Research Basics

Introductory Videos

Introduction to Research (watch on YouTube) David Joyner Jun 6, 2016 David Joyner introduces Research Basics as part of Research Principles and Methodologies. Joyner, D. & Udacity. (2016, June 6). Research Principles and Methodologies: Research Basics Introductory Video. Retrieved from https://www.youtube.com/watch?v=znpIvw-dHO4

Introductory Resources

The Learning Return on Our Educational Technology Investment Cathy Ringstaff, Loretta Kelley" Jan 1, 2002 This document reviews many longitudinal studies from methodologically sound research projects. The authors then provide general lessons learned from all the studies regarding the application of educational technology and the benefits of the outcomes. Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment: A review of findings from research. Retrieved from http://files.eric.ed.gov/fulltext/ED462924.pdf

The Value of Basic Scientific Research ICSU Apr 30, 2017 This paper is a position statement on the value of scientific research, specifically laboratory type research, but can be applied to all types. ICSU. (2017, April 30). The Value of Basic Scientific Research. Position Papers, International Council for Science (ICSU). Retrieved from http://www.icsu.org/publications/icsu-position-statements/value-scientific-research/the-value-of-basic-scientific-research-dec-2004

Educational Technology Research that Makes a Difference: Series Introduction Margaret Roblyer Jan 1, 2005 This paper introduces the need for identifying exemplary research in educational technology. A link to download a pdf is included on the page. Roblyer, M. D. (2005). Educational technology research that makes a difference: Series introduction. Contemporary Issues in Technology and Teacher Education, 5(2), 192-201. Retrieved from http://www.citejournal.org/volume-5/issue-2-05/seminal-articles/educational-technology-research-that-makes-a-difference-series-introduction/

Introduction to Scientific Research Projects Graham Basten Jan 1, 2010 The book is aimed at undergraduates doing scientific research projects in the area of medicine, nursing, and midwifery although the principles can also be applied more generally. Basten, G. (2010). Introduction to scientific research projects. Bookboon. Retrieved from

Introduction to Research PJ Nyanjui Apr 30, 2017 This article introduces research by providing history, meaning, and descriptions of basic types of research. The original author is attributed, but in wiki fashion many have contributed to it. Nyanjui, PJ. (2017, April 30). Introduction to Research. wikiEducator. Retrieved from http://wikieducator.org/Research

Research Basics Oskar Blakstad This heavily linked page is a guide and part of a course on accomplishing scientific research. Blakstad, O. (n.d.). Research Basics. Explorables. Retrieved from https://explorable.com/research-basics

US Department of Education's Institute of Education Sciences IES Jan 1, 1970 (From Wikipedia) The Institute of Education Sciences (IES) is the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education. Worth noting is the IES' What Works Clearinghouse (https://ies.ed.gov/ncee/wwc/), which reviews the existing research on different programs, products, practices, and policies in education. On their website are several resources such as handbooks and review protocols they use for evaluating researches.

Research Vocabulary

Glossary of Key Research Terms Scientific research comes with its own vocabulary. The list here gives some of the most important terms, and the links direct straight to the definitions in Colorado State's excellent Glossary of Key Research Terms. Writing@CSU | The Writing Studio. Retrieved from: https://writing.colostate.edu/guides/index.cfm. April 26, 2017.

Scholarly Readings

What is Basic Research? National Science Foundation Jan 1, 1953 NSF's 1953 Annual Report What is Basic Research? (1953) Section 6 of the National Science Foundation Annual Report. Retrieved from: https://www.nsf.gov/pubs/1953/annualreports/ar_1953_sec6.pdf

The Scientist in Society Phillip A. Griffiths Jan 1, 1995 This booklet has concentrated on the responsibilities of scientists for the advancement of science, but scientists have additional responsibilities to society. Even scientists conducting the most fundamental research need to be aware that their work can ultimately have a great impact on society. Griffiths, P. A. (1995). On being a scientist: responsible conduct in research. National Academies.

Values in Science Phillip A. Griffiths Jan 1, 1995 Scientists bring more than just a toolbox of techniques to their work. Scientist must also make complex decisions about the interpretation of data, about which problems to pursue, and about when to conclude an experiment. They have to decide the best ways to work with others and exchange information. Taken together, these matters of judgment contribute greatly to the craft of science, and the character of a person's individual decisions helps determine that person's scientific style (as well as, on occasion, the impact of that person's work). Griffiths, P. A. (1995). On being a scientist: responsible conduct in research. National Academies.

Ethics in Educational Research Kenneth R. Howe, Michele S. Moses Jan 1, 1999 Howe, K. R., & Moses, M. S. (1999). Chapter 2: Ethics in educational research. Review of research in education, 24(1), 21-59.

Doing Educational Research in a Complex World Kenneth Tobin, Joe Kincheloe Jan 1, 2006 Kincheloe, J., & Tobin, K. (2006). Doing educational research in a complex world. Doing educational research: A handbook, 3-13.

Social Science Research: Principles, Methods, and Practices Anol Bhattacherjee Jan 1, 2012 This book is designed to introduce doctoral and graduate students to the process of scientific research in the social sciences, business, education, public health, and related disciplines. This book is based on my lecture materials developed over a decade of teaching the doctoral-level class on Research Methods at the University of South Florida. The target audience for this book includes Ph.D. and graduate students, junior researchers, and professors teaching courses on research methods, although senior researchers can also use this book as a handy and compact reference. Bhattacherjee, A. (2012). Social science research: principles, methods, and practices.

Ethics and Educational Research Martyn Hammersley, Anna Traianou May 1, 2012 It is not uncommon, in planning research or in carrying it out, for the question to arise: Is this ethical? Similar questions may be prompted when reading accounts of other people?s research. Hammersley, M., & Traianou, A. (2012). Ethics and educational research. British Educational Research Association on-line resource.

Controlling for Biases

Selection Bias in Educational Research A.C. Tuijnman Jan 1, 1994 The problem of methodology: quantitative vs. qualitative approaches, internal vs. external evaluation in this entry the conceptual and methodological problems arising from the use in educational research of samples drawn from selected or sell-selected populations are discussed. Tuijnman, A. C. (1994). Selection Bias in Educational Research. International encyclopedia of education.

Conflict of Interest Phillip A. Griffiths Apr 24, 2017 Conflict of Interest section extracted from On being a scientist: responsible conduct in research. Griffiths, P. A. (1995). On being a scientist: responsible conduct in research. National Academies.

Bias in Social Research M. Hammersley, R. Gomm Jul 3, 1997 Abstract Accusations of bias are not uncommon in the social sciences. However, the term 'bias' is by no means straightforward in meaning. One problem is that it is ambiguous. Sometimes, it is used to refer to the adoption of a particular perspective from which some things become salient and others merge into the background. More commonly, 'bias' refers to systematic error: deviation from a true score, the latter referring to the valid measurement of some phenomenon or to accurate estimation of a population parameter. The term may also be used in a more specific sense, to denote one particular source of systematic error: that deriving from a conscious or unconscious tendency on the part of a researcher to produce data, and/or to interpret them, in a way that inclines towards erroneous conclusions which are in line with his or her commitments. In either form, the use of 'bias' to refer to systematic error is problematic. It depends on other concepts, such as 'truth' and 'objectivity', whose justification and role have been questioned. In particular, it seems to rely on foundationalist epistemological assumptions that have been discredited. And the various radical epistemological positions that some social scientists have adopted as an alternative either deny the validity of this concept of bias, explicitly or implicitly, or transform it entirely. We will argue, however, that while it is true that abandonment of a foundationalist conception of science has important implications for the meaning of 'bias' and its associated concepts, they are defensible; indeed, they form an essential framework for research as a social practice. In this context, we shall examine error as a matter of collegial accountability, and define 'bias' as one of several potential forms of error. We conclude by pointing to what we see as the growing threat of bias in the present state of social research. Hammersley, M., & Gomm, R. (1997). Bias in social research.

Bias in Research Studies Gregory T. Sica Mar 1, 2006 Abstract Bias is a form of systematic error that can affect scientific investigations and distort the measurement process. A biased study loses validity in relation to the degree of the bias. While some study designs are more prone to bias, its presence is universal. It is difficult or even impossible to completely eliminate bias. In the process of attempting to do so, new bias may be introduced or a study may be rendered less generalizable. Therefore, the goals are to minimize bias and for both investigators and readers to comprehend its residual effects, limiting misinterpretation and misuse of data. Numerous forms of bias have been described, and the terminology can be confusing, overlapping, and specific to a medical specialty. Much of the terminology is drawn from the epidemiology literature and may not be common parlance for radiologists. In this review, various types of bias are discussed, with emphasis on the radiology literature, and common study designs in which bias occurs are presented. Sica, G. T. (2006). Bias in research studies 1. Radiology, 238(3), 780-789.

Research Methods in Education Louis Cohen, Lawrence Manion, Keith Morrison Jan 1, 2007 See Chapter 5. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education.

Error, Bias, and Validity in Qualitative Research Nigel Norris Sep 3, 2007 Abstract At its most rudimentary, validity refers to the reasons we have for believing truth claims, what Dewey called ?warranted assertibility? (Phillips, 1987). These truth claims may take the form of statements of fact, descriptions, accounts, propositions, generalisations, inferences, interpretations, judgements or arguments. Irrespective of their form what is important is why we believe the things that we do and how we justify the claims we make. Norris, N. (1997). Error, bias and validity in qualitative research. Educational action research, 5(1), 172-176.

Identifying and Avoiding Bias in Research Christopher J. Pannucci, Edwin G. Wilkins Aug 1, 2011 Abstract This narrative review provides an overview on the topic of bias as part of Plastic and Reconstructive Surgery's series of articles on evidence-based medicine. Bias can occur in the planning, data collection, analysis, and publication phases of research. Understanding research bias allows readers to critically and independently review the scientific literature and avoid treatments which are suboptimal or potentially harmful. A thorough understanding of bias and how it affects study results is essential for the practice of evidence-based medicine. Pannucci, C. J., & Wilkins, E. G. (2010). Identifying and avoiding bias in research. Plastic and reconstructive surgery, 126(2), 619.

Outcome-Reporting Bias in Education Research Therese D. Pigott, Jeffrey C. Valentine, Joshua R. Polanin, Ryan T. Williams, Dericka D. Canada Nov 1, 2013 Abstract Outcome-reporting bias occurs when primary studies do not include information about all outcomes measured in a study. When studies omit findings on important measures, efforts to synthesize the research using systematic review techniques will be biased and interpretations of individual studies will be incomplete. Outcome-reporting bias has been well documented in medicine and has been shown to lead to inaccurate assessments of the effects of medical treatments and, in some cases, to omission of reports of harms. This study examines outcome-reporting bias in educational research by comparing the reports of educational interventions from dissertations to their published versions. We find that nonsignificant outcomes were 30% more likely to be omitted from a published study than statistically significant ones. Pigott, T. D., Valentine, J. C., Polanin, J. R., Williams, R. T., & Canada, D. D. (2013). Outcome-reporting bias in education research. Educational Researcher, 42(8), 424-432.

Research Detects Bias in Classroom Observations Stephen Sawchuk May 13, 2015 As the rubber hits the road in the implementation of states? revamped teacher-evaluation systems, new research illuminates a troubling source of bias. School principals?when conducting classroom observations?appear to give some teachers an unfair boost based on the students they?re assigned to teach, rather than judging them solely on their instructional savvy. Sawchuk, S. (2015). Research Detects Bias in Classroom Observations. Retrieved from: http://www.edweek.org/ew/articles/2014/05/13/32observe.h33.html

Research Bias Martyn Shuttleworth Research bias, also called experimenter bias, is a process where the scientists performing the research influence the results, in order to portray a certain outcome. Shuttleworth, M. (n.d.) Research Bias. Retrieved from: https://explorable.com/research-bias

IRB Procedures

If your work qualifies as human subjects research, then you'll need IRB approval to conduct your work. Your work generally qualifies as human subjects research if:

1 - It involves human subjects. This includes data on human subjects that is already generated, such as OMS student data.
2 - It is research. According to the Federal Policy for the Protection of Human Subjects, research is 'a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge.' Thus, if your intent is not to contribute to generalizable knowledge (for example, if your intent is instead to simply improve your tool), this does not qualify as research. Note that if you have any intention of publishing your work in academic conferences or journals, then it does qualify as research.

Here are some resources on understanding what IRB is, whether you need to work with them, and how to go about doing so. If you think you need IRB approval, please make sure to consult with your mentor and the teaching team.

About the Georgia Tech IRB Georgia Institute of Technology Apr 24, 2017 Overview of the IRB at Georgia Institute of Technology About IRB. Retrieved from: http://researchintegrity.gatech.edu/irb

Does My Research Need IRB Review? University of Minnesota Apr 24, 2017 Overview of IRB at University of Minnesota Does My Research Need IRB Review? Retrieved from: http://www.irb.umn.edu/research.html

Georgia Tech IRBWISE Apr 24, 2017 Web-based protocol management and tracking tool for the Georgia Institute of Technology IRB

IRB Informed Consent Georgia Institute of Technology Apr 24, 2017 Georgia Institute of Technology informed consent guidelines. IRB Informed Consent. Retrieved from: http://researchintegrity.gatech.edu/about-irb/irb-informed-consent

IRB Protocol and Submissions Georgia Institute of Technology Apr 24, 2017 Overview of the procedure for submitting human-research protocols at Georgia Institute of Technology IRB Protocol & Submissions. Retrieved from: http://researchintegrity.gatech.edu/about-irb/irb-protocol-submissions

IRB Required Training Georgia Institute of Technology Apr 24, 2017 Overview of IRB training at Georgia Institute of Technology. IRB Required Training. Retrieved from: http://researchintegrity.gatech.edu/about-irb/irb-required-training

What is IRB, and when is IRB needed? Brown University Apr 24, 2017 Overview of the IRB at Brown University. Institutional Review Board (IRB). Retrieved from: https://www.brown.edu/research/conducting-research-brown/research-compliance-irb-iacuc-coi-export-control/hrppirb-home-page

Research Ethics

Conflict of Interest Phillip A. Griffiths Apr 24, 2017 Conflict of Interest section extracted from On being a scientist: responsible conduct in research. Griffiths, P. A. (1995). On being a scientist: responsible conduct in research. National Academies.

Error and Negligence in Science Phillip A. Griffiths Jan 1, 1995 Scientific results are inherently provisional. Scientists can never prove conclusively that they have described some aspect of the natural or physical world with complete accuracy. In that sense all scientific results must be treated as susceptible to error. Griffiths, P. A. (1995). On being a scientist: responsible conduct in research. National Academies.

Misconduct in Science Phillip A. Griffiths Jan 1, 1995 Beyond honest errors and errors caused through negligence are a third category of errors: those that involve deception. Making up data or results (fabrication), changing or misreporting data or results (falsification), and using the ideas or words of another person without giving appropriate credit (plagiarism)?all strike at the heart of the values on which science is based. These acts of scientific misconduct not only undermine progress but the entire set of values on which the scientific enterprise rests. Anyone who engages in any of these practices is putting his or her scientific career at risk. Even infractions that may seem minor at the time can end up being severely punished. Griffiths, P. A. (1995). On being a scientist: responsible conduct in research. National Academies.

Responding to Violations of Ethical Standards Phillip A. Griffiths Jan 1, 1995 One of the most difficult situations that a researcher can encounter is to see or suspect that a colleague has violated the ethical standards of the research community. It is easy to find excuses to do nothing, but someone who has witnessed misconduct has an unmistakable obligation to act. At the most immediate level, misconduct can seriously obstruct or damage one's own research or the research of colleagues. More broadly, even a single case of misconduct can malign scientists and their institutions, result in the imposition of counterproductive regulations, and shake public confidence in the integrity of science. Griffiths, P. A. (1995). On being a scientist: responsible conduct in research. National Academies.

The Allocation of Credit Phillip A. Griffiths Jan 1, 1995 Treatment of how attribution is handled in scientific papers. Griffiths, P. A. (1995). On being a scientist: responsible conduct in research. National Academies.

Ethics in Educational Research Kenneth R. Howe, Michele S. Moses Jan 1, 1999 Howe, K. R., & Moses, M. S. (1999). Chapter 2: Ethics in educational research. Review of research in education, 24(1), 21-59.

Five principles for research ethics Deborah Smith Jan 1, 2003 Cover your bases with these ethical strategies. Smith, D. (2003). Five principles for research ethics. Monitor on psychology, 34(1), 56.

Ethics and Educational Research Martyn Hammersley, Anna Traianou May 1, 2012 It is not uncommon, in planning research or in carrying it out, for the question to arise: Is this ethical? Similar questions may be prompted when reading accounts of other people?s research. Hammersley, M., & Traianou, A. (2012). Ethics and educational research. British Educational Research Association on-line resource.

What is Ethics in Research & Why is it Important? David B. Resnik Dec 1, 2015 Resnik, D. B. (2015, December 1). What is ethics in research & why is it important. Retrieved from: https://www.niehs.nih.gov/research/resources/bioethics/whatis/

Experimental Designs

Experimental Design William Trochim Oct 20, 2006 This page provides a brief description of types of experimental research design. Trochim, W. (2006). Experimental Design. Research Methods Knowledge Base. Retrieved from http://www.socialresearchmethods.net/kb/desexper.php