Understanding Research: Becoming A Competent And Critical Consumer by W. Paul JonesUnderstanding Research: Becoming A Competent And Critical Consumer by W. Paul Jones

Understanding Research: Becoming A Competent And Critical Consumer

byW. Paul Jones, Jeffrey Kottler

Paperback | February 17, 2005

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Beginning with Chapter Two, every chapter in the text emulates a standard published research report. o Readers will learn how to read and evaluate research questions, hypotheses, and the literature review (Chapter Two). o Readers will learn how to effectively evaluate the appropriateness of the sample used in the study (Chapter Three). o Readers will firstly apply principles of logic to evaluate research design and measurement tools (Chapter Four). o Readers learn how to discern results of a research report, including the statistics involved (Chapter Five). o Readers then evaluate the summarization of the researchers' findings (Chapter Six). The final chapter gives readers the opportunity to apply what they have learned in a "do-it-yourself" fashion. Chapter Seven is a full exercise on research practice and evaluation allowing readers to try their hand at two different approaches to the research process. Reflective Exercises and An Exercise for Review located throughout the text--allow readers to think critically about the subject and apply what they are learning. See a few examples on pages 40, 56, 110. Answers to the Reflective Exercises are found at the back of every chapter. Three sample research studies can be found at the end of the text. o Appendix A is a comparative study of three methods used to present ethics to practicum students earning their master's degrees in mental health. o Appendix B is a case study outlining a research project that asks, "Can schools be vehicles for improving race relations?" o Appendix C outlines a study involving college-age students that looks at the relationship to procrastination and efficacy expectations, feelings of anxiety, and gender.
W. Paul Jones is Professor Emeritus of Theology at St. Paul's School of Theology in Kansas City.
Title:Understanding Research: Becoming A Competent And Critical ConsumerFormat:PaperbackDimensions:240 pages, 9.9 × 7.9 × 0.7 inPublished:February 17, 2005Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0131198440

ISBN - 13:9780131198449


Read from the Book

PREFACE In everyday conversation, we call this text AC/DC rather than Academic Communities/Disciplinary Conventions. We like AC/DC because it's shorter and more sprightly, easy for students, professors, and ourselves to articulate out loud. We also like it because, as an acronym, AC/DC straddles the three major academic domains—the sciences, the social sciences, and the humanities—around which we've grouped the readings and writing assignments for this text. Within scientific fields such as physics and engineering, AC/DC refers to electrical current that either continually reverses direction, with the change in direction being expressed in hertz, or cycles persecond (Alternating Current), or electrical current that flows in one direction (Direct Current). In the humanities, AC/DC is known to all popular music critics as a "heavy metal" band that was formed in 1974, produced sixteen albums, and influenced a number of other popular musical performers, such as Bonnie Raitt and the band Collective Soul. Finally, AC/DC is an old slang term that certain members of our culture use (sometimes in a derogatory fashion and sometimes not, depending on who is using it and how it is being used) to describe bisexuals: individuals who feel and/or who act out a sexual or romantic attraction directed toward members of more than one sex; of course, human sexuality and its conceptions by members of particular cultures fall within the purview of the social sciences. We undertook to write this text because the University of California at Santa Barbara's Writing Program, where we teach, organizes its curriculum around a writing-in-the-disciplines approach: the fundamental notion that composition students benefit from writing in a variety of disciplinary contexts, so that skills learned in our courses will readily translate to the rest of their university education and beyond. Following this approach, one of our entry-level composition courses exposes students to readings from the sciences, social sciences, and humanities, giving them practice in writing within each of those disciplinary areas. In teaching this course, we found ourselves assembling photocopied readers based on certain broad themes—identity and consciousness, gender and sexuality, capital economies, and the environment—and this textbook evolved gradually from that ongoing course preparation process. We believe that by organizing the material in this way—that is, around broad content areas that are themselves actually an aggregation of many rich and lively subcategories—we enact the kind of interdisciplinary and intradisciplinary conversations that are at the heart of university research and writing. We've taken great care in choosing topics and readings that will be interesting to students. Our experience with the growing readership of popular-cu4ture-based texts, for example, confirms in our minds that students will be most engaged in the writing process when they're having fun with the material at hand. For that reason, AC/DC contains topics and readings that are both academically rigorous and accessible and engaging for students. Likewise, the sequence of activities we've built into each topical chapter's units—preparation for critical reading, textual examination, close reading questions, class discussion and freewriting prompts—is designed to maintain a high degree of student interest. Thus, while AC/DC involves students in serious academic approaches, it makes sure they find connections between the activities/materials and their own lives as bright twenty-somethings. Toward this end, while obviously paying homage to traditional disciplines such as psychology, sociology, literary studies, and biochemistry, we've also included relatively new and exciting fields such as evolutionary psychology, computer science, genetics, ethnic studies, lesbian and gay studies, and cultural studies. Our students have responded very positively to the nascent, photocopied versions of this text, and we're confident that students will respond with even greater enthusiasm to AC/DC, with its more extensive list of readings, its further refinements of apparatus . . . and with its glossier pages and sturdier bindings! We would like to thank the following reviewers: James Allen, College of DuPage; Todd Taylor, University of North Carolina; Tim Morris, University of Texas-Arlington; Sarah McLaughlin, Marie Cahil Devry Institute of Technology-Phoenix; Helen R. Andretta, York College-The City University of New York; Dr. Carol Kivo, Pepperdine University; Allene Cooper, Arizona State University; Margaret Colarelli, Northwood University; Joe Law, Wright State University; and Mary Ann Rudy, Chadron State College. Bonnie Beedles Michael Petracca

Table of Contents

Chapter 1  What is Research and Why You Should Care?

Chapter 2  What is the Question and Why is it Important?  Evaluating the Introduction of a Research Report

Chapter 3  Who Answered the Question?  Evaluating the Participant Sample

Chapter 4  Could They Answer the Question?  Evaluating the Procedures and Instrumentation

Chapter 5  What Was the (Simple) Answer Please?  Evaluating the Results Section

Chapter 6  So, Now What?  Evaluating the Discussion Section

Chapter 7  Not the Last Chapter

Appendix A. Teaching Ethics to Mental Health Practica Students at the Master's Level: A Comparative Study.

Appendix B. Segregated Classrooms, Integrated Intent: How One School Responded to the Challenge of Developing Positive Interethnic Relations.

Appendix C. Procrastination in College Students: The Role of Self Efficacy and Anxiety.