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Running Head: TRANSITIONAL DEFINITION OF GOOD RESEARCH

Transitional Definition of Good Research


Elizabeth Jara
University of the Pacific

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Transitional Definition of Good Research

Developing my own definition of good research has been a difficult process. My inability
to define a succinct definition I can defend has caused me to contemplate my progress as a
doctoral student as I struggle to make the shift from practitioner to researcher. This critical
transition that Lovetts (2005, p.138) spoke about has now begun. However, I did not truly
realize how critical or difficult this transition would be. Making the transition from teacher to
researcher, therefore, calls for a potentially drastic change in the way students look at education
and their work as educationists (Labaree 2003, p.16). As a consumer of research, I realize now
that I never truly knew the definition of good research. I viewed research as a practitioner,
reading to glean information for best practices that I could apply to my teaching. Now however, I
know that there is so much more to good research. As one of the students that Labaree (2003)
spoke about, I now take my next step towards my transition to become one of the educational
scholars (p.14). I begin with my definition of good research.
Good research is ethical, valid, trustworthy, and reflexive. It must address the biases of
the author and encompass multiple perspectives with a sound epistemological stance. Good
research must have strong principles that are focused on the good of society. Clear boundaries
must be set and relationships defined and discussed in the context of conscious knowledge of
exploitation, power balance or imbalance, beneficence and respect (Hostetler, 2005). The voice
and style should be unique and explicit in intent and purpose. Good research can utilize
quantitative or qualitative methodologies, or a combination of both. Good research should be
conducted based upon questions, holes and gaps and identify and pose questions for further study
while being generalizable and transferrable.
In this next section, I will begin to discuss the articles that I chose to emulate and display
as examples of good research. I favored one article that was not part of required readings for this

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course, to assist me in approaching my definition of good research and dissection of such that I
define as good research. Although, it may not be permitted for this assignment, and I beg for
pardon, I will be referencing a second article, or essay, from this course, in reference to
developing my voice as a researcher. These articles are: An Investigation of the Attitudes of
School Leaders toward the Inclusion of Students with Disabilities in the General Education
Setting by Karen Ball and Reginald Leon Green (2014) and What is Good Education
Research? by Karl Hostetler (2005).
While reviewing articles that I deemed good research, both Hostetlers (2005) and Ball
and Greens (2014) articles represent my identification of unique and explicit writing style and
voice. Hostetlers (2005) unique style of writing and voice incorporated his own musings and
commentary throughout the essay. This was especially evident as Hostetler (2005) discusses his
proposal in which he states:
Yet my principal aim is to provoke throughout and conversation about our work as
education researchers, not to analyze our research community. If it turns out that my
experiences are unique or that I am delusional, so much the better. (p.16)
Whereas, Ball and Greens (2014) voices and style are much more straightforward without
personal commentary, self-reflection, or introspection.Information is presented in an explicit,
clear, and concise manner. This is especially evident as Ball and Green (2014) clearly describe
the purpose and intent of their study The study was conducted to determine if the experience
and training of school leaders impacted their attitudes toward inclusion of students with
disabilities in the general education setting (p. 60). Ball and Green (2014) justified their
purpose by stating their intent and defining terms according to their own interpretation and
application:

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For purposes of this study, attitudes were defined as school leaders feelings or positions
toward educating students with disabilities. Experience was defined as personal or on the
job practices, observations, or interactions with students with disabilities. Training was
defined as concepts and principles learned through professional development and formal
training. (p. 60)
Defining words in studies can be especially important as researchers may utilize or understand
words differently within other studies. In finding my voice as a researcher, I want to write
research that can be read, understood, and applicable. These two articles are a nice blend of
attributes that I would like to model as I begin to find my voice.
Ball and Greens (2014) article is representative of a well structured study that I would
like to emulate when it is time to conduct and write my research. Each portion of the study is
divided into sections by use of headings and made for ease of accessibility of information. I was
especially impressed with the quality of the presentation and discussion of data, results and
findings. Ball and Green (2014) were very thorough in explicitly laying out and explaining their
survey questions and data methods used to analyze each question To identify the training and
experience of the participants, responses from questions 3-13 of Section II of the PIS were
analyzed using descriptive statistics (p. 63). They then formatted their findings to correspond to
each question within this section. These findings were directly connected to data and charts,
graphs, and figures that were clearly labeled and explained in great detail.
The article by Ball and Green (2014) identifies holes in the research through the literature
review, benefits the good of society and appears ethical, and trustworthy. Benefitting the good
of society is evident as Ball and Green (2014) address how attitudes, training, and experience of
administrators affect students with disabilitiess participation in general education. The authors

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identified a hole in research in their review of literature, relating to the relationship of school
leaders, amount of training, type of coursework, and their attitudes toward inclusion. They felt
that the research was inconclusive thus supporting their intent and purpose for further research.
This need for further research that will truly benefit the good of society is discussed at the end of
the authors literature review, in which they state Therefore, a study that examines how the
training, experience, and attitudes of school leaders impact the delivery of services provided to
students with disabilities in the general education setting appears warranted (p. 60).
Ball and Green (2014) also gave further evidence of ethical and trustworthy methods, as
well as generalizability, of their study under Limitations of Data and Measures. Within this
section the authors discussed that the study was voluntary, had a small sample size, and was
conducted in one district. Therefore, they addressed that the study may not be generalizable.
It was also discussed that the study did not use open-ended questions, therefore, not getting as
much depth and quality of answers, nor insight from administrators regarding training, and
experience, attitudes, and perceptions towards the inclusion of students with disabilities in the
general education setting (Ball & Green, 2014, p. 63). The authors also revealed Additionally,
the PIS was limited by the reliability and validity of the instrument. Depending on the situations
within the schools at the time the survey was completed, participant responses may not have
been completely honest (Ball & Green, 2014, p. 63). These examples also demonstrate the
authors reflexive stance on understanding the limitations of their study.
It is important to mention how Ball and Green (2014) utilized multiple perspectives and
the epistemological stance that framed their research. In identifying these perspectives and the
epistemological stance of this study, I conjecture to say that it was conducted and written from a
position of Social Constructivism. Schwandt (1997) states constructivists hold that knowledge

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of the world is not a simple reflection of what there is, but a set of social artifacts; a reflection of
what we make of what is there (p. 20). Ball and Greens (2014) intent and purpose and the
theoretical framework of the theory of planned behavior (p. 61) are examples that support my
interpretation. The authors examine school administrators, their attitudes, training, and
experience with students with special needs and whether or not these are significant in creating
positive or negative experiences for inclusion. The theoretical framework looks at how attitude
shapes behavior. Therefore, it is important to ascertain the factors that shape the attitudes and
behaviors of school leaders who are charged with the implementation of inclusive practices (p.
62). The authors did not assume that administrators attitudes were the basis of positive or
negative practices of inclusion. Rather, Ball and Green (2014) stated The findings of the
aforementioned studies support the researchers assumption that the training and experience of
school leaders influences their attitudes toward inclusion (p. 71). These examples support the
authors use of multiple perspectives and reflected upon social artifacts of the administrators, in
this case training, attitudes and experience and the effects on inclusive practices.
Ball and Greens (2014) article did not encompass all components of my definition of
good research. However, it did have some significant factors, as discussed, that I would like to
mirror in my own research. At this juncture, I would like to explore purely qualitative research
that would be worthy of emulating as I further my studies as a scholar. It is obvious that my
definition of good research is most definitely a work in progress. It must be noted that this
definition is at a rudimentary stage and will ebb and flow as I progress as a doctoral student. As
part of this process, in working to hone my definition, I will especially explore the ethical and
reflective nature of my own participation in conducting and writing good research.

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References
Ball, K., & Green, R. L. (2014). An investigation of the attitudes of school leaders toward the
inclusion of students with disabilities in the general education setting. National Forum of
Applied Educational Research Journal, 27(1), 57-76.
Hostetler, K. (2005). What is "good" education research. Educational Researcher, 34(16), 16-21.
doi:10.3102/0013189X034
Labaree, D., F. (2003). The peculiar problems of preparing educational researchers. Educational
Researcher, 32(13), 13-22.

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Lovitts, B., E. (2005). Being a good course-taer is not enough: A theoretical perspective on the
transition to independent research. National Academy of Engineering, USA, 30(2),
137-154.
Schwandt, T. A. (1997). Qualitative Inquiry: A Dictionary of Terms. Thousand Oaks, CA:
SAGE Publications, Inc.

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