A Handbook for Educational Research and Academic Writing (영문판) - 전남대학교 교육문제연구소 총서 4

김현진,이용직

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

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

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

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