Part 1:
Rachal’s (1986) article discusses three criterion to judge the value of research: “practical application” (p. 157), a “deeper understanding of the field” (p. 158, italics in original), and “universality” (p. 158) or “implications which extend beyond the people or phenomena actually studies” (p. 158). He argues that all research need not take into account each of these criteria, and that other criteria may also apply. Importantly, he states, “not only must the question be important, but the execution must be as well. Poor design can no more answer a good question than excellence of design rescue one that is banal” (p. 159).
Similarly, Agee (2009) argues that “good questions do not necessarily produce good research, but poorly conceived or constructed questions will likely create problems that affect all subsequent stages of a study” (p. 431). She describes how a researcher can progress from a beginning topic or passion to an overall question that is then refined and supported with sub-questions that “reshap[e] my data collection and analyses” (p. 437). Theory is embedded in the development of research questions, either directly or indirectly, in that it shapes the research approach and understanding of the topic. She states that “developing good research questions requires understanding that inquiries into other people’s lives are always an exercise in ethics” (p. 440) and that reflexivity is therefore required. This will be further discussed in Session 4. Agee likens research questions to a “steady-cam lens” (p. 441) as it frames and narrows the research focus. - write a research question that relates to your practice/research as an adult educator or learner and is currently achievable (250 Words). Keep the following aspects in mind as you develop your research question and respond to those of others:
• Does the question provide a steady cam? (pp. 441, 442)
• Is it answerable in ways that reflect the research design? (p. 443)
• Does it avoid leading the research in a particular way? (p. 444)
• Is it clear? (p. 444)
• Is it unpacked? (p. 444)
• Is it connected to theory (pp. 437-439)
For example, Taber, Woloshyn, Munn, and Lane’s (2014) article (Session 5) has the following questions in their case study of a media club with female college students with learning exceptionalities: “What were participants’ understandings of gendered representations in popular culture? How did participants relate these understandings to their lives as women, college students, and individuals with learning exceptionalities? What challenges are associated with facilitating such a group?” (p. 143). These questions provided a steady focus on the media club; were answerable based on the sociological interpretive case study methodology as well as interviews, focus groups, and artifact data collection methods with feminist discourse analysis; were open-ended in that they did not presuppose an outcome; were clear; and, were unpacked. They were also linked with the theoretical framework of feminism and literature about women’s experiences in college and learning exceptionalities.
When students are writing questions for this forum, they do not have to be quite so developed. For instance, a research question from daily life could be: How do recruits learn to be police officers in the first season of the Canadian television show, Rookie Blue? The question provides a focus on the learning of recruits in relation to policing; is answerable by viewing and analyzing season one of the program; is open-ended in that it does not presuppose a type of learning; is clear; and, is unpacked. It would also connect to adult education learning theories. Another question could be, “How do real police officers perceive the learning of recruits on Rookie Blue?” which would require access to that population and data collection with them (and ethics clearance).
- Reply (maximum 100 words) to other posts:
Post #1:
I’ve done my post in a little bit different of a way. I wanted to show the progression of the question from one that was barely an idea to one that shows what is required by Agee (2009) to constitute a good research question. The two that I struggled with and am not sure if I was able to meet the standards of are: “Is it answerable in ways that reflect the research design?” (p. 443) and “does it avoid leading the research in a particular way?” (p. 444). I’m interested to see what everyone thinks.
Progression:
Interested in adult ESL Learners
What about adult ESL learners? challenges they face in education
Adult ESL Learners in what type of education setting? Higher education
What type of theory to focus on? Constructivist
“Using a constructivist lens, what challenges do adult ESL learners encounter when entering higher education in North America?” (Steady cam).
Sample Solution