop, presentation, and handout will help students generate high quality questions.
4. Choosing Data Collection Methods
Students must have clear problem and purpose statements in addition to an aligned question in order to choose appropriate data collection methods. Therefore, it is important for students to understand how to match methods to questions. This activity asks students to match cut up cards with research questions to the corresponding methods.
Sidewalk Science - Early Data Collection
It can be helpful to have students develop a “quick and dirty” round of data collection as a way to clarify the problem, purpose, questions, or data collection methods/tools they will use. Sidewalk Science, a term we learned from Public Science Project, means putting your research into the streets (or breezeways). An example of how this works is to organize a lunch time event in which students move around with small dry erase boards and cameras and a single prompt or question. For example, “Why does student voice matter to you?” Students compile the responses to see initial trends and get a sense of what might be useful for more focused data collection.
Drafting Data Collection Tools
Developing tools for data collection is one of the most challenging steps in the process. For inexperienced students, it is often best to work collaboratively, or even to provide students with a method for their first time doing active research. Before students draft their particular tool, they should understand the concepts of validity, reliability, bias, and assent that are explained on this rubric. Once students choose methods, it is helpful to have them look at examples of other students work, draft tools multiple times, and work closely with more experienced researchers to ensure that their tools are aligned to their questions, purposes, and the problem they are researching. Click the links below for examples of data collection tools; see MacDonald, Headlam & CLES (2008) Research Methods Handbook for a more detailed guide.
- Autoethnography: Example with instructions and student drafting
- Dialogue: Assignment, Facilitator’s Guide, student Dialogue Text, and Slides Presentation
- Focus Group: Student example with instructions
- Field Notes: Picture of student activity; document with instructions
- Interviews: See this example for elder interviews
- Questionnaires: Student example questionnaire.
- Story Circles: Student example
- Surveys: Student example
- Textual Analysis: Sample lesson to generate textual analysis
- Workshops: Student example workshop agenda
Up Next
As mentioned earlier, this phase usually has to be revisited recursively: sometimes a research question is not the right question, or the data collection methods are not a good fit. Since students often experience frustration when they get stuck and have to move back in the process, we build in time to revise and focus assessment on the process more than the product at this point. We also emphasize throughout this phase that plans may need to be revisited multiple times before they are final. Again, we encourage teachers to highlight and model the importance of quality over completion; this can be achieved by referring to experiences from previous performances of possibility, modeling your own recursive research processes for students, or using models from previous students’ CPAR projects for revision workshops. Once students have completed this phase, they are ready to move into Phase 4 which centers active data collection and analysis.
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