When I Think of Reserach...

As this research class comes to an end, I realize how much my knowledge of the research process has increased. Prior to this class, research on the latest findings was something I enjoyed reading about. However, trying to understand the process involved in conducting the research was over and beyond anything I could comprehend. Today, the research process seems much more clear.

In addition, now when I read research on topics that interest me I feel confident that I will be able to determine what research design was used from the many various types such as: quantitative, qualitative, mixed methods, longitudinal study, case study, correlational study, retrospective study, experimental, quasi-experimental, non-experimental and so forth (Mac Naugthon, Rolfe & Siraj-Blatchford, 2011).

Furthermore, if I ever have the opportunity to conduct research I have a fairly clear understanding of how to choose the appropriate design for the question being asked or the hypothesis that has been developed. Choosing the appropriate design for the question being asked or the hypothesis that has been developed was probably the most challenging aspect of my research class. Previously, I thought you needed to ask a question and formulate a hypothesis for every research design. Consequently, as I have thought this for many years, it was difficult for me to clear my thoughts and realize you only need one or the other. I am still working through understanding this better. However, the more I read about the differences and the more I work on my research simulation outline, the stronger my understanding becomes.

As a result of this class, several of my perceptions of an early childhood professional have been modified. Previously, I thought of researchers as having a highly respected status. Early childhood professionals, such as myself were there to learn from researchers and make changes based on findings from research.  Also, the subjects used in the research were mostly used in order to show how society can make improvements on the findings and so forth (Mac Naughton, Rolfe & Siraj-Blatchford, 2011). However, though I continue to have respect for the hard work researchers do, I now realize that in order to have equity (Mac Naughton, Rolfe & Siraj-Blatchford, 2011), researchers must be fair to all subjects, including early childhood professionals. Everyone involved in the process brings forth something important that can be applied to the process. Many times subjects in the research process do not necessarily need to change their ways. In contrast, it is the researchers that need to gain a better understanding of why certain groups act the way they do (Mac Naughton, Rolfe & Siraj-Blatchford, 2011). Subsequently, the researchers may in turn, learn something new from the subjects.

Donna

References


Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill.