Over the next eight weeks I will examine articles and studies with great expectations in improving my research skills. Learning how to distinguish quality resource materials from poorly crafted ones not only saves time in the collection of information, but knowing what makes an article or study is also important.
When reviewing studies all should have a clear definition of the purpose of the study, how and what materials or participants were used and their relevance, the results retrieved and a conclusion of the facts found. Many studies draw reference from other experts, studies or theories to help change policy or draw attention to critical issues. As researchers, it’s important that we acknowledge our own views and biases to ensure that we are authoring credible research that is ethically sound and practical.
As we’re going through the different exercises, I will apply these findings to my topic of interest: poverty and the effects it plays in early childhood education. There are many subtopics to select from, but I’m partial to how poverty affects physical and cognitive development in children aged zero to five. It was interesting to learn that there are different types of research methodologies that researchers can use from deductive to inductive. As I learn the terminology I’m curious as to which method I will gravitate towards and my reasons why.
Naughton, G., Rolfe, S., & Siraj-Blatchford (2010). Doing Early Childhood Research International Perspectives On Theory & Practice. (2 Ed.). New York, NY: McGraw Hill Open University Press.