Writing Research Proposals Research Articles

Understanding Supervisors’ Commentary Practices in Doctoral Research Proposal Writing: A Hong Kong Study

While much feedback research in L1 and L2 writing has been conducted in pre-university and university contexts, little attention has been paid to supervisors’ comments at the graduate level. Specifically, the nature and role of supervisors’ commentary on the writing of graduate-level academic genre is under-explored. Designed to fill such an important void in the existing research literature, the present study, framed by the socio-cultural theory, aims to explore the nature and role of supervisors’ written comments on doctoral research proposals. A primarily qualitative analysis of the drafts of three doctoral research proposals, the written comments in the drafts of these proposals, and interview data with three Phd applicants and two prospective PhD supervisors revealed that supervisors’ comments on doctoral research proposals were primarily feedback-oriented rather than assessment-focused. Such a commentary practice played an important role in facilitating the initiation of the applicants into the academic community through scaffolding the academic writing process, building a quasi-supervisory relationship, as well as enhancing motivation and confidence. The paper concludes with the implications of the study, as well as suggestions for future research.

Investigating Students’ and Tutors’ Personal Constructs in Writing Research Proposals: Implications for Teaching and Learning

Investigating Students’ and Tutors’ Personal Constructs in Writing Research Proposals: Implications for Teaching and Learning

Impact of biology laboratory courses on students' science performance and views about laboratory courses in general: innovative measurements and analyses

Despite the fact that some educational researchers believe that laboratory courses promote outcomes in cognitive and affective domains in science learning, others have argued that laboratory courses are costly in relation to their value. Moreover, effective measurement of student learning in the laboratory is an area requiring further investigation. The present study set out to examine learning outcomes by measuring students' academic performance and their skill in writing research proposals and investigated students' views about laboratory courses through interviews. Comparisons were made between students taking lectures only (control group) and students enrolled in both lecture and laboratory courses (experimental group). A total of 78 undergraduate students participated in the study. Stepwise discriminant analysis, analysis of covariance, and multidimensional scaling were used to analyse the data. Results showed that students in the experimental group did not perform as well as students in the control group in examination questions that required rote memorisation but they performed better than their counterparts in classification of species and in essay writing. In addition, in terms of research study design, proposals written by students in the experimental group were not only of higher quality but also more consistent in quality than those written by students in the control group. Implications for curriculum design and future research are described with respect to the innovative measurements and analytical methods we used to evaluate laboratory learning outcomes, the role of laboratory courses in biology teaching, and students' learning styles.

A short guide to writing about chemistry

1. Writing And Chemistry: The Basics. What do Read and Write about? How Writing about Chemistry Can Help You Become a Better Writer. 2. Writing And Scientific Responsibility. Scientific Honesty. Understanding the Competitive World of Science. READING: James D. Watson, from The Double Helix. What Counts as Science?: Alchemical Research in Question. READING: Robert Pool, Alchemy Altercation at Texas A&M. Competing Interests: Should Researchers Disclose Their Funding Sources? READING: David Shenk, Money + Science = Ethics Problems on Campus. 3. Reading And Writing To Learn Chemistry. Why Does Chemistry Seem Difficult to So Many Students? Reading Your Textbook. Taking and Using Lecture Notes. Studying For Quizzes and Examinations. 4. Writing Laboratory Reports. The Laboratory in the Study of Chemistry. READING: Frederick H. Getman, from Life of Ira Remsen. Preparing for the Laboratory. The Laboratory Notebook. The Laboratory Report. 5. How To Read A Scientific Article: Writing Summaries And Critiques. Understanding Scientific Articles. Reading Scientific Articles. READING: James D. Watson and Francis H.C. Crick, A Structure for Deoxyribose Nucleic Acid. Writing Summaries. Writing Critiques. READING: Michael E. Potts and Duane R. Churchwell, Removal of Radionuclides in Wastewaters Utilizing Potassium Ferrate (VI). 6. Writing Literature Reviews. Interpretation in Chemistry. READING: Thomas Henry Huxley, Joseph Priestly. W.L. Bragg, The Structure of Some Crystals. W.C. Bray and G. E. K. Branch, Valence and Tautomerism. G. N. Lewis, The Atom and the Molecule. Writing the Literature Review. Searching the Literature of Chemistry. 7. Writing Research Proposals. An Overview of Proposal Writing. Writing a Research Proposal. 8. Chemistry And The Public: Writing To Inform And Persuade. Reporting Science: Writing to Inform. READING: Chemists Dissect the Colors of Flowers. Chemistry and Chemicals. Chemistry and Public Opinion: Writing to Persuade. READING: Rachel Carson, from Silent Spring. READING: Robert Ostmann, Jr., from Acid Rain: A Plague Upon the Waters. Michael Gough, from Dioxin, Agent Orange: The Facts. 9. Preparing Oral Presentations. Differences Between Oral and Written Reports. Some General Advice on Accommodating Your Listeners. Planning an Oral Presentation on a Scientific Article. Designing and Using Visual Aids. Rehearsing Your Presentation. Delivering Your Presentation. Credits. Index.

Developing an Effective Quantitative Research Proposal

In 2010, the Infusion Nurses Society began work to identify research priorities for infusion nursing. Nurses need to understand the research process and become proficient in collaboration to promote research in their specialty. One of the most important components of conducting research is the written research proposal. A poorly written proposal may result in denial of funding, rejected publications, and prolonged discussion and revision at the institutional or ethics review board. This article provides an overview of the elements needed in a research proposal, identifies institutional review board requirements, and highlights important criteria for recruitment and consent of subjects.

PEMBELAJARANCOLLABORATIVE WRITINGDALAM PENINGKATAN MUTU PROPOSAL PENELITIAN MAHASISWA

This article is based on classroom action research done in the context of Systemic Functional Linguistics. The contextual teaching and learning activities are applied in helping students develop their research proposal through rhetorical development systems, and employ the systems which are realized in the clauses for their moves and steps. It is done in a class of Academic writing in English Department of UNNES. The main goal of this study is to help students improve the way how to communicate their meanings through texts they develop. The problems are: (1) How can teachers apply collaborative writing technique in Academic Writing class? And (2) How does collaborative writing technique help students cope with problems in developing their research proposal for their thesis? There is a positive impact on the use of collaborative writing technique on the teaching and learning process of Academic Writing class in writing research proposal, as shown in the result of the evaluation of the process and of the composition done by students during the research.It makes students to be active, to work with a good spirit and enjoy the process in the classroom. It can be seen from the result of the evaluation of the observation.

Guidelines for Research Proposal Writing in the Social Sciences

No abstract available Himalayan Journal of Sociology & Anthropology Vol.1 2004 p.99-105

Challenges and Rewards of Health Research in Northern, Rural, and Remote Communities

This article, based on our collective experience of conducting population-based and industrially based health research in partnership with northern, rural, and remote communities in Canada and Australia, will convey the related challenges and opportunities, and provide recommendations. (1) The role(s) of northern, rural, and remote communities; (2) ethics requirements; (3) study budgets and contracts; (4) questionnaire design, response rates, and the collection of biological specimens; and (5) preparation and presentation of results, their impact, knowledge translation, and future studies were considered. In our experience, it is important to be collaborative, respectful, and have a regular physical presence in such communities. Academic and community ethical review of the proposed research may be required. Written research proposals, contracts, and a communication plan for the results are strongly recommended. Questionnaire construction and acceptable methodology impact study success. Regular in person feedback to the communities is essential. It is important to collaboratively establish future related research priorities. Although academic evaluation can promote the desire for the conduct of more rapid health research, successful research with northern, rural, and remote communities should build community capacity and requires time, a continuing presence, collaboration, respect, and active community involvement.

Research Methods in Information

The instant contribution of this introductory handbook about information and communication sciences research is its ecumenical attitude about qualitative and quantitative methods. Some descriptions of quantitative methods that suggest nonempirical approaches are ascientific. Alternatively, Pickard, University of Northumbria (UK), discusses research from both qualitative and quantitative angles and attempts to foster diverse approaches. Considering introductory graduate (or honors undergraduate) texts often are a student's first exposure to research, Pickard's even-handed approach provides a safe haven for exploration and thinking. Regardless of a student's orientation, the text tours diverse approaches and promotes thinking about research. The handbook also emboldens faculty who wish to provide creative options for students, in lieu of steering them toward a predetermined path. The text is organized into four areas: ways to organize research, an introduction to research methods, data collection techniques, and data analysis and research presentation. The chapter topics in each range from ways to conduct a literature review and write research proposals in the first area to an introduction to experimental research and to grounded theory in the second. The third area, data collection techniques, addresses interviews and questionnaires, while the fourth area, data analysis and research presentation, discusses qualitative analysis and quantitative methods. This topic variety is at least as expansive as most similar research methods texts. Hence, the book's range meets expectations for an introductory research class for students in the information-communication disciplines. Pickard's initial description of both quantitative and qualitative paradigms (and their juxtaposition) borrows heavily from Lincoln and Guba's frequently cited book that was aimed at students in the communication sciences [1]. Further regarding the provision of context, it is easier to inspire students about research if they have an interest in a field's past, present, and future. In many graduate programs, this introduction often is provided in a separate course that uses a different text. Nevertheless, it helps anchor the relevance of a research methods text by starting with a short review of a field's unanswered questions, opportunities, methodological diversity, and research traditions as well as an explanation of how research methods are integral to a field's evolution. Similarly, all the book's research methods chapters feature examples, such as scales or research abstracts that illustrate the type of approach under discussion. But the book's research methods chapters focus on a broad introduction rather than applied uses of the method in question. The applications of research methods and tools are provided in chapter inserts or sidebars. Overall, Pickard's commendably equitable approach is one of the book's major strengths. Other assets include a good variety of topics, careful annotation, clear questions for readers to consider at each chapter's end, a glossary, and consistently crisp writing. However, even a handbook with a reserve of commendable elements has blemishes, and a few areas of this text could use some further polishing. While a few additions are suggested, they are not intended to detract from the book's fundamental fairness and the author's genuine attempt to provide diverse research options. It might help students distinguish among research approaches if survey and experimental research were clustered as normative examples of quantitative methods, while case studies, ethnography, delphi studies, action research, history, and grounded theory were more clearly identified as normative (and in some cases, iconic) examples of qualitative methods. Along the same lines, the book could use more discussion and examples of research with mixed methods. For example, it would be instructive to introduce research where investigators combine quantitative and qualitative methods in the same study. Finally, in providing examples of quantitative software, Pickard only mentions SPSS and MINITAB. This is a short list, which seems ripe for rebuttal by the publishers of SAS and other comprehensive statistical programs. Similarly, the only qualitative software mentioned is NUD.IST. Although a chapter devoted to research software is valuable, why not provide a more comprehensive list and briefly explain in what research areas they are frequently used? These quibbles aside, Pickard provides a diverse and methodologically balanced entry point for students. This is a laudable asset—especially for research novices and their mentors. The text is recommended for use in introductory research methods classes in the information and communication sciences.

How to write a research proposal

A structured written research proposal is a necessary requirement when making an application for research funding or applying to an ethics committee for approval of a research project. A proposal i...

Problem statements in seven LIS journals: An application of the Hernon/Metoyer-Duran attributes

Problem statements are an important component of research writings. Using the attributes of problem statements identified and discussed by P. Hernon and C. Metoyer-Duran, a content analysis of seven journals in the discipline of library and information science was performed. This article examines the results of this content analysis. The presence of problem statement attributes in the writings of a particular journal may provide guidance to those who are learning to write research proposals or articles and those who teach research methods courses by providing useful examples.

Induction and Mentoring of Beginning Researchers at Academic Colleges of Education in Israel

Since 1997, as part of an effort to "upgrade" the role of teacher educators, a reform for professional advancement was introduced. Research and scholarship forms one of the criteria to move from one career position to the next. The change in culture and the growing importance of research, as part of the role of teacher educators at colleges of education in Israel, has necessitated the introduction of induction and mentoring for beginning researchers. This paper will investigate: who wants to be involved in research and why? How is the induction and mentoring done and by whom? How are they affecting individuals and the institution? The research methods included: a participatory observation of a year-long course in research methods for faculty, in addition to participation in a year-long individual guidance from the research unit and unstructured interviews with 20 teacher educators, all in one institution. From the findings it can be concluded that reasons for teacher educators wanting to be involved in research are numerous. The young and ambitious are looking for extrinsic rewards: additional pay, a doctoral degree and promotion. Others view research work as an activity that can contribute to their professional growth and self-actualisation. They look for intrinsic rewards such as esteem, need for affiliation, relatedness and job autonomy. Teacher educators, towards the end of their career, may be more concerned with passing on their life experience through research, and look for professional affiliation and relatedness. The induction process involved a central induction programme, or it was possible to obtain individual guidance from another officially designated mentor from the research unit. The different groups of participants went through some of the stages of induction. Some were exposed to the research culture, some achieved a level of competence by writing research proposals and conducting research and some went through a whole socialisation process, which enables them to function effectively in the research community, including the presentation of papers in conferences and for publication. A transition was made from an induction group being led by an expert (mentor) to a group providing peer support. Thus the course provided a practical support framework that helped the participants absorb some of the institution's research culture.

An experimental method for teaching research to graduate nursing students.

This article provides a creative and interactive method for teaching a metaparadigm of inquiry that values and embraces both naturalistic and positivistic approaches to research. The author outlines an experiential method for teaching graduate level research that blends opportunities to meet the needs of students with either global or analytic information processing styles, as well as varying student learning styles. The method involves a semester-long journey whereby students cognitively and viscerally begin to understand the interconnectedness of all research knowledge, and consists of five elements: 1) creating a nonthreatening environment; 2) using guided imagery; 3) teaching research along the "Continuum of Inquiry"; 4) take-home and midterm exams based on hypothetical clinical situations; and (5) developing a written research proposal.

Similarity of Learning Styles of Students and a Teacher in Achievement in a Research Methods Course

This study investigated whether students with learning styles similar to those of their instructor tended to have higher achievement than students who did not. Participants were 137 graduate students from a variety of disciplinary backgrounds, enrolled in an educational research methodology course. Analysis indicated that students who were most similar in (earning style to their instructor with respect to persistence orientation, peer orientation, auditory preference, and multiple perceptual preferences tended to obtain higher scores on (1) evaluating research articles, (2) writing research proposals, and (3) conceptual knowledge. Recommendations for research include investigating the bases for such relationships.

SIMILARITY OF LEARNING STYLES OF STUDENTS AND A TEACHER IN ACHIEVEMENT IN A RESEARCH METHODS COURSE

This study investigated whether students with learning styles similar to those of their instructor tended to have higher achievement than students who did not. Participants were 137 graduate students from a variety of disciplinary backgrounds, enrolled in an educational research methodology course. Analysis indicated that students who were most similar in (earning style to their instructor with respect to persistence orientation, peer orientation, auditory preference, and multiple perceptual preferences tended to obtain higher scores on (1) evaluating research articles, (2) writing research proposals, and (3) conceptual knowledge. Recommendations for research include investigating the bases for such relationships.

The Underachievement of African American Teachers in Research Methodology Courses: Implications for the Supply of African American School Administrators

This study compared academic achievement of African American (n = 29) and European American (n= 145) teachers in research methodology courses. It found that African American teachers obtained lower overall course averages compared to White teachers and scored below Whites on research article evaluations, written research proposals, and midterm and final examinations. Effect sizes ranged from 0.60 to 1.37 standard deviations. This suggests that underachievement in research methodology courses may prevent African American teachers from successfully completing their theses and dissertations, thereby restricting numbers of Blacks who subsequently obtain graduate degrees and/or obtain certification for positions as school administrators. The implications of these findings for efforts aimed at increasing numbers of African American school administrators are discussed. INTRODUCTION Students from ethnic minority backgrounds typically have highest poverty rates and highest school dropout rates in United States (Williams, 1992). As such, Aldair (1984) contends that these students need support of teachers from their own cultures who have an understanding of cultural and family customs and behaviors and who can serve as role models for educational attainment. African American students are similar to European American students inasmuch as their performance is affected by teacher perceptions, expectations, and interactions. Unfortunately, however, researchers have found that teachers of students with backgrounds different from their own tend to hold lower expectations for these students' performance and subsequently tend to deliver less praise and positive reinforcement (Hilliard, 1989). Moreover, Aaron and Powell (1982) report that European American teachers provide negative feedback to African American students two-and-one-half times more frequently than do African American teachers. Given that low expectations and negative feedback adversely affect students' performance (Persell, 1977; Rist, 1970), it is not surprising that students of color are disproportionately represented among low-ability groups (Oakes, 1985). Stewart, Meier, and England (1989) assert that because African American teachers frequently share similar racial experiences with African American students, these teachers are more likely to be supportive of African American students who require emotional or cognitive assistance. According to Stewart et al. (1989), African American teachers are less likely to use inappropriate discipline measures on African American students or to conclude that African American students belong in low-ability tracks. For these reasons, England and Meier (1985) conclude that African American teachers can play an important role in improving quality of education provided to African American students. Indeed, Martinez (1991) contends that a shortage of minority teachers could culminate in the underachievement of minority students, provide little incentive for minority students to advance in school, and negatively affect [minority students'] career and life aspirations (p. 24). Currently, approximately 13 million students, or 30% of school-aged population in United States, are ethnic minorities (i.e., Alaskan, Native American, Latino, African American, or Asian American) (Clarke, Nystrom, & Perez, 1996). Minorities in Mississippi, New Mexico, and California now represent majority of children of school age in those states (Quality Education for Minorities Project, 1990). Persons of color constitute majority of students enrolled in 23 of nation's 25 largest school districts (Gay, 1989; Newby & Dorrah, 1993; Villegas, 1991), with most urban school districts being comprised of more than 50% minority students. Demographers predict that by turn of century, students of color will average 46% of school-aged youth nationwide. In stark contrast, proportion of minority teachers is expected to decline from 10% in 1987 to a mere 5% of all U. …

Student Research Proposals in the Experimental Psychology Course

This article describes how a written research proposal can be an effective student exercise in the experimental psychology course. Used in conjunction with reports based on data collected by students, the proposal can be used to encourage students to think creatively about the research process.

Writing research proposals

Writing research proposals

Conducting research: Getting started

This article presents issues to be considered when planning to conduct research, specifically ways to avoid critical errors in writing the research proposal. It concludes with an outline for writing research proposals.

Writing up Research: Experimental Research Report Writing for Students of English

This book is designed to help you learn to use the most important features of technical and scientific English in writing about research in your field. The principal type of writing treated here is the experimental research report, but the information in this book is also relevant to writing research proposals, literature reviews, summaries, abstracts, and especially theses and dissertations. Many of the expressions and grammatical structures presented in these chapters may not be new to you. What will be new are the specific uses of these items in technical writing. These uses are called because they are commonly followed by authors in most fields of research. Technical writing in English is very conventional. That is, when you have learned the conventions presented in this book, you will be able to write an acceptable report about almost any research project that you may carry out. Examples from published research articles in various field are included in each ~hapter. These show you how scientists use the language forms you are ~tudymg when they write up their research. Sometimes these examples will mclude technical vocabulary that is new to you. Try not to be distracted by these terms; they should not interfere with your ability to understand the examples or to. appreciate the way these writers use the language conventions you are studymg. We hope, in fact, that you will find these excerpts to be interesting examples of research in many different fields. . In working through this book, you will be asked to find examples of pubhshed research in your area of interest. This is done because we believe that the m?~e you read, the better you will write. You will also be asked to carry out an ongmal research project to put into practice the conventions you are studying. Through these activities of reading, writing, and research practice, you will soon master the language of the experimental research report.