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Introduction to AP Capstone™
Research
2
► AP Capstone Overview
► AP Capstone: Student Perspective
Understanding Capstone
2
3
AP Capstone™ Overview
Emphasizes Critical Skills Needed for College & Beyond
Complements the in-depth subject-matter study in AP
The AP Capstone program empowers students to:
synthesize information from multiple perspectives
apply skills in new situations and cross-curricular contexts
collect and analyze information with accuracy and precision
craft, communicate, and defend evidence-based arguments
practice disciplined and scholarly research skills while exploring relevant topics that appeal to their interests and curiosity.
Developed in response to feedback from Higher Education, AP Capstone launched this fall in 136 schools worldwide – expanding to over 225 additional schools in fall 2015.
is an innovative program that equips students with the independent research, collaborative teamwork, and communication skills valued by colleges. The program is based on two new AP courses:
AP Seminar and AP Research
4
AP Capstone Program Structure
A flexible two-course sequence that engages students in rigorous college-level curricula while promoting the critical skills needed for success in college and beyond.
Students who earn scores of 3
or higher in AP Seminar and
AP Research and on four
additional AP Exams of their
choosing will receive the AP
Capstone Diploma™.
Students who earn scores of
3 or higher in AP Seminar
and AP Research will
receive the
AP Seminar and Research
Certificate™
6
Elements of the AP Research Academic Paper
Moving from the AP Seminar Individual
Paper to the AP Research Academic Paper
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Differences between AP Seminar & AP Research Paper
AP Seminar Paper AP Research Paper AP Research Instructional Strategy Needed
* Just an
introduction of the argument and topic
Introduction (LiteratureReview)
situating study question/purpose into field of knowledge
X Method / Process / Approach
Research Methods-overview and rationale for using
X Results / Product / Findings
How to report findings and connect to research question
Discussion / Analysis /Evaluation
How to evaluate significance of results
* Conclusion
only
Conclusions/FutureDirections
Reflecting on future work
*style not
prescribed
Bibliography *Using appropriate style associated with discipline of inquiry
9
► The AP Capstone program is a yearlong course.
► The AP Research course assessments include an exam in May and a 5000 word paper.
► Students are able to select a research topic based on personal interest.
► The AP Capstone program is geared exclusively for the highest achieving of the AP students in a school.
► AP Seminar is a required prerequisite to AP Research.
► AP Research students must present and defend their paper.
► Students must include qualitative and quantitative research in their research project.
► AP Research students will be assessed on a series of Learning Objectives tied to the AP Capstone QUEST.
► A school’s AP Capstone courses must be centered on a specific thematic area (sciences, humanities, etc.)
► The AP Capstone program and AP Research are geared towards increasing student success as they move on to college or university?
AP Capstone: True or False?
10
thestudentunion.weebly.com
…
Debrief and Discuss
► At this point, what aspect do you expect to pose the
biggest challenge?
► What are you looking most forward to?
Course Website Introduction
Thinking Ahead-Developing Research
Questions (You Received this in an Email)
12
► http://search.ebscohost.com/login.aspx?authtype=uid&us
er=ap_capstone1&password=co!!ege&profile=ehost
► In the search box type research experiences and high
school students
► Click “advanced search”
► On the left hand side scroll down a bit and then check the
“scholarly, peer-reviewed journals” box.
► On the right hand side under Published Date type in 2010
for the first year box and 2015 for the second year box
► Click the green “Search” button at the top of the page
Using Ebscohost to Come Up with Research Question Ideas
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1. Develop three ‘research questions’ as you understand
them, that you could use to design and implement a six-
month investigation to yield new knowledge about this
problem, issue, or topic.
2. Submit these electronically through the Google form I
sent to you in the email during the summer.
3. In that submission, list at least three criteria that you
used to develop your research questions.
Thinking Ahead, Developing Research Questions
Big Idea 1: Question and Explore —
Different Ways of Knowing
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Define “Love”…
…and do so with the lens of a philosopher, scientist, and
religious leader
How would each define it?
How do you know this is the ‘right definition’?
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Work with those at your table circle to transform the three
ontological positions - from the slide that follows - into ‘three
ways of knowing’ that you can identify with.
Ways of Knowing
“Ontology is concerned with the nature of reality (or being or existence), and various ontological positions reflect different prescriptions of what can be real and what cannot. For example, someone who takes a materialist ontological position (e.g., all that is real is the physical or material world) would reject the idea that ghosts or spirits can influence the physical world. Why? Because ghosts cannot exist if all that is real is physical. Materialism is one of the major ontological positions, and it is the foundation for much of the research conducted in the natural sciences. However, a competing view of reality is idealism, which proposes that reality is mental and spiritual rather than material (Craig, 1998). Another ontological position is metaphysical subjectivism. Proponents of that position assert that perception, what we perceive through our senses, creates reality and that there is no other reality than what is in our heads. That is, there is no reality other than what humans create in their own minds” (Willis, Jost, & Nilakanta, 2007, p. 9).
18
Consider the Following
1. In what ways do you gather data / information to “know”
or “understand” something?
2. How can you prove that something exists or that a
relationship between things is real?
3. To what extent do you agree with the statement: “If you
can’t measure it, it does not exist”? Why?
4. Which way(s) should you gain knowledge through
participation in the AP Research course?
5. Is one ‘way of knowing’ better or more preferred than
another? Justify.
Ways of Knowing Questions
19
► Authority…
► Religion…
► Experimentation..
► Observations…
► Senses…
► Common Understanding…
► Others…
How Do We Know What We Know?
20
Purposes (Why
would the
audience care?)
Methods
Knowledge
Forms
(Conventions/
Terminology)
Possible uses of this kind of knowledge; what
this kind of inquiry affords us
Methods for building and validating
knowledge in the domain
Concepts; accepted findings;
transformed misconceptions
Forms and styles of
communicating knowledgeF
K
M
P
Dimensions of Disciplinary Understanding
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► Let’s break into groups based upon your current interest
area (art, humanities, physical or natural sciences,
mathematics, social sciences)
► Work with your circle group to identify sources of
information that you can use to fill in the components for
the discipline chart.
► Let’s look at one, then we will get started, present, and
debrief.
Discipline-Specific Ways of Knowing
Purposes (Why would the
audience care?)
Methods
Knowledge
Forms
(Conventions/
Terminology)
To understand the past; to shed light on contemporary
events
Interpreting sources; creating
complex explanations
Rich sense of events, actors,
and larger historical processes
Narratives, essays, books,
Documentaries, exhibits,
Chicago Manual of StyleF
K
M
P
Dimensions of Understanding- History
23
Purposes
(Why would the
audience care?)
Methods
Knowledge
Forms (Conventions/
Terminology
F
K
M
P
Dimensions of Understanding Generally
Big Idea 1: Question and Explore — What
Type of Researcher Am I?
26
► Read the statements in the instrument that follows, and
indicate on the accompanying Likert-type scale how
strongly you agree with each declaration.
► Note that these questions are intentionally complex and
force a commitment to one view rather than allowing for a
neutral or a no opinion option.
► Enjoy!
Activity: What Kind of Research Aligns with YOU?
T: To truly understand the AIDS epidemic, one must ascertain the truth about AIDS. A researcher must look at the data, make recommendations for further study based on these findings, and not base conclusions on information obtained through subjective means or anecdotal stories that rely too heavily on his or her personal feelings.
disagree totally agree totally2 3 4 T = _______
F: To truly understand the AIDS epidemic, one must look at the individuals afflicted with the disease and note the similarities and differences that exist between those tormented with AIDS. Recommendation for further study should be based on the immediate needs of those individuals as well as how the researcher feels he or she could best be personally involved.
disagree totally agree totally2 3 4 F = _______
S: To deal with environmental problems, one should look at the methods available and determine the most practical way to solve these problems now and not spend the time on some vague plan in the unspecified future.
disagree totally agree totally2 3 4 S = _______
I: To deal with environmental problems, one should look at all the possibilities that exist now and, more important, could exist and take a broad, long-range view of the situation. A quick fix to the problem should be avoided.
disagree totally agree totally2 3 4 I = _______
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Perform the calculations to determine if you are a Researcher Type I-IV.
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► Read about research style(s) – handout – and evaluate the strength of the descriptions and your computed style with how you feel you engage in inquiry.
► Identify the methods that align with your paradigm and your research question – handout. Which three methods appeal to you the most / least and why?
Research Style and Methods
Type of Researcher Brief Description
I Conceptual Theorist Holistic and imaginative-believes in
TOE (Theory of Everything)
II Analytical Scientist Preference for exactness, precision, and
unambiguous situations
III Particular Humanist Humans are too complex to study as a
whole
IV Conceptual Humanist Knowledge exists to better humanity
30
Debrief and Discuss
► To what extent do you believe your identified type of researcher,
motto, research topics, and associated methods align with how you
feel you actually engage in everyday inquiry?
► How can you ensure you remain true to your own way of knowing /
inquiring while choosing an appropriate method to engaging in your
scholarly research project?
Wrap-Up
Big Idea 1: Question and Explore —Developing and Revising Research Questions
First…a Dialogue Between an AP
Research Teacher and Student
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What did you notice?
What types of questions did you see modeled in the skit?
Why didn’t the teacher just tell the student what research
question to ask?
42
An initial search for information – like the one I asked you to
do over the summer – will (or may) help you..
• Identify a problem or issue for which there is a gap.
• Identify variables and context of importance and thus
strengthen your purpose and focus.
• Answer whether or not your TOPIC of inquiry is new,
valuable, and feasible.
Getting started…
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► Focus - specific variable/component of the phenomena to be explored or measured
► Scope - a specified time, place, population, genre
► Value - significance of your study (who would want to know?)
► Feasibility - is your study do-able with the resources/time you have?
Focus, Scope, Value, Feasibility
Interest in Idea or Problem
Problem or Topic
Focused Topic
QuestionsFocused Question
What you really started this summer…
Starting…now!
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Conceptual Problem: Two juxtaposed elements that are
conceptually or theoretically inconsistent (this is the way it
should be – this is the way it is).
Action Problem: Arises when a conflict offers no clear
choice of alternative course of action (undesirable outcome
due to apparent lack of choices).
Value Problem: A value problem arises when there is a
conflict about what people consider ethical, moral,
worthwhile, and/or desirable .
Three Basic Types of Research Problems
Merriam, S. B. (1988). Case study research in education. A qualitative approach. San Francisco, CA: Jossey-Bass Inc.
46
Examples of Controversial Issues to Spark Interest/Identify a Problem
Discipline Controversial Issue
Anthropology Are humans inherently violent?
Communication Are American values shaped by the mass media?
Biology Should physicians be allowed to assist in patient suicide?
Economics Do businesses have a social responsibility?
It’s OK to change your topic….for now!
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► Focus: I am going to focus on body shape or image in
mass media-and how it affects the effectiveness of high
school physical and health education programs to help
high school aged males develop healthy body images.
► Scope: My scope is going to be with males (ages 14-18)
who play online role-play games (RPGs)
► Value: I think many parents of high school boys would
be interested to see if such games cause males of that
age to have a skewed or unhealthy/ undesirable body
image
► Feasibility: I could do a survey-but I would have to
administer the survey in an anonymous way and not
collect identifiable information.
Narrowing the Problem Example: American Values and Mass Media
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There is a problem in or with ________________. Despite
_____________(something that should be happening),
_________________ is occurring (provide supporting
evidence after this statement). This problem has negatively
impacted_______ (victims of problem) because
__________. A possible cause of this problem is
_____________. Perhaps a study which investigates
_______ by a __________ (method) could remedy this
situation.
Problem Statements Can Lead to Effective Research Questions
These are different by discipline area.
49
There is a problem in or with the effects of online role playing games
on high school aged male body images. Despite appropriate physical
and health education at the high school level, 14-18 year old males are
developing unhealthy body images and engaging in unhealthy efforts to
achieve such images (see Maker, 2015). This problem has negatively
impacted 14-18 year old males who engage in online role playing
games because such games portray the male image in only one way
(the high achieving, muscle-building athlete). A possible cause of this
problem is our lack of understanding of how 14-18 year old males (who
regularly play role playing games) internalize the male image presented
to them in such games. Perhaps a study which investigates the high
school-aged male perceptions and attitudes of the male image
presented to them by role playing games by a qualitative method using
interviews could remedy this situation.
Problem Statements Can Lead to Effective Research Questions
50
There is a problem in or with understanding the end of empire.
Despite the belief that political empire ceased to exist at the end of the
Cold War (something that is general accepted in current
scholarship) post-Cold War military interventions (something that
refutes accepted thinking) suggest that the empire did not end after
the Cold War but was transformed as part of a new international system.
This problem has negatively affected our ability to understand
globalization because standard definitions of empire are not useful in
the study of contemporary history. A possible cause of the problem is
the meaning of empire in modern politics. Perhaps a study which
investigates how politicians use empire to achieve political objectives
through historical case study research could remedy this problem.
Problem Statement Format for History
51
There is a problem in or with determining the root cause of the Salem
Witch Trials in the late 17th century. Despite the pervading theory that
mass hysteria came out of an overzealous religious faith fueled by
superstition and belief in a spiritual realm inhabited by demons and angels
(a commonly accepted explanation), the notion that rye mold containing
hallucinogenic chemicals might have invoked strange behavior or
psychological distress has been offered as an explanation. This problem
has negatively impacted the cultural view of women in colonial America
(something influenced by the theory) because they have been labeled
as weak, more susceptible to influence, and possessing of a nature that is
inherently evil in literature and art. A possible cause of this problem is
that medical and psychological knowledge was rudimentary at the time, and
the majority of members of the medical community were male. Perhaps a
study which investigates the symptoms of known accepted and known
medical and psychological conditions during the same time period by
descriptive, historical research (method) could remedy this problem.
Problem Statement Format for the Humanities
52
► Look at the cyberbullying research article excerpt on the
next slide.
• As a circle group…articulate the problem statement
• Consider where the author is leading up to a research
question and the method to collect data to answer the
question?
Transforming Topics / Issues into a Problem Statement
55
THERE IS MUCH MORE DETAIL ON THE WAY. YOU
ARE NOT IN AP SEMINAR ANYMORE!
…
What are the Ill-effects of Cyberbullying and Associated
Punitive Measures Implemented by Four Middle Schools in
Oldham County: A Case Study
► Approach-Exploratory
► Design: Non-Experimental
► Method: Qualitative (case study with interviews)
From Problem Statement to Research Question!
56
► Identify three issues – perhaps using the handout article to “spark interest” or your ideas from the summer – for your research project.
► Brainstorm all the components or variables within the issue (including time, place, people, texts, sources, events)
► List two or three components or variables/components that you find interesting about the issue.
► Use the problem statement format to transform the identified issue and associated variables/components into a problem statement.
► Submit these to me by 7a tomorrow on the Google Form in your PREP journal!
Your Turn: ID Topic Problem Statement
57
► Share out your problem statements.
► Feedback anyone?
► Where you are right now is a good start towards your
research question….let’s see why
Whip Around – Share…Your Start
59
Let’s go back to the cyberbullying excerpt.
► Focused Topic: A clear element of the problem or topic
of inquiry (cyberbullying, recurring themes of flowers).
► Context: Population, place, time, genre (middle school
males, Emily Dickenson poetry from 1850-1865).
► Variables / Components: Components of focused topic
to be identified, counted, measured, etc. (punitive
measures taken, text used to describe women as
flowers).
► Purpose: To explore, explain, or create.
Effective Research Question Criteria Emerge from the Problem Statement
Big Idea 2 Understand and Analyze—Initial Search and Annotated Bibliography
62
Initial Search & Annotated Bibliography► Annotated bibliographies help students keep track of their
search results. Students will:
► more carefully analyze their sources
► read critically for alignment
► determine a style and “mine” other sources for new
sources
► Before we are ready to create annotated bibliographies,
we need to learn more about searching.
63
What should you look for in sources?
► What should you look for when first engaging in a search
about their research topic/question?
► List some of the common errors you might make when
beginning a search for information.
64
SMARTER SearchesWord Meaning Guiding Question for Peer Review
Situate-EK1.1C1; EK1.1C2;
EK1.1C3; EK1.1D3
Find key words from a source to
align/revise your question and to search
for other sources
What key words are you using and why?
Are they effective?
Method-EK1.4B1;EK1.4B2;
EK1.4B7EK2.2A2; EK2.2B1;
EK2.2B2; EK2.2B5
Look for what and how findings were
developed in previous studies
Did you look at methods from other
studies to help you choose yours?
Annotate-EK2.1B1; EK2.1B2;
EK2.2B3; EK2.2B4
Document/cite a source with an
annotation on how it relates to your study
Why did you choose this source? How is
it related to your study?
Reference-EK1.3A4; EK1.3B2;
EK1.3B3
Use bibliographies of the source to mine
for other sources and other key words
Did you look at the bibliography of your
favorite source to find other important
sources?
Transfer-EK1.1C2; EK1.1C3;
EK1.1D3; EK1.1E2; EK1.4B7
Identify key quotes or elements of the
source that you will add to your research
Do you have solid evidence from a
source to back up your claims? How is
your work related to someone else’s
work?
Evaluate-EK2.1C1;EK2.1C2;
EK2.2B6
Consider bias, gaps: be critical What about this source makes it
important or unimportant? Are there
alternative perspectives you have yet to
explore?
Reflect-EK1.1E2; EK1.2A3;
EK1.4B3; EK1.4C2
Use your PREP journal to record insights
after engaging with several sources
What AHA moment did you have when
reading your sources this week? What
can you do in the next three days with
what you’ve learned?
65
► Using the five annotated bibliography samples –
in the handout.
► Identify the area (or areas) of the SMARTER
acronym in those samples
► What guiding questions could a peer reviewer
utilize to help the student improve their search
and interaction with sources.
Anticipating Student Challenges
67
Key Words & Phrases in Annotated Bibliographies X acknowledges that…
X agrees that…
X demonstrates that…
According to X, “…”
I disagree with X because…
X’s claim assumes…
My view is…
X’s work matters because…
These conclusions imply…
While I grant that…,
I still think…
While … is…, it does not necessarily follow that…
68
► Create two annotated bibliography entries from your
sources
► Move beyond simply summarizing a resource and
actually engage with the resource to situate your work
within the larger academic community?
► Submit these electronically by 7a. We will review in class
tomorrow!
Create Your Own Annotated Bibliography Entry
Big Idea 2 Understand and Analyze —The Credibility Test
70
Problems you will face…
► How will you know if you are using strong source materials for your inquiries?
► What criteria should you use to determine the strength of your sources?
► What criteria will you use to determine what components of the sources you will use or not use in your inquiry?
CONSIDER: Which of these sources will you choose and why?
► https:….lots of emotion//www.youtube.com/watch?v=-2bhQ3SYJhg
► http://dc.cod.edu/cgi/viewcontent.cgi?article=1187&context=essai
71
The Credibility Test
Evaluating Sources Video – NOT RAVEN anymore!
► Currency: timeliness of the information
► Relevance: importance of the information for your needs
► Authority: source of the information
► Accuracy: reliability, truthfulness, and correctness
► Purpose: the reason the information exists
Big Idea 4 Synthesize—Definitions, Assumptions, and Hypotheses
73
► Include definitions
► Acknowledge your assumptions / hypotheses
► Contextualize your research within the larger body of
knowledge
► How do you know what assumption / hypothesis to
acknowledge and what to define?
Sounds easy…but try these.
How to Improve the Interpretation, Validity, Reliability of Your Research
A businessman had just turned off the lights in the store when a man appeared and demanded money. The owner opened a cash register. The contents of the cash register were scooped up, and the man sped away. A member of the police force was notified promptly.
True False Not enough information
1. A man appeared after the owner had turned off his store lights.
2. The robber was a man.
3. The man did not demand money.
4. The man who opened the cash register was the owner.
5. The store owner scooped up the contents of the cash register and ran away.
6. Someone opened a cash register.
7. After the man who demanded the money scooped up the contents of the cash register, he ran away.
8. While the cash register contained money, the story does not state how much.
9. The robber demanded money of the owner.
10. It was broad daylight when the man appeared.
11. The story concerns a series of events in which only three persons are referred to: the owner of the store, a man who demanded money, and a member of the police force.
12. The following events in the story are true: someone demanded money, a cash register was opened, its contents were scooped up, and a man dashed out of the store.
75
► What are assumptions?
► Mental models
► Ways of seeing
► Filters for one's perceptions
► Frameworks of thought or beliefs through which one's
world or reality is interpreted
► An example used to define a phenomenon
Connecting Assumptions to Ways of Knowing
76
► Our beliefs are based on real data that we select to process
► We believe the data we select are the most important data
► We believe our beliefs are the truth
► We believe our truth is obvious to others
We must reflect and engage in true inquiry in order to accurately report out valid research.
► Reflection involves the slowing down of our thinking processes to become aware of how we form our own mental models
► Inquiry involves conversation where we share our own thinking through listening and questioning to develop knowledge about each other’s thinking or “mental models”
Read the following to dive deeper into this…
We must acknowledge…
Brookfield, “Critically Reflective Practice (Journal of Continuing Education in
the Health Professions, 1998, 18(4), 197–205).
“Critically reflective practice is a process of inquiry involving practitioners in trying to
discover, and research, the assumptions that frame how they work. Critically
reflective practitioners constantly research these assumptions by seeing practice
through four complementary lenses: the lens of their own autobiographies as learners
of reflective practice, the lens of the learner’s eyes, the lens of the colleagues’
perceptions, and the lens of theoretical, philosophical, and research literature.
Reviewing practice through these lenses makes us more aware of those submerged
and unacknowledged power dynamics that infuse all practice settings. It also helps us
detect hegemonic assumptions — assumptions that actually work against us in the
long term. Becoming aware of our assumptions is a puzzling and contradictory task.
Very few of us can get very far doing this on our own. No matter how much we think
we have an accurate sense of ourselves, we are stymied by the fact that we are
using our own interpretive filters to become aware of our own interpretive filters. This
is the equivalent of a dog trying to catch its tail or of trying to see the back of your
head while looking in the bathroom mirror. To some extent, we are all prisoners
trapped within the perceptual frameworks that determine how we view our
experiences. A self- confirming cycle often develops whereby our uncritically
accepted assumptions shape actions that then only serve to confirm the truth of those
assumptions. We find it very difficult to stand outside ourselves and see how some of
our most deeply held values and beliefs lead us into distorted and constrained ways
of being.” (p. 197).
78
a) What assumptions is a researcher making when choosing to
perform interviews to determine the effects of smoking on a person
instead of performing or gathering data from a medical
examination?
b) What assumptions is a researcher making when defining the word
effective in a research question that queries the effectiveness of one
treatment over another?
c) What assumptions is a researcher making when postulating a
hypothesis to a research question about the effectiveness of one
treatment over another?
Students need to acknowledge their assumptions, hypothesis or
definition in their research … at the beginning of the paper.
Close Reading (Brookfield, 1998)
Big Idea 4: Synthesize— Discipline Specific Formats for Academic Papers
80
Discipline Specific Formats for Academic Papers
► Different academic disciplines use different paper formats
and citation formats to emphasize certain styles of writing
and research
• A cohesive paper must choose an appropriate discipline
style and sticks to it
• Choice of a certain style further aligns the student’s work
to the larger world of academia
• You can go to citationmachine.net or other resources to
help with citations, but you must use the right style
81
Documentation
System
Discipline-
specific Use
Example of In-Text Citation Example of Bibliographic Entry
MLA Humanities (English,
philosophy,
linguistics, world
languages, theatre)
Though he clearly expressed concern with
respect to the gap between science and
religion, several of Darwin still found himself
being asked questions about theology
(Darwin 156).
“Works cited”
Darwin, Charles. Evolution: selected
letters 1860-1870. Eds. Frederick
Burkhardt, Alison Pearn, Samantha
Evans. Cambridge: Cambridge
University Press, 2008. Print.
APA Social Sciences
(psychology,
sociology,
anthropology,
political science,
economics,
education)
In a letter to Hooker in 1865, Darwin himself
comments on Fitzroy’s suicide, suggesting
that it perhaps was not unexpected (Darwin,
2008, p. 123).
“References”
Darwin, C. (2008). Evolution:
selected letters, 1860-1870 (F.
Burkhardt, A. Pearn, & S. Evans,
Eds.). Cambridge: Cambridge
University Press.
Key-Discipline Specific Formats for Academic Papers
82
Documentation
System
Discipline-
specific Use
Example of In-Text Citation Example of Bibliographic Entry
Chicago/Turabian
note systems
Humanities
(history,
journalism)
Darwin himself commented on the American
civil war, in a letter to Asa Gray in 1862.1
In footnote:
1. “I cannot bear the thought of the Slave-
holders being triumphant…” C. Darwin,
Evolution: selected letters 1860-1870, eds.
Frederick Burkhardt, Alison Pearn, and
Samantha Evans. (Cambridge: Cambridge
University Press: 2008), 43.
Darwin, C. Evolution: selected
letters, 1860-1870. Edited by
Frederick Burkhardt, Alison Pearn,
and Samantha Evans. Cambridge:
Cambridge University Press, 2008.
CSE
(formerly CBE)
Sciences &
Mathematics
(biology, botany,
chemistry, geology,
physics)
In a letter to Huxley in 1860, Darwin’s
insecurities regarding his own theory are
evident 1.
1. Darwin, C. Evolution: selected
letters 1860-1870. Burkhardt FH,
Pearn AM, Evans S, editors.
Cambridge (GB): Cambridge
University Press: 2008. 336 p.
Key-Discipline Specific Formats for Academic Papers
83
Documentation
System
Discipline-
specific Use
Example of In-Text Citation Example of Bibliographic Entry
MLA Humanities
(English,
philosophy,
linguistics, world
languages,
theatre)
Though he clearly expressed concern
with respect to the gap between science
and religion, several of Darwin still
found himself being asked questions
about theology (Darwin 156).
“Works cited”
Darwin, Charles. Evolution:
selected letters 1860-1870.
Eds. Frederick Burkhardt,
Alison Pearn, Samantha Evans.
Cambridge: Cambridge
University Press, 2008. Print.
Discipline Specific Formats for Academic PapersMLA
• emphasizes authors and page numbers
• usually uses present tense of verbs
• older sources acceptable
Source: Palmquist, M. (2012). Using MLA style. In The Bedford Researcher, 4th ed. (pp. 331-361). New York: Bedford/St. Martin’s.
84
Documentation
System
Discipline-
specific Use
Example of In-Text Citation Example of Bibliographic Entry
APA Social Sciences
(psychology,
sociology,
anthropology,
political science,
economics,
education)
In a letter to Hooker in 1865, Darwin
himself comments on Fitzroy’s suicide,
suggesting that it perhaps was not
unexpected (Darwin, 2008, p. 123).
“References”
Darwin, C. (2008). Evolution:
selected letters, 1860-1870 (F.
Burkhardt, A. Pearn, & S.
Evans, Eds.). Cambridge:
Cambridge University Press.
Discipline Specific Formats for Academic PapersAPA
• emphasizes author and date; page numbers may be included
• often uses past tense of verbs
• sources more current to match new interpretations
Source: Palmquist, M. (2012). Using APA style. In The Bedford
Researcher, 4th ed. (pp. 362-391). New York: Bedford/St. Martin’s.
85
Documentation
System
Discipline-
specific Use
Example of In-Text Citation Example of Bibliographic Entry
Chicago/Turabian
note systems
Humanities
(history,
journalism)
Darwin himself commented on the
American civil war, in a letter to Asa
Gray in 1862.1
In footnote:
1. “I cannot bear the thought of the
Slave-holders being triumphant…” C.
Darwin, Evolution: selected letters
1860-1870, eds. Frederick Burkhardt,
Alison Pearn, and Samantha Evans.
(Cambridge: Cambridge University
Press: 2008), 43.
Darwin, C. Evolution: selected
letters, 1860-1870. Edited by
Frederick Burkhardt, Alison
Pearn, and Samantha Evans.
Cambridge: Cambridge
University Press, 2008.
Discipline Specific Formats for Academic PapersChicago/Turabian:
• primarily used for historical/journalistic documentation
• footnotes may provide “historical” or “textual” context to citations in
addition to citation information
Source: Palmquist, M. (2012). Using Chicago style. In The Bedford Researcher,
4th ed. (pp. 392-421). New York: Bedford/St. Martin’s.
86
Documentation
System
Discipline-
specific Use
Example of In-Text Citation Example of Bibliographic Entry
CSE
(formerly CBE)
Sciences &
Mathematics
(biology, botany,
chemistry,
geology, physics)
In a letter to Huxley in 1860,
Darwin’s insecurities regarding his
own theory are evident 1.
1. Darwin, C. Evolution: selected
letters 1860-1870. Burkhardt FH,
Pearn AM, Evans S, editors.
Cambridge (GB): Cambridge
University Press: 2008. 336 p.
Discipline Specific Formats for Academic PapersCSE (Council of Science Editors):
• uses a citation-sequence system (as above) or APA-style citation
• current sources are essential
• note page numbers in bibliography are total pages in source
Source: Palmquist, M. (2012). Using CSE style. In The Bedford Researcher,
4th ed. (pp. 422-439). New York: Bedford/St. Martin’s.
87
► It’s important for you to:
► Choose the appropriate discipline-specific style to
write your paper, to cite, and to format your
bibliography
► Consistently use that style
► Understand why that style is the way that it is for that
particular discipline
What’s the Point?
88
Let’s look at the excerpt to:
► choose an appropriate documentation system
► choose a quotation or paraphrased statement from the
example to develop an in-text citation and bibliographic
entry
Citing (In-Text and In-Bibliography)
Research Question: To what extent is Internet access affecting the cognitive development of students in high school?
Article Excerpt
I sit down at the computer to work, but after two minutes my e-mail in-box pings. Two new messages! I read them, write quick replies, and get back to work. But then I check ESPN.com to see how the Cardinals did yesterday, and then I decide to open a Pandora station. I return to my work, but three minutes later I check on the stock market and then skim headlines on Google News. I work for another minute, and then ...
I’m not complaining — not entirely. I like getting information and getting it fast. But I think I’m losing something, too — concentration, focus, and patience. Do you know what I mean?
In The Shallows, technology writer Nicholas Carr offers a measured but alarming answer. He concludes that the Internet is changing not only what we think about (gossip, up-to-the-minute news) but how we think. “Media ... supply the stuff of thought,” he writes, and “also shape the process of thought.”
Scientists have studied this change by examining neural pathways in the brain. They have concluded, says Carr, that “virtually all of our neural circuits — whether they’re involved in feeling, seeing, hearing, moving, thinking, learning, perceiving, or remembering — are subject to change.” The Internet, along with cellphones and television, is changing our brains, these scientists conclude …
Consider how different correspondence by letter is from text messaging or e-mailing. One arrives slowly; the other is immediate. One is developed in large, sometimes complex, paragraphs; the other is often composed of single sentences. As a result, says Carr, “our indulgence in the pleasures of informality and immediacy has led to a narrowing of expressiveness and a loss of eloquence.”
Excerpt from: Book review — The Shallows: Is the Internet making us intellectually shallow? By Will Buchanan, June 21, 2010, Christian Science Monitor, www.csmonitor.com/Books/Book-Reviews/2010/0621/The-Shallows.
90
The topic is psychological and/or social in nature, as well as relying on
new sources, so APA style is the most appropriate choice. Other styles
might be appropriate if the question was modified.
► In-text citation:
► At end of sentence (Buchanan, 2010). or “Buchanan (2010)
states…” If using a direct quote from Carr, the citation should be:
Carr states, “Our indulgence in the pleasure of informality and
immediacy has led to a narrowing of expressiveness and a loss
of eloquence” (as cited in Buchanan, 2010).
► Bibliographic entry:
► Buchanan, W. (2010, June 21). The Shallows: is the internet
making us intellectually shallow? Christian Science Monitor.
Retrieved from www.csmonitor.com/Books/Book-
Reviews/2010/0621/The-Shallows
Citation Example
91
► Choose an appropriate documentation style based on the text, and
fill in the table rows with sample citations and bibliographic entries.
For the Given Student Samples…
Documentation
Style
Sample Quotation/Paraphrase in
text
Sample Bibliographic Entry
Research Question A: Is Matcha a significant enough source of L-theanineto have a significant impact on stress levels?
Excerpt A: Kenta Kimura, Makoto Ozeki, Lekh Raj Jeneja, and Hideki Ohira. (2006). “L-theanine reduces psychological and physiological stress responses.” Biological Psychology, 74, pp. 39-45.
The main findings in this study were that the acute stress responses elicited by the mental arithmetic task were reduced by the oral administration of L-theanine. Moreover, this effect of L-theanine was consistently observed not only in the subjective perception of stress but also in physiological stress responses such as HR and s-IgA. Although there is a possibility that the buffering effect was induced by a placebo effect, as is frequently seen in clinical trials of medicine, we prevented the placebo effect by employing a double-blind method. And in retrospection, after termination of the experimental sessions, no participants could identify whether they drank water or water containing L-theanine. In addition, any effect from the repeated experience of the experimental conditions by the participants was removed by conducting the present experimental conditions differentially among groups according to a Latin square design. These valid controls suggested the buffering effect of L-theanine in psychological and physiological stress responses. (p. 43).
Research Question B: What is the true mark of dystopia? Connecting George Orwell’sNineteen Eighty-Four and Triangle Staff’s Serial Experiments Lain.
Excerpt B: David Aaronovitch. (2013). “1984: George Orwell’s road to dystopia.”www.bbc.com/news/magazine-21337504
Less than two years later, the Americans dropped atom bombs on Japan. In an essay for Tribune magazine called You and the Atomic Bomb, Orwell argued that the A-Bomb threatened to bring into being Burnham’s world of super states governed by totalitarian hierarchies of managers. It’s often missed that Nineteen Eighty-Four is set a few decades after an atomic war. The managers administering the book’s three super states, Oceania, Eurasia and Eastasia, have tacitly agreed not to try to destroy each other but to continue forever in a kind of cold war. Indeed, it was Orwell who coined the phrase “cold war” in that 1945 essay. In his view of things, totalitarianism was not merely a theoretical threat from a fictional future. The urgency of Nineteen Eighty-Four, and of much of Orwell’s wartime and post- war writing, springs clearly from his sense that totalitarianism was already proving dangerously attractive to many on the left, not least intellectuals. But what I think we can see is that, with fascist totalitarianism utterly defeated in WWII, Orwell found himself one of the relatively few people prepared to agitate against the left-totalitarianism of our erstwhile ally, the Soviet Union.
Formative Assessment: Poster Presentation and Elevator Speech
97
Poster Presentation (An Example)
98
99
100
Imagine that you step into an elevator and find your teacher, who asks,
“So, how’s your research going? What do you expect to say?” You have
only a couple of floors to sum up where you are. Early on, you can use
this plan:
1. I am working on the problem of [state your question].
2. I think I can show that [state your hypothesis] because [state your
reasons].
3. My best evidence is [summarize your evidence].
As you learn more and your argument develops, refine your elevator
story and tell it again.
The more you summarize your argument in an elevator story, the
sooner your paper will come together!!!
The Elevator Speech
101
I am working on the problem of understanding the ill effects of
cyberbullying on middle school girls and the appropriate punitive actions
for schools to take to protect students against and from using
cyberbullying tactics.
I think I can show that some of the ill effects of cyberbullying are ABC
and that the appropriate punitive actions taken by School ABC are 1,2,3,
which showed a decrease in cyberbullying with middle school girls.
My best evidence is pertaining to the ill-effects of cyberbullying and
middle school girls is the Beane, 2008 study which states RST. And the
best evidence I have about effective punitive actions comes from the
Made-up-name, 2015 article which states 1,2,3.
Example Elevator Speech
101
102
► Transform your developed inquiry components thus far
into a poster proposal on one powerpoint slide, which
should include components from the template
► Develop the components of your elevator speech using
that information.
► Reflect on the feedback and make changes where
appropriate.
Presenting and adding to your poster presentation
throughout the year strengthens your skills in developing
effective research / inquiry processes & presentation skills.
Our Year Long Organizer – Elevator + Poster
Big Idea 3: Evaluate Multiple Perspectives — The Review of the Literature of the Field
104
What is a Literature Review?
► Situates you to figure out what else must be done.
► Might give you new ideas, perspectives, and approaches to help you
proceed in the design of your study.
► Points out methodological problems or instruments needed specific
to the research question you are studying and how others have
handled these problems.
► Helps determine feasibility.
You will not discuss every source in this…you may need others in the
oral defense or later in the development of the paper.
105
The Questions to Ask Yourself…
► Has someone else answered my research question
already?
► How will I know I have spent enough time considering the
contributions of others?
► How do I insert myself into an intellectual conversation
and make meaningful contributions?
► What is meant by finding the gap in the knowledge of the
field?
► Do I have to read every article out there remotely related
to my study?
106
Provide an interpretation of how each phrase challenges a
new researcher, and then explain how a literature review
can be used to address each challenge.
“They Say, I Say” (Graff and Berkenstein, 2007, 12):
You come late. When you arrive, others have long preceded
you, and they are engaged in a heated discussion, a
discussion too heated for them to pause and tell you exactly
what it is about.…You listen for a while, until you decide that
you have caught the tenor of the argument; then you put in
your oar. Someone answers; you answer him; another comes
to your defense; another aligns himself against you.… The
hour grows late, you must depart. And you do depart, with the
discussion still vigorously in progress (Kenneth Burke, The
Philosophy of Literary Form).
Given that….close reading
107
Phrase This phrase challenges a new researcher because it suggests…
The literature review addresses this challenge by…
“The hour grows late, you must depart… “
…there is a limited time in which to complete an inquiry: will the student be able to finish the project as planned?
…providing examples of how previous researchers limited their own studies.
“…others have long preceded you…”
…there is already a great deal known about this material: how will what the student does matter in the grand scheme of things?
…providing a glimpse as to what is yet to be done with this material.
“…they are engaged in a heated discussion…”
…that there are multiple perspectives that may be difficult to reconcile and/or evaluate.
…allowing the student to systematically critique the arguments provided by various sources.
“You listen for a while, until you decide you have caught the tenor of the argument.”
…at some point, the paper needs to reflect the student’s own interpretations and conclusions.
…allowing the student to weigh the various ideas before reaching a conclusion. The student has the benefit of access to opinions already expressed.
Key-Sample Responses
108
► In summary, a review of the literature “LEADS” you in your
own research (Simon, 2011):
► Lays the foundation for the study
► Elucidates the problem
► Analyzes why your study is appropriate
► Describes why your study is capable of solving the
problem
► Shows studies similar to yours
Check the Website for an Organizing Your Research Excel
Literature Review: LEADS
Big Idea 1: Question and Explore —Plagiarism, Copyright Infringement, and Intellectual Property
110
Plagiarism and Intellectual Property
► What ethical issues might arise when individuals carry
out investigations and develop/publish associated
academic papers?
► What steps can you take to help prevent yourself from
carrying out inappropriate research and/or using sources
inappropriately?
► Read the Updated AP Capstone Policy on Plagiarism
(Next Slide)…does this address the concerns you
brought up with your group?
111
College Board policy on Plagiarism and Falsification or Fabrication of Information (Revised from 2014-15 AP Capstone Implementation Guide; AP Seminar Course & Exam Description, Effective Fall 2015; AP Research Course & Exam Description, Effective Fall 2015)
Participating teachers shall instruct students to ethically use and acknowledge the ideas and work of others, as well as the consequences of plagiarism. The student’s individual voice should be clearly evident, and the ideas of others must be acknowledged, attributed, and/or cited.
A student who fails to acknowledge the source or author of any and all information or evidence taken from the work of someone else through citation, attribution or reference in the body of the work, or through a bibliographic entry, will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Assessment Task. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Written Team Report will receive a group score of 0 for that component of the Team Project and Presentation.
A student who incorporates falsified or fabricated information (e.g. evidence, data, sources, and/or authors) will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Assessment Task. In AP Seminar, a team of students that incorporates falsified or fabricated information in the Written Team Report will receive a group score of 0 for that component of the Team Project and Presentation.
Plagiarism Policy Overview – READ!!
112
► Widely known facts
Common knowledge is information generally known to an
educated reader, such as widely known facts and dates, and,
more rarely, ideas or language. Facts, ideas, and language that
are distinct and unique products of a particular individual's work
do not count as common knowledge and must always be cited.
► Ideas or interpretations are usually not considered common
knowledge, unless they are very widely held.
► Verbatim language drawn from a source is rarely common
knowledge, unless the formulation is widely known
► What might be common knowledge for one audience may not be so
for another.
► When using a statement to support a claim, it is best to find some
evidence to back up that claim.
What is Common Knowledge?
113
-- WARNING --“If there is any doubt about whether or not to cite a source,
the formal nature of academic writing itself expects that the
source be cited. It is preferable to err by assuming
information is not commonly known than to make a false
assumption that information is commonly known. In short,
when in doubt, cite the source”.(Simon & Goes, 2011, p. 1).
There are times when simply citing another’s work does not
necessarily grant a student the right to include their work in
their own work.
Plagiarism, Copyright Infringement, Etc.
Simon, M. K. & Goes, J. (2011) . “What Is Common Knowledge?” Retrieved January 18, 2015, from http://dissertationrecipes.com/wp-content/uploads/2011/04/What-iscommon- knowledge.pdf
114
Section 107 of the Copyright Act of 1976 (fair use provision; see states
that use of copyrighted materials for purposes of “criticism, comment,
news reporting, teaching (including multiple copies for classroom use),
scholarship, or research, is not an infringement of copyright” (p.19).
However, this applies to shorter sections or paraphrased portions of the
work.
If a significant portion of the work is to be used, written permission may
need to be sought (see Bedford Researcher, 4th ed., 2012, 126–127, for
a sample letter).
Audio and visual material and/or performances, as well as products of
private citizens or companies, are subject to different copyright laws
than written work. If in doubt, consult the Copyright Act copyright.gov
Plagiarism, Copyright Infringement, Etc.
115
Turn It In is a software program that can be used to check if
a student’s work is his/her own.
► It is meant to be used as a diagnostic tool and not a
finger pointing, blame machine.
► It highlights all quoted texts and citations regardless of
matches or correctness.
► It determines if text in a paper matches text in any of the
Turnitin databases.
► It does NOT detect or determine plagiarism—it just
detects matching text to help instructors determine if
plagiarism has occurred.
TurnItIn – for EVERY Draft
116
Common Knowledge…?
Scenario 1
A student writes: Vision-impaired people have sharper
hearing than fully sighted people.
Scenario 2
A student writes: According to Jane Ross, the Renaissance
never actually occurred. The student doesn’t cite or
attribute the source at the end of the quotation.
117
Common Knowledge…?
Scenario 3
A student is working in a consultant’s lab over the summer.
The student wonders whether she should include data that
she has collected in the lab in her paper as her own work.
Scenario 4
A student writes the following in his paper: According to
several studies, annual worldwide precipitation has gone up
5% in the past three years. The student doesn’t quote the
material, or include citation information in the bibliography.
118
Plagiarism…?Scenario 5
A student is pulling together all her sources for the first draft
of her AP Capstone Research paper. She finds a
handwritten note in her binder, but cannot remember where
it was from. There is no citation, so she assumes she must
have written and includes it in her paper anyway.
Scenario 6
A student is conducting an empirical study and cannot seem
to get the data that his consultant said he would surely get if
he followed a certain procedure. He runs out of time to
collect data, so he decides to provide theoretical instead of
actual results in his paper. He credits the lab team and
does not claim the work as his own.
119
Plagiarism…?
Scenario 7
A student is developing a new musical piece and finds a
perfect part of an older song to insert in the middle of one of
his verses. As most of the rest of the work is his own, he
figures that it will not be an issue to include that short
segment of another piece.
Scenario 8
A student writes: The lifespan of North Americans is longer
than it was 100 years ago. Is a citation of this information
required?
120
Plagiarism…?
Scenario 9
A student uses information from a paper that he wrote for a
previous course in his AP Research paper. All outside
material is cited and attributed correctly.
121
1. Identify three to five of your sources of scholarly, peer-reviewed research articles.
2. Identify the method used to collect data/information within the three to five sources you chose.
3. Develop an annotated bibliography of these three sources making sure each annotation includes the following:
a. Citation in format associated with the discipline of your field of study
b. Annotation discussing the method used and how feasible it would be for you to mirror or modify such a method for gathering data/information for your own research question.
TA - Annotated Bibliography for Research Methods – Round 2!
Big Idea 1: Question and Explore —Aligning Inquiry Approach and Method
123
► Explore a phenomenon/event/thing and look for themes,
variables, and trends
► Explain connections between and patterns within
phenomena, events, variables
► Create or design a solution to a problem
Approach
124
► Experimental design usually involves pre-test, post-test,
identifying correlations between variables, random
assignment, control groups etc.
► Non experimental design does not include a large
measure of control
Either design must be explicit and clear so as to be
reproducible.
Design
125
Students do not need to memorize methods, but they must
be able to choose which method governs their research and
provide an effective rationale for why that method is
appropriate / aligned with their research as opposed to
others. Considerations include:
► Purposes
► What data/information to collect
► Primary or secondary
► Qualitative, quantitative, or mixed
► How to collect the data
► How to interpret/analyze the data
Research Method
127
Quantitative Qualitative
Focus is on objectivity
Explanatory
Focus is on interpretation
Descriptive/Exploratory
Data is counted/measured (i.e. uses numbers). It tends to come from lots of people.
Data is descriptive often textual. It tends to focus on a specific case or cases.
Pre-organised data categoriesOpen and flexible – data categories emerge through the process.
Focus on “facts” and the relationship between one set of facts and another
Focus on meanings
https://www.youtube.com/watch?v=OQSNhk5ICTI
Aims to find generalizable conclusions Aims to find insights into particular contexts
Comparing Qualitative and Quantitative Purposes
128
Quantitative research methods answers WHAT?, and includes:
► Surveys
► Laboratory experiments
► Questionnaires
Qualitative research methods answers WHY?, and includes:
► Case study research - a case study is an empirical enquiry that
investigates a contemporary phenomenon within its real-life context
► Ethnography - the ethnographer immerses her/himself in the life of
people s/he studies and seeks to place the phenomena studied in its
social and cultural context
► Observations
► Interviews
► Focus Groups
► Typically non experimental
Comparing Data Collection Methods
129
Components Qualitative Reporting/Analyses Quantitative
Reporting/Analyses
Data Type Emphasized Narrative, text Numbers
Categorization of data Coded themes Variables, statistical coefficients
Condensed presentation
of data
Narrative examples Graphs, charts, data tables
Rationale Claims supported with
contextual and narrative data
Claims supported with statistical
data
Logical pathway to
conclusion
Inductive Deductive
Acknowledges Limits Emphasis on bias, perspective,
triangulation
Emphasis on correlation and
measurement validity
General approach Build a picture with rich
triangulated data sources
(Neuman, 2011).
Identify the strength of an
assumed pattern within the big
picture with statistical data
Differences in Qualitative & Quantitative Analysis & Reporting Methods
130
Primary research
involves collecting
data through
fieldwork, trials or
experiments
Secondary
research
synthesizes
existing research.
Primary and Secondary ResearchPrimary Research Secondary Research
Advantages Disadvantages Advantages Disadvantages
Researcher can focus on both qualitative and quantitative issues
Can be very expensive in preparing and carrying out the research
Somebody has done all the legwork for you
Establishingcredibility may be an issue
Addresses specific research issues
Requires the development and execution of a research plan
Others may have more resources at their disposal than you
Is it up to date?
Researcher controls the design to fit their needs
It takes longer to undertake primary research than to acquire secondary data
There is usually greater variety to choose from
Is it a fairrepresentation?
Greater control of issues such as size of project, time frame, and goal
Low response rate has to be expected
It is usually quicker to find
It might not be an exact fit for your purpose
131
Identifying a Research Method
132
Amount of orange juice consumed associated with
number of times you smiled in the morning (survey 900
people)
- versus -
Your explanation of how you felt in the morning
associated with what you ate (interview 20 people)
Explain the Difference in Method
133
► Review the different types of research approaches,
designs, and general methods to complete the data table
by indicating the approach, design, and method for each
type of inquiry process.
► Sometimes more than one word is appropriate for
individuals cells of the table.
Directions
134
Inquiry Process Approach Design Method Primary/Secondary Data
Explore/Explain/Create Exp/non-exp Qnt., Qlt., Mxd. 1, 2, both
Case Study research
Causal‐comparative
research
Content analysis
Correlational research
Descriptive research
Ethnographic
Experimental research
Grounded Theory
Hermeneutic research
Historical research
Meta‐analysis research
Narrative research
Phenomenology
Quasi‐experimental
True Experimental research
135
Inquiry Process Approach Design Method Primary/Secondary Data
Explore/Explain/Create Exp/non-exp Qnt., Qlt., Mxd. 1, 2, both
Case Study research Explore Non-Experimental Qualitative Usually 1°
Causal‐comparative
research
Explain Non-Experimental Quantitative or Mixed both
Content analysis Explore Non-Experimental Qualitative both
Correlational
research
Explore/Explain Non-Experimental Quantitative both
Descriptive research Explore Non-Experimental Qualitative both
Ethnographic Explore Non-Experimental Qualitative Usually 1°
Experimental
research
Explain Experimental Quantitative or Mixed Usually 1°
Grounded Theory Explore/Explain Non-Experimental Qualitative both
Hermeneutic
research
Explore Non-Experimental Qualitative Usually 2°, sometimes
both
Historical research Explore Non-Experimental Qualitative Usually 2°, sometimes
both
Meta‐analysis
research
Explore/Explain Non-Experimental Qualitative/Quantitative/Mixed Usually 2°
Narrative research Explore Non-Experimental Qualitative Usually 1°
Phenomenology Explore Non-Experimental Qualitative Usually 1°
Quasi‐experimental Explore/Explain Experimental Quantitative/Mixed Usually 1°
True Experimental
research
Explain Experimental Quantitative Usually 1°
136
► Evaluate the strength of each research question/topic
and revise if necessary.
► Identify the implied approach and design to the research
questions.
► Use Tables 1-5 from the handout to help you identify one
of the three (qualitative, quantitative, mixed) research
methods to align with the implied goals of the research
questions.
Your turn…
137
Example
► To what extent does using a night-light increase
nearsightedness in children ages 5-11?
► Revised Question*
► Approach: explore, explain, create
► Design: experimental, non-experimental
► Method: qualitative, quantitative, mixed
► Specific method (choose from suggestions or one)
Choose a Method
138
Example
► What can we learn from data on tombstones?
► Revised Question*
► Approach: explore, explain, create
► Design: experimental, non-experimental
► Method: qualitative, quantitative, mixed
► Specific method (choose from suggestions or one)
Choose a Method
139
Example
► Why do some organizations help the homeless
succeed and others fail?
► Revised Question*
► Approach: explore, explain, create
► Design: experimental, non-experimental
► Method: qualitative, quantitative, mixed
► Specific method (choose from suggestions or one)
Choose a Method
140
► Is the method clearly articulated?
► Is the method congruent/aligned with the approach inherent in the
research question?
► Is the design aligned to the research question, approach, and
method?
► What if any components are not clear or are missing from the excerpt
in reference to:
► a well-formed, focused research question;
► a clearly articulated method for collecting data/information to
answer the research question; and
► an aligned approach, design, method to the research
question/purpose of the study.
Analyze the Following Excerpt…
141
Excerpt 1
To investigate what is the most effective way of treating ADHD in children I will compare various secondary sources of data supporting three perspectives: those who believe medication is the most effective treatment, those who think that various forms of therapy are the most effective treatment, and those who believe that the child’s diet can be altered to treat the ADHD.
Examples of secondary sources I will use include the National Health Service, the Child Mind Institute, and ADDitude Magazine. I will take into account the writer’s reputation, ability to see, vested interest or bias, and his or her expertise on the subject of ADHD. I will also analyze data from scientific studies that have been carried out by psychologists or other experts.
I am going to compare the soundness and validity of the arguments and the credibility of the evidence, and then reach a conclusion based on this assessment. Secondary sources will be used for practical reasons; they will save time and money and could provide access to information that would be impossible for school students to generate themselves through primary research.
Check Your Alignment
Your thoughts?
142
Excerpt 2
I will be discussing the debate that exists between science and psychology against religion in terms of dream interpretation and aim to bridge the debate. For a psychological basis, I will be explaining some of the most well-known theories to get an overview of the key beliefs in dream interpretation. The report will start with the beliefs of Sigmund Freud and his theory that “dreams are disguised fulfilments of repressed wishes.” I will then compare his view with Carl Jung, and finally I will discuss the view given by Dr. Allan Hobson that dreams are simply a result of signals reaching the brain during rapid eye movement sleep.
I will then contrast these psychological views against the prehistoric Shamanic view of dream interpretation and follow with the Christian belief. After looking at dreams with a traditional religious view, I hope to find links between the traditional beliefs and more contemporary beliefs. When looking at each argument, I aim to critically analyze them to see if their argument and evidence is more or less valid than the psychological beliefs. I hope that this research will help me find a common base for dream interpretation.
Check Your Alignment
Your thoughts?
143
Excerpt 3
The term success is defined in the Collins English Dictionary (2009) as “the attainment of wealth, position, honours, or the like.” I want to determine how women in the workplace define success in terms of salary and position.
I have adopted a mixed methods approach to my study. I have used official and nonofficial statistical data on gender-related pay and status as quantitative data. When interpreting these data I have to remember that the researcher has no control over how the figures were reached. I can interpret what they mean, but as the figures were created by other agencies I cannot be sure of the process through which they were created.
As my qualitative data I used autobiographical evidence from two books by two highly successful UK-based female entrepreneurs: Karren Brady and Hilary Devey. I decided to use qualitative data so I could access some views from women themselves. This is important as it strengthens the female voice within my work.
Check Your Alignment
Your thoughts?
144
Excerpt 4
The story of Helen of Troy, whose ambiguous departure from Sparta with the
Trojan prince Paris, led to a 10-year war and the destruction of Troy, has
transcended millennia. Helen’s legacy has inspired centuries’ worth of works of
literature, art, and film, and is repeatedly drawn upon by artists; however,
despite the vast amounts of material available on Helen, the more one looks,
the more variants on her story can be found. I want to examine the literary
depictions of Helen’s life and investigate how this Spartan queen has been
represented throughout the ages, with the goal of considering Helen’s role as
either a victim who suffered because of the Trojan War or as the villainess who
caused it, within the patriarchal society of her time.
Check Your Alignment
Your thoughts?
Big Idea 1: Question and Explore —Choosing an Inquiry Method
146
► Using the set of images assigned to you, on your own determine the total calories of the food in the image, and provide your calorie total to your instructor.
► The instructor will collate the results and compute the total calorie average for each image set.
► Compare the averages of the image sets.
► Go to the Health Halos article in your handout, and determine the following:
► What is the hypothesis? And the null hypothesis?
► What were the variables? How were they controlled?
► What was the conclusion?
► Could the experiment be improved in anyway? (e.g. – should the group without the ‘health halo’ have had a picture of crackers without the label – to make sure the label was the only variable that had the impact?)
Health Halos Experiment
148
► There is a significant difference between correlation
research and experimental research.
► Take a look at the description in the handouts, and then
fill in the sample research question design table based on
what you currently know.
Correlation is NOT Causation
149
• Ideas
• What data to collect, how to collect it
• Who to collect the data from-how many people to represent the population
• How to choose the people/population sample
• Strategy-choose to use a survey instrument
• Types of instruments
• Develop
• Choose existing or develop your own instrument
• Pilot the instrument
• Plan to implement the instrument
Survey Studies are NOT EASY
150
► Internal Validity
► Constructs - Are the questions being asked the right questions to get
data for the research study?
► Face - Will the people answering my questions even understand
what it is that I am asking? It may help for students to pilot their
study with their friends to get feedback on face validity.
► External Validity
► Generalizations - If I do not question the entire population, I
CANNOT generalize my conclusions to the ENTIRE population. I
must know this and concede this as a limitation of my conclusions.
► Replications - Could someone else use my survey with the same
sample of a population and get the same responses? If not, it is not
well written!
► Member Check – Take care not to misinterpret the responses of
those that you surveyed…showing them your conclusions to see
whether they agree is a good start.
Students MUST Address Validity
151
Open Ended
Why should I ask you to describe what you want to do on the beach?
(free response or textbox)
Validity May Hinge on Question Type & Choices
Close Ended
Why should I provide you with a list of beach activities to choose from?
(Multiple Choice)
Demographic Collection
Is it important for me to know if you are a Wahoo or a Barracuda? What if you identify with neither?
(gender, age, profession, education)
152
Random:
Number all the respondents and randomly choose the numbers for those responses that you will keep during the analysis
Validity May Hinge on Sampling Type
Convenience:
Take responses from the first X number of people who want to take your survey (because it made your study more feasible.
Purposive:
Some of the respondents belonged to categories (blue, purple, green) and you will keep those responses because it serves a strong purpose in your study.
• 12345678910
• 111213141516
• 171819202122
• 12345678910
• 111213141516
• 171819202122
• 12345678910
• 1213141516
• 171819202122
153
How many individuals of the total population should I sample to be able to make generalizations from my study to the whole population?
► Qualitative (usually small)
► Quantitative (usually large)
► Confidence Level (usually 95%-confidence you are with the responses you got)
► Confidence Interval (usually 5%-that if 45% of people answered this way, if someone else used your same instrument with another population, you believe that 45% of people would still answer that way +/- 5%.
► The Sample Size Calculator (on my website) at http://www.surveysystem.com/sscalc.htm can help
Sample Size (N) & Sample Size Calculators
154
► After reviewing the information on developing effective
surveys in the handout, take the sample student survey
that follows.
► While taking it, record problems and suggestions for
revision of the survey questions.
► Report out the changes you would make with the survey
and the rationale for making such changes.
Directions
155
1. Would you rather be here or on the beach?
2. To what extent do you agree with this teacher’s statement:
I would rather walk the beach for 2 hours than sit in a required
training in a hotel on the beach for two hours.
Not at all, a little, some, a lot
3. How long have you been a beach bum?
0-3 years 3-6 years 6-9 years 9 +years
4. What percentage of time (during your training) have you
daydreamed about being on the beach?
0-20% 20-40% 40-60% 60-80% 80-100%
Let’s Take a Survey…
156
► Common information collection methods used in
qualitative research are focus groups, in-depth
interviews, uninterrupted observations, bulletin boards,
and ethnographic participation/observation.
► Common analysis techniques:
► Coding
► Likert scales
► Emerging Themes
Qualitative Research: Data Collection and Analyses
157
► What do I want to know?
► Why do I want to know it?
► What answers might I expect?
► What will I do with these answers?
► Have I considered the ethical issues, impact, implications
of what I’m about to do?
Questions to Keep in Mind for Qualitative Data Collection Strategies
158
► Field Observations – observing some phenomena and
recording what you see
► Interviews – asking others questions
With each of these, also consider
► The biases inherent in the questions you formulated.
► The biases and situated-ness inherent in what you saw or
chose to report.
► The extent to which you are uncomfortable with an
interview process and specific questions - as both the
interviewee and the interviewer.
Qualitative Research Types
159
► Combining qualitative and quantitative data collection
and/or data analysis to
► Triangulate
► “The essential idea of triangulation is to find
multiple sources of confirmation when you want to
draw a conclusion” (Willis, 2007,pp. 218-219).
► Paint a more comprehensive picture of the
phenomena being studied
Mixed Method Research
160
► A researcher wants to explore (qualitative objective) why
people take on-line college courses.
► The researcher conducts open-ended interviews
(qualitative data collection) asking them why they take
on-line courses.
► Then the researcher quantifies the results by counting the
number of times each type of response occurs
(quantitative data analysis)
► The researcher also reports the responses as
percentages and examines the relationships between
sets of categories.
A Mixed Method Example
161
► Are the researchers effectively articulating the rationale
for implementing a data collection or analysis method?
► Are these methods valid, reliable?
► What are the implications, limitations of using these
methods?
Some Research Humor…
162
In the paper, you MUST address validity.
► Students must be able to explain WHY they chose one
method over another. Students must also be able to
describe why it will accomplish the specific goals.
In the Paper
163
► Explain the limitations of your research and justify the choices you made during the inquiry process. That demonstrates the command that you had over your research
► Elaborate on the rationale for the research design appropriateness to the learner’s study…do NOT simply list and describe the research designs
► Discuss why the selected method was chosen instead of another (why quantitative method selected instead of qualitative).
► Elaborate on why the proposed design will accomplish the study goals and why design is the optimum choice for this specific research.
What to Articulate…
Problem Researching Research Design Specific issues are: SpecificDesign in either type (Qualitative or Quantitative)
Explores WHAT is happening?
Qualitative
Qualitative
Qualitative
Exploring common experiences of individual to develop a theoryExploring the shared culture of a group of peopleExploring individual stories to describe the lives of people.
Qualitative: Grounded theory.
EthnographicResearch.NarrativeResearch
What is happening is clear but there is no explanation.
Quantitative Explaining whether an intervention influences an outcome for one group as opposed to another group.
Intervention Research calledExperimental Research.
Is based on finding out why something is occurring?Predicting it.
Quantitative
Quantitative
Describing trends for a population of people.Associating or relating variables in a predictable pattern for one group of individuals.
Non-Intervention Research:Survey Research.Non-Intervention Research:Correlation Research.
Is exploring both WHAT and WHY?
Mixed method using Qualitative and Quantitative Methods.Used to study education problems in a setting.
To best understand a research problem.
To change practices
Mixed Method.
Action Research.
165
► Limitations are influences that the researcher cannot
control. They are the shortcomings, conditions or
influences that cannot be controlled by the researcher
that place restrictions on your methodology and
conclusions. Any limitations that might influence the
results should be mentioned.
► When considering what limitations there might be in your
investigation, be thorough. Consider all of the following:
► your analysis
► the nature of self-reporting
► the instruments you utilized
► the sample (and sample size)
► time constraints
What are Limitations?
166
► Identify only those limitations that have the greatest potential impact
on: the quality of your findings AND/OR your ability to effectively
answer your research questions and/or hypotheses.
► For example, we know that when adopting a quantitative research
design, a failure to use a random sampling technique significantly
limits our ability to make broader generalizations from our results
(i.e., our ability to make statistical inferences from our sample to the
population being studied).
► Limitations can also include discussing whether or not participants
answered the questions truthfully, whether or not you got enough
participants for your sample size, whether or not your data collection
instrument or method worked well, etc.
What Do Explanations of Limitations Look Like?
Big Idea 1: Ethical and Safe Research Practices
168
► Academic Scandal
► misconduct (e.g. fabrication of data and plagiarism)
► Scientific and Medical Research
► human experimentation
► animal experimentation
► Social Sciences
► misuse/abuse of confidential information
Potential Problem Areas with Human Subject Research
169
► What constitutes ethical research practices as it pertains
to the use of human subjects?
► Respect for persons
► Causing no harm (minimizing harm and maximizing
benefits)
► Ensuring benefits are equal to all
http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html
U.S. Department for Health and Human Services: Guidelines for Ethical Research Practices
170
► Respect for Persons (volunteer or protect)
• individuals should be treated as autonomous agents
• persons with diminished autonomy are entitled to protection
• Persons should be made free to volunteer to enter and/or leave the
research study without restraint or punishment
• Persons in need of protection should be given such even if it means
preventing them from entering the research study
► Beneficence
• do not harm
• maximize possible benefits and minimize possible harms.
► Justice (justly distribute burdens and benefits)
• to each person an equal share
• to each person according to individual need
• to each person according to individual effort
• to each person according to societal contribution
• to each person according to merit
Three Guiding Principles
171
► There is a duty to protect the rights of people in the study as
well as their privacy and sensitivity.
► Researchers should secure the permission and maintain
the interests of all those involved in the study.
► The confidentiality of those involved in the research must
be met, keeping their anonymity and privacy secure.
► Researchers should not misuse any of the information
discovered.
Receiving Institutional Review Board (IRB) approval
provides protection against individuals engaging in
unethical research practices.
Additional Guidelines for Ethical Research Practices
172
► A committee of specific composition at an affiliated fair,
high school or institution that reviews research plans
involving human subjects to determine potential physical
and/or psychological risk.
► The IRB reviews and approves ALL research involving
human subjects BEFORE experimentation begins. (This
includes surveys, professional tests, questionnaires, and
studies in which the researcher is the subject of his/her
own research.)
► The IRB determines the level of RISK involved in the
project.
Institutional Review Board (IRB)
173
► What is risk?► Exercise other than ordinarily encountered in daily life
► Emotional stress to questioning or activity or stress resulting from an invasion of privacy
► Ingestion of and/or physical contact with any substance
► Who is at risk?► Any student 21 or under doing experimentation with toxic
chemicals, radiation, or known pathogens and carcinogens
► Any member of a risk group (e.g., anyone with a disease, cardiac disorder, pregnant women, etc.)
► Any member of special groups covered by federal regulations (e.g., Native Americans, prisoners, special needs persons, including the disabled and gifted, children, economically or educationally disadvantaged persons)
Risk Assessment & Safe Research Practices
174
Question Correct Response
1. Does this project or study involve collection
of data that identifies individuals (e.g., SSN#
data on individuals, surveys, or interviews
identifiable by name or student number etc.)?
This question should be answered with a
“NO” and should be made clear how you
are avoiding this via your method.
2. Will data identifiable by individual be shared
with anyone (such as in conference
presentations, published articles and reports,
etc.)?
This question should be answered with a
“NO” and should be made clear how you
are avoiding this via your method.
3. Are the participants being offered one or
more of the incentives to participate (such as
money, extra credit for the class, etc.)? List the
incentive(s) here:
This question could be answered YES or NO
but it should be clear that participants all
receive the benefit even if they leave the
study before its finished.
4. Is participation in this project or study
voluntary for the individuals participating in
the program or study?
This question should be answered with a
“YES” and should be made clear how you
are addressing this via your method.
5. Will participants be fully informed about the
benefits and any risks?
This question should be answered with a
“YES” and should be made clear how you
Questions the IRB Will Ask
175
6. Will participants be videotaped during
the project or study?
This question could be answered YES or NO
but it should be clear that the identifiable
evidence is deleted and not published.
7. Will participants’ privacy and personal
information be protected? Briefly explain
how privacy and information will be
protected:
This question should be answered with a
“YES” and should be made clear how you
are addressing this via your method.
8. Will participants be debriefed following
completion of the project or study?
This question should be answered with a
“YES” and should be made clear how you
are addressing this via your method.
9. Will participants, prior to the project,
indicate informed consent to participate
by completing and signing a written form?
This question should be answered with a
“YES” and should be made clear how you
are addressing this via your method.
10. Are data sources clearly identified
(such as interviews, survey, existing
project data such as services received,
reports, grades, existing school records,
focus group, etc.)?
This question should be answered with a
“YES” and should be made clear how you
are addressing this via your method.
IRB Questions (cont.)
176
Does your research (data collection)
involve human subjects
NoObtain teacher
approval prior to performing
research
Identify whether or not research study is
EXEMPT from IRB approval
Yes
Exempt (YES)
Obtain teacher approval prior to
performing research
Exempt (NO)
Send approval documents to teacher who sends docs to IRB
IRB determines risk of human subjects and will determine
approval status
IRB Approval Process: Decision Tree
177
• If you are performing your research as a class assignment
(such is the case for the AP Research course) and are
engaged in interviewing, surveying, etc. types of research,
this is not classified as human research so long as it is
NOT PUBLISHED.
• This type of research is exempt from IRB approval
• YOU MUST STILL include safety measures in your
method (see previous slides on IRB questions).
http://www.hhs.gov/ohrp/policy/checklists/decisioncharts.html#c2
IRB Exempt Decision Tree
178
• If you plan on publishing your research in which you
interact with humans, you must submit your proposal to an
IRB for approval.
• You will need:
• Informed Consent Forms
• Confidentiality agreements
• IRB application
IRB Exempt Decision Tree
http://www.hhs.gov/ohrp/policy/checklists/decisioncharts.html#c2
179
► Do not come in contact with or use harmful/hazardous
substances or organisms
► If you are working at an institution or organization
performing scientific experiments where you will come
in contact with harmful/hazardous substances or
organisms, your supervising scientist will not allow you
to perform research without engaging in IRB approval
with their institution/organization and should work with
you to develop these documents.
► You will need copies of these documents for your
PREP
► Do not experiment on yourself
Rule of Thumb for Students
180
Do not experiment on other human beings with
anything other engaging in surveys, focus groups,
interviews, or questionnaires.
When doing so:
► Include ethical/safety measures in your method
► See table on IRB questions
► Do not collect identifiable information
► If you have to do interviews/surveys face to face then:
► Code all information so that it is “de-identified”
► Do not publish identifiable information
► Destroy all identifiable information collected
Rule of Thumb for Students
181
Application for IRB Approval
Informed Consent Form(s)
Letters of approval from cooperating entities
(organizations or institutions-where applicable)
Research methods (research design, data source,
sampling strategy, etc.)
Questionnaires, surveys, or other data-gathering forms
Sample emails, letters, flyers etc., that will be distributed
to the study subjects
Common Documents Needs for IRB Approval
182
► Research conducted in established settings:
► Involving normal educational practices;
► Research on individual or group behavior or characteristics of individuals, such as studies of perception, cognition, game theory, or test development, where the investigator does not manipulate subjects’ behavior and the research will not involve stress to subject.
► Research involving observation of legal public behavior.
► Research involving collection or study of existing publicly available data.
When are Informed Consent Forms for Under 18 Research Subjects NOT Required?
183
► It goes without saying that students should not be
engaging in research dealing with hazardous substances
on their own and in locations where they are not
supervised or safety precautions are not explicit nor
carried out.
► Additional forms to protect students and to ensure safe
research settings and the implementation of safe
research practices:
• Industrial Setting Form
• Risk Assessment Form
Safe Research Practices and Risk Assessment
184
Even if a research project is IRB exempt, if it deals with
engaging with human subjects or working with
hazardous/harmful substances or organisms, the student
must have explicit ethical and safety procedures in the
method of the proposal/paper.
Reminder
185
► Evaluate the ethical and safe research practices implied, made
explicit, or needed in Sample Proposal 1.
► After checking your evaluation of Sample 1, identify the additional
four research proposals as having explicit, implied, or missing ethical
and safe research practices and whether such proposals should
have explicit ethical and safe research practices listed in the
proposal.
► Provide a rationale for why you believe the proposal should or should
not explicitly state ethical and safe research practices.
Directions#/Proposal
Title
Explicit Implied Missing Should Safe/Ethical
Practices be Made Explicit
(Y/N) and why
1. Benefits of Green Tea
2. Secular Policy Motivations
3. Vigilante Justice
4. Rehabilitation of Incarceration
5. Stem Cell Research
Formative Assessment — The Inquiry Proposal Form
188
AP Research Proposal Form
Let’s review the Business and
Philanthropy proposal
189
► Work through the research proposals from earlier in your handout.
While doing so, consider the following questions:
► What does the student do well in this proposal?
► What comments would you provide to this student?
► Your teacher will then call out a proposal title and number.
► If you think the identified proposal should be approved “as is”, put
two thumbs up.
► If you think it should be rejected as is, put two thumbs down.
► If you think this proposal has merit, but can think of a way to
improve it, put one thumb up and one thumb down.
► Be prepared to justify your answer.
► In your PReP journal, record the major conclusions you can draw
from today’s activity. With your own question in mind, consider how
you can ensure that your proposal is as robust as possible.
Approving Student Inquiry Proposals
190
► View 3-5 of the student presentations provided for you via the
YouTube links
► Using the AP Research Presentation and Oral Defense rubric,
identify the presentations as strong or weak and provide
rationale for your claim.
► Please note that most if not all of these presentations do not
include an oral defense. Accordingly, please ignore that part of
the rubric.
► Please keep track of the presentations you view and
remember to take notes as you view the sample presentations.
The presentations you watch will serve as examples for the
discussion of the performance assessment task for the
presentation and oral defense for the course. Your
notes/rankings will be used in during this discussion.
Thinking Ahead: Reviewing Presentations
191
Presentations to Review
Presentation Title YouTube Link Strong or Weak Rationale based on Rubric
Psychology – Male Body
Image and Video Games
https://www.youtube.com/watch?v=OLITHg9IhwQ&list=PL
B343EB88BC85DA3C
Mathematics – Escher and Sphere
Surface
https://www.youtube.com/watch?v=ZJyRhXHKL_U&index=6&list
=PLB343EB88BC85DA3C
Literature-Francophone Culture in
Clotel
https://www.youtube.com/watch?v=-
Tw20mY1aQg&list=PLB343EB88B85DA3C&index=71
Social Work – LGBT
Homeless Youth in Boston
http://www.youtube.com/watch?v=fuoCb1sdQOw
Art – Repoussé and Chasing
in Small-Scale Sculpture
http://www.youtube.com/watch?v=ehLDAoG149c
Philosophy – Ethics and
Space Colonization
https://www.youtube.com/watch?v=jZjo3gzFT1A&index=2
9&list=PLB343EB88BC85DA3C
Criminal Justice – Juveniles
Sentences to Life Without
Parole
https://www.youtube.com/watch?v=WwN4A-
hoBzc&index=22&list=PLB343EB88BC85DA3C
Big Idea 4: Synthesize Ideas —Moving from a Literature Review to My Own Research
193
Components Persuasive Essay Informative Essay English Class Research Report
Introduction • Identify problem (proposition/assertion)
• Introduction of topic
• Define the topic
Body • Take a stance (pro/con) and generate claims with appropriate evidence to support your stance using a variety of appeals (logos, pathos)
• Address anticipated challenges to argument
• Summarize and organize major findings based on pertinent information
• Contains facts and information, not personal opinion based on fact with the goal of educating audience.
• Identify the information you need to understand the topic
• Select the best sources
• Extract relevant data• Organize, synthesize,
and present information from multiple sources
Conclusion • Present final conclusion with the goal of “winning” by persuading your audience to accept your position.
• Make conclusion flow from the facts and synthesis presented in body of paper
• Make conclusion (including significance) flow from the facts and synthesis presented in body of paper
Persuasive Essay v Informative Essay v Research Paper
194
Required Element Description
Introduction • Provides background and contextualizes the research
question/project goal and initial student assumptions and/or
hypotheses.
• Introduces and reviews previous work in the field, synthesizing
information and a range of perspectives related to the research
question/project goal.
• Identifies the gap in the current field of knowledge to be addressed.
Method, Process, or
Approach
• Explains and proves justifications for the chosen method, process, or
approach.
Results, Product, or
Findings
• Presents the findings, evidence, results, or product.
Discussion, Analysis,
and/or Evaluation
• Interprets the significance of the results, product, or findings;
explores connections to the original research question/project goal.
• Discusses the implications and limitations of the research or creative
work.
Conclusions and
Future Directions
• Reflects on the process and how this project could impact the field.
• Discusses possible next steps.
Bibliography • Provides a complete list of sources cited and consulted in the
appropriate disciplinary style.
Components of the AP Research Academic Paper
195
► NEW: Re-Search v. research
► NEW: Identifying the gap in the current field of knowledge to
be addressed
► NEW: Asking a question that has yet to be answered
► NEW: Addressing personal assumptions, hypotheses, and/or
definitions
► NEW: Situating that question into larger body of work on that
topic
► NEW: Explaining and providing justification for the chosen
method, process, or approach for data/information collection
and analyses.
► NEW: Coding, categorizing, analyzing, and evaluating that
data for its merit in supporting your assumptions and
hypotheses pertaining to one’s question.
AP Research vs. AP Seminar - Differences in Processes & Product
196
► Making a conclusion, claim, or new understanding that is
a new piece of information or piece of the puzzle, and
then finding how it connects to the larger body of
knowledge.
► Discussing limitations, significance, implications of
research
► Reflecting on possible next steps or secondary study
This process ensures that one who engages in scholarly research is
part of the academic conversation (even starting an academic
conversation) and not just repeating the parts of the conversation.
AP Research vs. AP Seminar - Differences in Processes & Product
197
► Students do not have to read thousands of scholarly, peer-
reviewed articles and foundational texts to make sure that their
research question has never been asked before.
► However, students’ research questions should be narrow
enough in scope, focus, population, genre, etc. the student
can reasonably rationalize that their particular question/study
has not been performed before.
► It should be obvious from 1-3 foundational texts and 15-30
scholarly, peer-reviewed sources/articles that the student’s
inquiry will add to the body of the knowledge of the field and
NOT simply report back what is already known.
Identifying the Gap
198
199
The Body of Knowledge (What is Known)
200
Change in Knowledge of the Field about a Phenomena as Student Engages in Research
200
Before the
student engages
in research
Student
interacting with
knowledge of
field
Student adding to
the body of
knowledge
und
und
und
und
und
Gathering, coding,
categorizing, analyzing synthesizing
connecting
EvaluatingEvaluating
201
Change in Knowledge of the Field about a Phenomena as Student Engages in Research
201
Before the
student engages
in research
Student
interacting with
knowledge of
field
Student adding to
the body of
knowledge
und
und
und
und
und
synthesizing
connecting
EvaluatingEvaluating
Big Idea 5: Team, Transform, Transmit —Performance Assessment Task: The Academic Paper
203
► Take a moment to look at the Academic Paper
Description on the Website. Contemplate your strengths
and weaknesses as a student researcher/writer and ask
yourself these questions:
► How well have I been performing on lessons/tasks
throughout the year to be successful on the AP
Research Academic Paper?
► For which learning objectives, assessed in the
academic paper portion of the assessment task, am I
still struggling? Let’s fix those now!
Initial Questions
204
► Let’s consider how the learning objectives are actually
assessed in the Academic Paper.
► Review Academic Paper rubric ROWS 2 and 12
pertaining to LOs 1.1E and 4.3A in the rubric.
► Where would this paper be in the achievement level
along row 2 for the first excerpt and along row 12 for
the second.
► Discuss what the student should have done to move up
an achievement level.
Performance Assessment Task: The Academic Paper
What factors had the greatest and most direct effects on ending the Soviet Union?
The Cold War was a time of uncertainty, fear, and complex change, with effects that still shape the world today. A careful conflict, it ended just as abruptly as it began, with the collapse of a union once thought indestructible. In retrospect, the causes of the disintegration of the Soviet Union are many and diverse and depending on the scope or bias of the author the works concerning the collapse may focus on a few ideas. The popular modern understanding of history, and the idea of looking back at history to reinterpret motives, causes, and outcomes, is called “revisionist history.” As historian James McPherson put it, “Interpretations of the past are subject to change in response to new evidence, new questions asked of the evidence, new perspectives gained by the passage of time,” and therefore the long held ideas about historical events must be reexamined for factuality’s sake. It is important to realize that works written in the West on the collapse of the Soviet Union directly afterwards — or even during — represent opinions of those who lived through the Red Scare, who have been heavily incensed about the idea that the United States was protecting the free world. The fact that the major works reviewed were published after 2005 indicates that these works would most likely have access to arguments from the past to build on. Because of factors like the recently released reports from the Kremlin Archives, or unknown motives that have come to light through later analysis or personal memoirs, it has become of utmost importance for historians to take into account multiple viewpoints and possibilities. This paper hopes to distill the clash of those ideas, and how they’ve changed, in order to ascertain the most direct causes of the destruction of the USSR. The works presented assemble and examine a diverse range of issues sometimes chronologically arranged and sometimes thematically arranged. This makes it somewhat difficult to pin exactly what each article asserts as the most decisive factor in the disintegration of the USSR. The works also make use of speeches, excerpts from other literature, statistics, and interviews to formulate their assertions.
The examination of the six case studies illustrated that the UNSC has significant limitations to its effectiveness when certain factors are not controlled. One such factor is the availability of sufficient resources deployed in a timely manner. While it is stated in the UN Charter that “all Members of the United Nations …undertake to make available to the Security Council … [any] armed forces, assistance, and facilities … necessary for the maintenance of international peace and security,” (Charter of the United Nations, 1945) cases such as Croatia and Rwanda illustrate the consequences of failure to achieve this mandate. Dr. Andy Knight of the University of the West Indies stated that, unlike Rwanda where the interventions failed because “there were not enough UN forces,” (Knight, 2014), the mission in Côte D’Ivoire was ultimately a success for the UNSC due to “swift and decisive action coupled with the willingness” (Knight, 2014) of UN Member nations to work together in the achievement of the UNOCI’s mandate. Dr. Knight’s assessment of the failure in Rwanda was also supported by Professor Anna Roberts of Seattle University. In her interview she stated that one of the large factors in the failure of UNAMIR’s mandate was “lack of political will” (Roberts, 2014) on behalf of the UN Members to desire to provide the resources necessary to effectively counteract the genocide. She further stated that, while not directly a fault of the UNSC as much as the General Assembly, the “organization can only be as effective as Member governments, in agreement, desire it to be” (Kennedy, Russett, 1995). Further, it is the current structure of the Council that leaves room for Member nations to be unforthcoming with resources that are fundamental to the achievement of the approved resolutions.
References:Knight, A. (Feb. 16, 2014) Email InterviewRoberts, A. (Mar. 9, 2014) Email Interview“Reforming the United Nations,” Sept. 1, 1995. Retrieved February 16, 2014, from
www.foreignaffairs.com/articles/kennedy-and-bruce-russett/reforming-the-united- nationsCharter of the United Nations. United Nations, San Francisco, Cal.: Department of Public
Information, 1945.
209
► Look at rows 1, 3, and 5, of the Academic Paper rubric.
► Read three of the articles from the Student Academic
Paper Samples – I will assign which ones to each – and
then discuss what achievement level the student paper is
demonstrating along these rows in the rubric.
► We can consider the ratings, high, medium, and low
► Then, discuss what the student could do to move up an
achievement level along these rows in the rubric.
Your turn…
210
Review Rubric Rows 1,3,5 for Sample Academic Papers
Document Title General Skill Level
FGM in Canada High
Law of the River High
School Start Time Medium
3D Printing Medium
Game-Based Learning
Low
Electronic Music Low
211
► Take a moment to consider your own strengths and
weaknesses as a student about to write your Academic
Paper and ask yourself these questions:
► Have I practiced all the necessary skills throughout the
year to be successful on the assessment?
► Have I effectively addressed all of the learning objectives
assessed in the Academic Paper portion of the
Assessment Task?
Questions for Reflection & Debrief
Big Idea 5: Team, Transform, Transmit — Formal Peer Review of Papers
213
How do each of these represent peer reviews?
Peer Reviews Anyone?
214
► You have seen, experienced or been, all of these reviewers before:
https://www.youtube.com/watch?v=iBuq4qgRhCc
► If any of these define you, these are some thoughts to consider:
Making Peer-Review a Formal Activity
Peer-Review Personalities Major Issue Identified Here Possible Suggestions to Remedy this Issue
Picky Patty trivial comments arenot useful
Do not correct spelling/grammar on read through.
Read for main ideas, strengths, weaknesses.
Whatever William ownership andacceptance of help
Ensure that students know why the process is worth
their time. Peers are a great example of the
audience you are writing for.
Social Sammy/Off-Task Oliver focused and seriouswork
Be present with your partner: the task at hand is the
most important thing right now. Set aside specific
time and space.
Jean the Generalizer precise and honestcommentary
Comments should focus on the rubric and/or specific
examples demonstrating the issue. Provide time to
review the rubric.
Mean Margaret/Defensive
Davenegative criticism vs.constructive critique
Treat peer-review as a professional relationship,
bettering both participants’ understanding of the
rubric.
Big Idea 5: Team, Transform, Transmit — Addressing Feedback
216
As an AP Seminar student, you had the opportunity to collaborate within a larger group to contribute to a project that reflected the best efforts of all your group mates.
In AP Research, you are expected to work more independently, but that does not mean that you are operating in a vacuum!
Your peers, teacher, and consultant can help you develop your best work during the research process by providing FEEDBACK.
However, it is essential to remember that in many cases, you will need to take the initiative in seeking assistance when needed.
Your teacher and/or consultant cannot provide unsolicited advice on your paper or presentation.
AP Seminar v. AP Research
217
To make best use of the feedback you do receive, consider these
following tips (Jackson, 2014):
1. Don’t take it personally (everyone gets critiqued and the feedback
being given is meant to help you)
2. Do respect the note giver (they want to help you and have put time
into reviewing your work: appreciate that)
3. Don’t be defensive (listen to what the feedback is and think about
how it applies: could you write something to make it more clear?)
4. Do ask questions (seek clarification about those comments that you
disagree with or do not understand)
5. Don’t ignore notes (even “off-base” comments suggest you are not
communicating as well as you could; consider your audience)
6. Do embrace change (the whole point is to make your writing better:
do it!)
Handling Feedback
218
Read through the two excerpts from AP Research student
sample papers that follow. As you read, make comments,
remember you can NOT edit the paper (remember, editing
can only be done by the writer and you are a reader).
Your Turn
Adamu (2012) promotes space exploration as “[spurring] a plethora of new ideas and ground-breaking technologies”. However, she also touches upon the opposing side, saying that for an average middle-class suburban family, using tax dollars to fund space exploration is seen as a waste of time and money (Adamu, 2012). Intermediate conclusions are presented that these resources would be better used to “revitalize the economy, fix the education system, or solve undersea mysteries” (Adamu, 2012).
The same sentiment is echoed by Hanbury-Tenison (2011), contending that “all civilisations collapse after about 500 years”, and thus the money spent on space research should instead be put towards maintaining a sustainable and self-sufficient society. Also, in today’s age “there isn’t enough money to go around” (Hanbury-Tenison, 2011). However, throughout his article, there are few instances where concrete proofs are utilized to support an argument. If present, any support is vague and/or isolated. Hanbury-Tenison (2011) often appeals to the crowd mentality and utilizes the bandwagon fallacy, stating that all agree with certain position before introducing a points. It is also clear at point that these papers simply represents his personal opinion. The lack of tangible evidence that can effectively stand up to scrutiny henceforth weakens his main arguments.
On the other hand, Piers Bizony (2011) supports the astronaut program by stating that with about 99% of all deep oceans and space to explore, “a human endeavour to gather knowledge [rather than] a machine endeavour to gather data” is needed. Bizony (2011) obtains an advantage over Hanbury-Tenison (2011) is using tangible evidence to support an argument, stating that during Great Depression, “one of the most successful responses […] was to pump money into infrastructure and technology” (Bizony, 2011). Despite using vague support, he states that space exploration creates “new and unprecedented diplomatic relationships between countries” in addition to inspiring younger generations who are “more likely to be interested in building space ships than something less glamourous”(Bizony, 2011).
References Adamu, Z. (2012, October 20). Exploring space: Why's it so important? Retrieved from CNN Light Years: http://lightyears.blogs.cnn.com/2012/10/20/exploring-space-whys-it-so-important/
Bizony, P. (2011). Investing in further scientific exploration of space is a good use of resources that will ultimately help to stimulate global economies. Retrieved from Engineering and Technology Magazine: http://eandt.theiet.org/magazine/2011/10/debate.cfm
Hanbury-Tenison, R. (2011). Investing in further scientific exploration of space is a waste of resources. Retrieved from Engineering and Technology Magazine: http://eandt.theiet.org/magazine/2011/10/debate.cfm
What this research aims to study is the significant connection between a person's artistic engagement and their well-being. While this connection has been of great significance in cultural practices for thousands of years and has permeated the modern world through various forms of art therapy, empirical evidence on the specific effects of artistic engagement on psychological states and within physiological parameters has only recently begun to emerge. Artistic engagement can be defined as an individual's either personal initiation of artistic activities (including participation in art forms such as visual arts, dance, theatre, music, writing, etc) or observation of the creative efforts of others (i.e listening to music, viewing art galleries, etc).
My interest in this particular field of study stems from my personal investment in the field of the arts; as a young, practising artist I am already extensively aware of the mass levels of dismissal present in society as a whole when it comes to the true “worth” of art and all its branches. Creative expression and all it entails should by no means be dismissed as a hobby or a low-brow profession; the ramifications of artistic engagement and its reflection in the psychological and biological manifestations in human beings is a very real phenomenon that deserves wide-spread exposure and certainly rises above the many stereotypes the field is afflicted with. I fully recognize my own bias in this particular field of study, as I am motivated by the opportunity to promote the positive aspects of artistic engagement and their ramifications. However, I do not believe that this renders my research unsound or discredits it in any way.
While the goal of this paper is to present the significance of art as when used as a tool to better one's well-being, it is not to be forgotten that the true value of art must not be limited to its apparent “usefulness” or utilization as a tool. Art in itself possesses beauty and perhaps even a certain aspect of spirituality. Our natural tendency to be drawn towards and appreciate the beauty around us is often considered to be a fundamental aspect of the human experience, and takes a variety of forms in the realm of artistry. It is interesting to note that exposure to art considered to be “beautiful”, such as listening to a piece of music or viewing a great painting, triggers a large number of areas of the brain, such as the medial orbito-frontal cortex. This same emotional centre of the brain was shown through fMRI (functional magnetic resonance imaging) brain scans to be stimulated in a number of mathematicians exposed to mathematical formulas that they considered to be “beautiful”.
Performance Assessment Task: Presentation and Oral Defense
222
View student presenting their research on Psychology –
Male Body Image & Video Games: 12 mins (YouTube Clip).
Rate the student on Row 1 of the rubric
Demonstrating Effective Presentation Skills
LO 1.1D
LO 1.4B 1. Research
Practices –
Design and
Planning
The presentation or oral
defense identifies the focus
of the inquiry.
The inquiry approach,
method, or process may lack
some cohesion or may be
misaligned with the research
question/project goal.
2
The presentation or oral
defense articulates the
purpose of the topic of
inquiry. The presentation or oral
defense demonstrates a
cohesive inquiry approach,
method, or process and draws a
connection to the research
question/project goal, though
the connection may be
unconvincing.
4
The presentation or oral
defense articulates the
purpose and significance of
the topic of inquiry.
The presentation or oral
defense demonstrates a
purposeful and cohesive
inquiry approach, method,
or process that is explicitly
and well aligned with the
research question/project
goal.
6
224
1. Review the Presentation and Oral Defense rubric
2. Look at rows 2-3 of the rubric.
3. Refer back to the presentations assigned to you (from
Thinking Ahead assignment)
4. Find the components in the presentation that meets rows
2 and 3 of the rubric.
5. Discuss where the student presenter would be in the
achievement level along this row in the rubric. Consider it
high / medium / low
What Makes a Good Presentation?
225
LO 4.2A 2. Evidence –Selecting and Using
The presentation or oral defense includes data/information from multiple sources, but the connection of the data/information to the argument is weak or unclear.
The presentation or oral defense incorporates data/information from various perspectives in ways that align with its argument, though the sources may be cited discretely, with little connection drawn among them.
The presentation or oral defense interprets and synthesizes data/information from various perspectives in ways that support and develop its argument.
LO 4.1A LO 4.2B LO 4.5A
3. Argument –Building and Communicating
The presentation or oral defense makes simplistic or inconsistent claims or provides minimal links from the evidence to the claim(s). Several sections of the presentation or oral defense may be presented as discrete, unrelated segments.
The presentation or oral defense presents a coherent argument that links the evidence to the claim(s). The presentation or oral defense acknowledges but disregards consequences or implications evident in the findings/conclusions.
The presentation or oral defense presents a coherent and convincing argument that, through insightful and cogent commentary, draws clear connections linking the evidence to the claim(s). It accounts for consequences or implications evident in the findings/conclusions.
Quick Review Rows 2-3 of the Rubric
227
Take a moment to consider your own strengths and
weaknesses as a student about presenting and defending
your research and ask yourself these questions:
► Have I practiced all the necessary skills throughout the
year to be successful on the assessment?
► Have I effectively addressed all of the learning objectives
assessed in the Presentation and Oral Defense portion of
the Assessment Task?
Reflection Questions
Big Idea 5: Practice and Peer Review Makes Perfect
229
► Presentations perfected through peer-review and practice
are preferred.
► Think about the best and worst presentations you have
ever seen: what made them good and bad?
► What are considered the top three ways to begin a
presentation? What are the top three ways to end a
presentation?
Presentation Practice & Peer-Review
230
Consider the following
“Worst Presentation Ever,”
www.youtube.com/watch?v=69JZD60eR6s (3:40)
“Worst PowerPoint Presentation,”
http://nob.cs.ucdavis.edu/classes/ecs293a-2011-
04/presenting/WorstPresentationEverStandAlone.ppt
Many of the errors in presenting could have been handled
before its performance ever occurred.
Best & Worst Presentations
Presentation Error Plan Practice Peer-Review Perform
Checking notes X X X
Getting computer ready X X
Clicking on/looking at computer X
Mediocre Ice-Breaker joke X X
Making fun of audience member X
Title slide X
Poignant quote X
Juvenile slide transition X X
Reading off of slide X X
…and a forgotten fourth X X
Clip art choice X
Pop culture reference X X X
Unexpected technical difficulty X X
Desktop background X
Unfunny video (self-created) X X
Prefacing a preface X X
Long list of facts X
Any questions? X
Presentation Error Plan Practice Peer-Review Perform
Too much text/font small X X
Bad color choices X X
Overwhelming pictures X X
Too much animation X X
Murphy’s Law X X
Talk to audience X X
Do not read slides X X
Do not apologize for
shortcomings
X
Leave time at end for Q & A X X X X
Grammar and Spelling X
Too many slides X
Citations X
It’s a tool! X X X X
