A Handbook for Educational Research and Academic Writing: From Idea to Reporting Your Research

A Handbook for Educational Research and Academic Writing: From Idea to Reporting Your Research

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Description
Each chapter is constructed to address specific stages of educational research and academic writing. We intend to offer practice insights, actionable advice, and illustrative examples throughout this handbook. From noticing an educational problem to refining your research question, from crafting a captivating introduction to selecting appropriate research methods, from effectively presenting your results to carefully formulating your discussion, this handbook provides guidance at every step of your research and academic writing journey.
저자

김현진,이용직

저자:김현진
HyunjinJinnaKimisaPostdoctoralAssociateatStonyBrookUniversity,coordinatinganddesigninginclusivecurriculumandinstructionfordiversestudentsinhighereducation.Herresearchbroadlyfocusesonissuesrelatedtominoritizedlinguistic,cultural,ethnic,andracialidentitiesineducationandwaystoprovideequitableandinclusiveeducation.

저자:이용직
YongJikLeereceivedhisPh.D.inESOL/BilingualEducationattheUniversityofFloridaandhisMAinTESL(TeachingEnglishasaSecondLanguage)fromIndianaStateUniversity.HeiscurrentlyaresearchprofessoratChonnamNationalUniversity.HisresearchandworkfocusonEnglishlanguageteachingwithtechnologyandincorporatingAIintheELT.

목차

Preface3
ListofFigures8

PartI.AcademicWritingandEducationalResearch

Chapter01WhatisAcademicWriting?12
CharacteristicsandFeaturesofAcademicWriting13
DiversityinAcademicWritingStyles15
AcademicWriting:ChallengesandSolutions15
AcademicWritingSkillsforPersonalandProfessionalDevelopment17
Chapter02ConductingEducationalResearch20
MethodologicalApproachesinEducationalResearch21
DataCollectioninEducationalResearch22
AnalyzingandInterpretingDatainEducationalResearch23
DisseminationandKnowledgeMobilization24
TheAuthors’Reflection24
Chapter03SituatingAcademicWritinginEducationalResearch28
TheEssenceofAcademicWritinginResearch29
NavigatingthroughtheStructuralFacets29
EthicalNarrativesinAcademicWriting30
AcademicWritingasaToolforImpactandChange31
PromotingYourEducationalResearchthroughAcademicWriting32
Chapter04ResearchProcedures35
ConceptionofResearch:IdeationandFraming36
ResearchDesignandMethodology37
ReportingandDisseminationofFindings38
TheAuthors’Reflection39
Chapter05ResearchEthics41
UnderstandingsofResearchEthics42
ImportancetoUnderstandandAbidebyResearchEthics42
ConsiderationsforanEthicalResearch43
InstitutionalReviewBoard(IRB)45
WhatisIRBandWhyisitImportant?46

PartIIStep-by-stepGuidelines:FromIdeatoReporting

Chapter06ConsiderationsbeforeWriting52
Consideringthe"Why"53
OrganizationofYourResearchWriting55
AnUndesirableOrganizationofaResearchWriting58
Chapter07PlanningandPreparationStages62
StepsforResearchandThesisWriting63
OrganizationofanIntroduction64
PreparationStage:ThinkingabouttheWhy,What,andHow66
Chapter08EstablishingtheProblem:Problem-solvingResearchMethod71
WhatisaProblem-solvingApproach?72
TheCyclicalStepsofaProblem-solvingResearchMethod75
Chapter09EstablishingaTheoreticalFoundation84
IntegratingTheoryintoYourResearch85
DrawingfromEstablishedWork86
ConstructingaConceptualFramework87
Chapter10ExtensiveLiteratureReview94
SearchingforandDocumentingRelevantLiterature95
UnfavorableLiteratureReview96
OrganizationofaLiteratureReview99
Chapter11BeyondResearchMethodologyasaTool111
UnderstandingResearchMethodologies112
ResearchParadigms:OntologyandEpistemology114
Methodologies,Theories,andResearchMethods116
WritingtheResearchMethodology/ResearchDesignSection118
Chapter12TheArtofPresentingFindingsandResults131
StepstoCraftaFindings/ResultsSection132
WaystoPresentDataandFindings133
WaysofReportingtoAvoid135
Chapter13Wrappingup:WritingDiscussionandConclusion143
TheRoleofaDiscussionSection144
StepsforComposingaDiscussionSection145
GuidingQuestionsfortheDiscussion147
CommonMistakesandPitfallsinaDiscussion148
ConcludingyourResearchandThesisWriting149

PartIII.FurtheringResearchandAcademicWriting

14Self-checklistforAcademicWritingandResearch160
CycleofAcademicWritingandResearchProcesses161
Self-checklistforResearchandAcademicWriting162
15DisseminationBeyondtheThesis165
DisseminationofResearch:WhatDoesitMean?166
DisseminationChannelsBeyondtheThesis167
16LifelongDevelopmentofSkills171
ReflectingonYourJourney172
ExpansionandDevelopmentofExpertiseandSkills173

ConcludingRemarks178
References180

Listof
Figures

Figure1SampleResearchTimeline35
Figure2SampleInformedConsent43
Figure3IRBProcess46
Figure4BasicOrganizationofaThesis52
Figure5StructureofaThesisIntroduction62
Figure6TheCycleofaProblem-solvingResearchMethod73
Figure7CycleofTheory,Research,andPractice81
Figure8SampleConceptualFramework:ResearchandTheoreticalStrandsofDialogicalTeacherProfessionalIdentities83
Figure9SampleofLiteratureReviewonSeminalTheorizations91
Figure10SampleLiteratureReviewOrganization(Kim,2021)94
Figure11ConceptualizationofResearchMethodology103
Figure12CommonResearchParadigms:Ontology,Epistemology,andMethodology105
Figure13OrganizationoftheMethodology/ResearchDesignSection109
Figure14SampleFindingsPresentation123
Figure15SampleMindMappingProcessofConstructingDiscussion131
Figure16CycleofAcademicWritingandResearchProcesses142

출판사 서평

Preface

Ourdecisiontowritethisbook,“AHandbookforEducationalResearchandAcademicWriting:FromIdeatoReportingYourResearch,”didnothappenovernight.Aseducators,researchers,andscholars,weunderstandtheintricateprocessoneneedstoundertakeinthejourneyofpursingknowledgecreationandeffectivecommunication.Thishandbookwascreatedoutofourcollectivepassionforfosteringexcellenceineducationalresearchandacademicwriting.

AftercompletingourMaster'sandPh.D.degreesintheUnitedStates,wemetandworkedwithmanygraduatestudentsworkingtowardtheirdegrees.Dr.Yong-JikLee(hereafterLee)returnedtoSouthKoreaandhasbeenworkingonmanyinternationalpublications.Dr.HyunjinJinnaKim(hereafterKim)remainedintheUnitedStates,conductingeducationalresearchwithvariousdepartmentsandexpertsindifferentfields.ThefirstfewyearsimmediatelyafterearningourPh.D.,welivedwiththememoryofandundertheshadowofourdissertationandresearch.Weobservedgraduatestudentsstrugglingtomasteracademicwritingconventionswhileenduringthepressureofcompletingtheirdegreeprogramsandbalancingalltheexpectationsofbeinganemergingscholar.

Workingwiththosenewtoeducationalresearchtaughtustheimportanceofuncoveringrigorousresearchprocessesineducation.Leenoticedthatsomegraduatestudents'thesisanddissertationpresentationshadcomplexdiagramsandpictureswitha'fancy'analysismethod.Thesewereinterestingresearchtopics,butstudentscouldnotanswersomebasicquestionswhenheaskedaboutthetheoreticalbackgrounds.Thestudents'researchprojectslackedtheoreticalfoundationsandweredesignedsuperficiallytoclaimsomethingwitheye-catchingvisualsandanalysistools.Kimcollaboratedwithundergraduatestudentresearchprojectsandnon-educationexpertstorealizethattherigorouseducationalresearchstepsandprocessesarecomplexandnotwell-established.Wealsocametotherealizationthatacademicwritingasagenreandeducationalresearchasadisciplinearebothnewculturalexperiencesnomatterwhereyoucamefromorwhatlinguisticandculturalbackgroundsyouhave.

Thelandscapeofeducationisever-evolving,demandingarobustunderstandingofresearchmethodologiesandeffectivecommunicationskills.Whetheryouareagraduatestudentembarkingonyourfirstresearchprojectoranearly-careeracademicnavigatingthecomplexitiesofacademiccultureandscholarlywriting,wehopethishandbookwillbeasupportivecompanionontheroadfromconceptualizationtothereportingstageofyourresearch.

Basedonafewyearsofobservationandworkingwithundergraduatestudents,graduatestudents,andresearchers,wenoticedagapineducationalresearchandacademicwriting.WebegantoreflectonourresearchexperiencesintheU.S.andrealizedthatwritingahandbooktosupportthoseinvolvedinthewritingandscholarlycommunityineducationcanbeimmenselyhelpful.Wefoundthenecessityofaddressingtheculturalandknowledgegapeveryemergingscholarornovicewriterexperiencesandmakingthoseimplicitculturalnormsratherexplicit.

Ouraimistoprovideacomprehensiveguidethatnotonlydemystifiestheresearchandacademicwritingprocessbutalsoempowersyoutoarticulateyourideaswithclarityandimpact.Eachchapterisconstructedtoaddressspecificstagesofeducationalresearchandacademicwriting.Weintendtoofferpracticeinsights,actionableadvice,andillustrativeexamplesthroughoutthishandbook.Fromnoticinganeducationalproblemtorefiningyourresearchquestion,fromcraftingacaptivatingintroductiontoselectingappropriateresearchmethods,fromeffectivelypresentingyourresultstocarefullyformulatingyourdiscussion,thishandbookprovidesguidanceateverystepofyourresearchandacademicwritingjourney.

Wewrotethishandbooktoprovideasoundresearchprocessandguidanceforcompletingyouressentialacademicwritingpiece.Wehopethisbookoffersproperyetpracticalresearchwritingskillstosupportyourresearchendeavor.
Thishandbookwasspecificallydesignedtoachievethefollowingpurposes.

Tohighlightthevaluableandadvantageousexperiencesbeyondobtainingagraduatedegree.
Totransformthelandscapeofeducationalresearchandacademicwritingpractices.
Tooutlinetheappropriateresearchstepsanddirectionsforproducinghigh-qualityresearch.
Toemphasizetheimportanceofconductingethicalandrigorousresearch.
Toreiteratetherealpurposebehindacademicwritingandshiftperspectivesfromrecognizingresearchmethodologyasatooltocreatingandpresentinginnovativeresearch.
Toguideandsupportthoseenteringtherealmofacademicwritingandeducationalresearchtopresenthigh-qualityacademicpapersandbecomeinternationalresearchersandscholarsinthefuture.

Whilerootedintheprinciplesofacademicrigor,werecognizetheneedforflexibilityandinclusivityandacknowledgethatthereisnoone-size-fits-allapproachtoeducationalresearchandacademicwriting.Theauthors’sharedexperiences,lessonslearned,andpracticaltipsareintendedtoresonatewithyou,thereader,asyouembarkonyourownscholarlyjourney.Considerthishandbooknotonlyasaguidebookbutasaconversation―adialoguebetweenmentorsandmentees.Useitasaresourcetoenhanceyourknowledge,advanceyourskills,overcomechallenges,and,aboveall,findinspirationinthetransformationofeducationalresearch.

Maythishandbookaccompanyyoufromthefirstinnovativeresearchideatothemomentyouproud