Continuing from yesterday, here are a couple more deterrents that I came across in my readings for the week (Creswell, 2011):
4. Limited Research Skills and Abilities
We all have an even playing field that we stand on – no one is perfect. That said, as we look across that field we can see that there are is a wide range of strengths and weaknesses. Deep down we all know our own weaknesses. If there is a known research weakness, our best strategy is to learn how to research from someone who does it well. Find a colleague that you can learn from or take time to visit your research library – we all have something to learn from each other.
5. Should our problem be studied?
This deterrent is really a priority to our research as the resulting answer is an open or closed door for completing our research study. A few good questions can help us answer the looming question:
- Does your problem fill a gap in existing research/literature?
- Does your problem replicate a previous study to increase the value of the field of research?
- Does your problem go more in-depth into the existing research?
- Does your problem give voice to marginalized people or groups?
- Does your problem inform current practice?
If you can answer “yes” to any one of these questions, your research problem will likely be a benefit to the field of educational research.
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