Regarding the reading about disciplined inquiry, I am writing about question #9. Some factors to consider about choosing a method of disciplined inquiry would be the people you want or need to work with. Some schools might not let you do the research with them, or let you in the classroom to do the visits or studies. Another concern would be the time available and could you do focus groups or visits one on one with folks. As the disciplined inquiry was defined, another concern was who would evaluate or work with you, what other person would be able to provide feedback to you about the work you have done. Another concern would be who would want that information - who really cares? Does anyone inspire you to do the work or continue with it?

As you consider the work you are doing, what is holding it all together? Are there enough pieces of the puzzle to make it a worthwhile topic, or one you can explore and solve the puzzle? Was there a mystery to solve or an issue to resolve? Was the topic too narrow or too broad to do the work? Was there really any answer to find, or was it just the research and process you were going through? Lots of dilemmas about the issues in picking a topic and trying to research the problem.

I am sure the choice of an inquiry method would influence my selection of a research problem. If I had to do a quantitative research problem with statistics and counting data, I would fail the project. I would much prefer using interviews, data from focus groups, etc. to do my research and complete my project. My preference is with people, not numbers.

-- Anonymous, March 24, 1999

Answers

"In response to discussion of question #9" by Todd Mehrkens

Kia,

I really liked your focus on the people. I too have concerns about the "imposition" that my research may cause. One thing (at this VERY early stage) that I have considered is that the imposition of research should somehow be offset by offering something in return for the subject's cooperation and time.

In selecting a method to be used in research, I was struck by one of the statements in the book (page 10) that says: "Another investigator might now say, 'I'm not really interested in predicting reading failure or success. I want to identify the best possible methods for teaching reading to all youngsters, irrespective of their backgrounds or aptitudes.'"

I would prefer research that would use an experimentational method that would discover the best ways to teach. This information could then be used for the benefit of many people. In addition, at least some of the research subjects would have benefited from the "best" method.

Todd

-- Anonymous, March 25, 1999

Wonderful discussion by both you and Todd. I just returned from two research conferences and at both someone quoted James Baldwin (which I can't do exactly because my notes are still in my bag in my bedroom!) to the effect that often times the real questions in life are hidden by the answers! Your comments reminded me of this. I think as you do that there are way too many questions to ponder than can ever be only addressed through statistics.

-- Anonymous, April 23, 1999