Research Project.
Research Project – Please review the accompanying attachments.
· Students will develop, conduct, write, and present original criminal justice research about a state or federal criminal justice policy. APA Format. No plagiarism.
o Students will choose an individual topic to research and present the overall subject matter to the class in Weeks 14, 15, and 16.
o Students will follow the steps, procedures, and guidelines from the textbook to create original criminal justice research.
o The project and presentation will include:
§ Introduction
§ Statement of the Problem
§ Literature Review
§ Research Questions
§ Data Collection
§ Conclusion
o Elements of the research will be due in class as the semester progresses to ensure students are properly following the research structure via D2L as well as a paper- copy. These elements will be due in addition to the weekly assignments.
o During Weeks 14, 15, and 16, students will give a presentation of the research, no more than 10 minutes per presentation, not including five (5) minutes for questions and responses.
Presentation order will be created the first week of class. Students who do not make the scheduled presentation date will earn a zero (0) for the presentation.
A rubric for the presentation is posted in D2L.
o Each research paper will be a minimum 25 pages, not including the Title, Annotated Bibliography, and Reference pages;
o Students are HIGHLY encouraged to provide a thought-provoking research;
Atlanta Metropolitan State College
{Title of Your Research Topic}
Research Project Presented to Professor’s Name
in Partial Fulfillment of the Requirements for
CRJU 3117 Research Methods
By
{Student’s Name}
Date
DEFINITION OF TERMS (optional page)
{Add text here}
INTRODUCTION
{Add text here}
LITERATURE REVIEW
{Add text here}
DATA COLLECTION
{Add text here}
DATA ANALYSIS
{Add text here}
RECOMMENDATIONS
{Add text here}
CONCLUSION
{Add text here}
ANNOTATED BIBLIOGRAPHY
REFERENCE PAGE
4
The below is an example of an outline for your paper. You may use this outline for any assignment where you are writing a paper. Do not turn this is to me. This is just a guide to help you to organize your thoughts so that you are clear, specific, and concise with your information and not rambling to fill in the required number of pages.
Of course, this outline does not include your title or reference pages.
Also, you can have more or less than the number of issues to discuss in your work – this is an example not a strict representation as to how many points you will discuss in the work.
I hope you find this helpful.
I. Introduction
II. Issue #1
a. Supporting Point #1
b. Supporting Point #2
c. Supporting Point #3
III. Issue #2
a. Supporting Point #1
b. Supporting Point #2
c. Supporting Point #3
IV. Issue #3
a. Supporting Point #1
b. Supporting Point #2
c. Supporting Point #3
V. Issue #4
a. Supporting Point #1
b. Supporting Point #2
c. Supporting Point #3
VI. Conclusion
Atlanta Metropolitan State College
{Title of Your Research Topic}
Research Project Presented to Professor’s Name
in Partial Fulfillment of the Requirements for
CRJU 3117 Research Methods
By
{Student’s Name}
Date
DEFINITION OF TERMS (optional page)
{Add text here}
INTRODUCTION
{Add text here}
LITERATURE REVIEW
{Add text here}
DATA COLLECTION
{Add text here}
DATA ANALYSIS
{Add text here}
RECOMMENDATIONS
{Add text here}
CONCLUSION
{Add text here}
ANNOTATED BIBLIOGRAPHY
REFERENCE PAGE
4
LECTURE:DATA COLLECTION & PRESENTATION
Data collection
is the process of gathering and measuring information on targeted variables in an established system, which then enables one to answer relevant questions and evaluate outcomes.
There are various ways for researchers to collect data. It is important that this data come from credible sources, as the validity of the research is determined by where it comes from.
Government Websites
One of the best sources that researchers can use to collect data is government websites. Almost everything listed on government websites has been fact checked. To research and collect data from government websites, all the student must do is type “site:gov” in the search box after your search term. For example, if you are wanting to research the benefits of data for private prisons, you can type “benefits of data for private prisons site:gov” in the search box, and all of the sites listed in the search results are going to come from government websites. All government websites end in .gov.
Education Websites
Much the same as government websites, educational websites are great places to pull credible data from. And just as you use a special search technique to find government websites, you can do the same for educational websites. All the student needs to do is follow your search term with “.edu.” Using the example above, your search term would be “benefits of data for customer experience site:edu.”
Use the Library
The library is a great place to turn when students need data. At the library, you can use a card catalog to direct your research efforts. Some research materials are available only on film and/or Criminal Justice databases. Make sure to ask the AMSC Librarian, Ms. Chambers, about any sources, data bases or microfiche film items. The librarian can point you in the direction of the machine that you need to read the information on the films.
Interviews and Surveys
You can always turn to interviews and surveys to collect data for your research. In fact, interviews with real people are one of the best ways to get real data. You can set up meetings to gather research data to perform interviews.
Use the Internet
In addition to .edu and .gov websites, the other sites on the internet are also a great resource for data. It is important that students’ fact check all the information that they choose to use. This means that you need to check where the information was pulled from. And if you find that the information was pulled from a source that has another source, it is essential to check that source as well. The goal is to make sure the data is coming from a source that is legitimate and an expert in the relevant field.
The Community
A group of people living in the same place or having a particular characteristic in common. A feeling of fellowship with others, because of sharing common attitudes, interests, and goals.
TIPS FOR SOCIAL SCIENCE RESEARCH ANALYSIS/ EVALUATION
https://www.ncjrs.gov/App/abstractdb/AbstractDBDetails.aspx?id=67081
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NCJ Number: 67081 Title: QUALITATIVE EVALUATION METHODS Author(s): M Q PATTON Date Published: 1980 Annotation: COMBINING THE THEORETICAL WITH THE PRACTICAL, THIS BOOK EXAMINES BOTH HOW AND WHY TO CONDUCT EVALUATIONS, REVIEWS EVALUATION RESEARCH HISTORY, AND PRESENTS A QUALITATIVE RESEARCH MODEL. Abstract: THIS UTILIZATION-FOCUSED MODEL IS DERIVED FROM MANY SOURCES, INCLUDING THE STUDY OF THE UTILIZATION OF FEDERAL EVALUATION RESEARCH CONDUCTED THROUGH THE UNIVERSITY OF MINNESOTA’S NATIONAL INSTITUTE OF MENTAL HEALTH TRAINING PROGRAM IN EVALUATION. THE BOOK SUGGESTS THAT A PARADIGM OF CHOICES IS REPLACING THE DEBATE AND COMPETITION BETWEEN THE QUALITATIVE AND QUANTITATIVE MEASUREMENT PARADIGMS AND THAT TODAY’S EVALUATOR MUST MATCH RESEARCH METHODS TO PARTICULAR QUESTIONS AND TO DECISIONMAKERS’ NEEDS. THIS NEW ‘ACTIVE-REACTIVE-ADAPTIVE’ EVALUATOR ROLE REQUIRES A LARGE REPERTOIRE OF RESEARCH METHODS AND TECHNIQUES. THE EMPHASIS THROUGHOUT THE TEXT IS ON STRATEGIES FOR GENERATING VALID, USEFUL, AND CREDIBLE QUALITATIVE INFORMATION FOR THESE DECISIONMAKERS. SPECIFIC CHAPTERS ARE DEVOTED TO DEVELOPING DESIGNS FOR QUALITATIVE RESEARCH (INCLUDING METHODOLOGICAL MIXES AND DESIGN VARIATIONS), SELECTING APPROACHES TO FIELD OBSERVATIONS, STRUCTURING AND CONDUCTING IN-DEPTH INTERVIEWS, AND CONDUCTING QUALITATIVE ANALYSIS AND INTERPRETATION. DISCUSSION OF THE LAST EXPLAINS HOW TO FOCUS THE ANALYSIS, HOW TO ORGANIZE THE COLLECTED DATA, HOW TO GET STARTED AND WHAT TO INCLUDE IN CASE STUDIES, HOW TO USE THE INDIGENOUS AND ANALYST-CONSTRUCTED TYPOLOGIES IN INDUCTIVE ANALYSIS, AND HOW TO DEVELOP CATEGORY SYSTEMS AND USE LOGICAL ANALYSIS TO CREATE CROSS-CLASSIFICATION MATRIXES. A SECTION ON VALIDATING AND VERIFYING EVALUATIVE DATA DEALS WITH SUCH ISSUES AS TRIANGULATION, A PROCESS USED TO CHECK OUT CONSISTENCY OF FINDINGS GENERATED BY DIFFERENT DATA COLLECTION METHODS AND TO CHECK OUT THE CONSISTENCY OF DIFFERENT DATA SOURCES WITHIN THE SAME METHOD. FINALLY, APPROPRIATE PRESENTATION OF EVALUATION FINDINGS IS DISCUSSED. TABLES, FIGURES, REFERENCES, AND APPENDIXES CONTAINING A CONTENT ANALYSIS CODEBOOK, AN ILLUSTRATIVE CASE STUDY, AND AN INTERVIEW ANALYSIS ARE INCLUDED. Index Term(s): Comparative analysis; Evaluation; Evaluation of evaluation; Evaluation techniques; Evaluation utilization; Evaluative research Sponsoring Agency: Sage Publications, Inc Corporate Author: Sage Publications, Inc Sale Source: Sage Publications, Inc Page Count: 381 Type: Report (Study/Research) Language: English Country: United States of America To cite this abstract, use the following link: |
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DATA PRSESENTATION
Putting every piece of data, you have collected into a pie chart, histogram, scatter graph, bar charts is required. Some data presentation activities allow for students to simply type the collected data into a spreadsheet package such as Microsoft Excel and selecting one of their generic data presentation techniques to address the research questions they are trying to answer.
Common Pitfalls:
• Presenting data that has nothing to do with a research question. If the data does not have a role in the answering of the main aims of the study then it should be ignored, even if a lot of time was spent collecting that particular set of data.
• Presenting only some of data. If you think you will want to draw conclusions from it or refer to the data in some supportive way, it must be presented.
• Using inappropriate and generic data presentation techniques. Selecting a data presentation technique simply from a drop down menu in a computer-based spreadsheet shows a lack of imagination and there is a danger that a poor selection will result in demonstrating a lack of understanding of the complexity of the data in question.
• Using a data presentation technique which is inappropriate for the data itself. Think carefully about the type of data (continuous or discrete) and whether the technique you have chosen is appropriate for that type of data.
• Using the same data presentation technique that is expressed in the original research piece. Students can only use the date, results or finding from a research source – not the analysis techniques.
• Combining more than one data presentation together. Remember, the aim is to make the data, patterns and relationships easy to see, not to create confusion for the reader.
• Presenting the same piece of data more than once. This can waste time and effort – choose the most appropriate technique only. If that technique does not show everything you want it to, it is not the right technique to use.
• Using techniques in an inaccurate fashion. Spend time checking that you have labelled keys and axes appropriately – marks can be easily lost without these checks.
DATA COLLECTION
VARIABLES
DATA SOURCE #1
DATA SOURCE #2
DATA SOURCE #3
DATA SOURCE #4
DATA SOURCE #5
DATA SOURCE #6
Child Abuse
7 child sexual abuse, world health organization. (n.d.). Retrieved September 16, 2020
McEvoy, A. W., & Erickson, E. L. (1994)
Klika, B. J., Deloye, A. H., & Linkenbach, J. (2019)
Lang, A. J., PHD, MPH, Gartstein, M. A., PHD, Rodgers, C. S., PHD, & Lebeck, M. M., BA. (n.d.)
Number of cases of child abuse in the United States in 2018, by age of victim. (2020, January 16). Retrieved September 17, 2020
Siegel, L. J., & Welsh, B. C. (2014)
Sexual Child Abuse
Finkelhor, D. (1984)
Child sexual abuse facts and resources. (2020, September 16). Retrieved September 17, 2020
Glasser, M., Kolvin, I., Campbell, D., Glasser, A., & Leitch, I. (2001)
Klika, B. J., Deloye, A. H., & Linkenbach, J. (2019)
Mayer, A. (1990)
Understanding child sexual abuse. (2018, July 07). Retrieved September 16, 2020
Age
Number of cases of child abuse in the United States in 2018, by age of victim. (2020, January 16). Retrieved September 17, 2020
Glasser, M., Kolvin, I., Campbell, D., Glasser, A., & Leitch, I. (2001).
Finkelhor, D. (1984)
Lang, A. J., PHD, MPH, Gartstein, M. A., PHD, Rodgers, C. S., PHD, & Lebeck, M. M., BA. (n.d.)
Thornton, C. I., & Carter J.H. (1986)
Kenny, M. C., & McEachern, A. G. (2000).
Mother vs. Father
Bancroft, L., & Silverman, J. G. (2002)
Lang, A. J., PHD, MPH, Gartstein, M. A., PHD, Rodgers, C. S., PHD, & Lebeck, M. M., BA. (n.d.)
McCourt, J., Peel, J. C., & O’Carroll, P. (1998)
Kenny, M. C., & McEachern, A. G. (2000).
Thornton, C. I., & Carter J.H. (1986
Race
Thornton, C. I., & Carter J.H. (1986
Kenny, M. C., & McEachern, A. G. (2000)
Incest
Bancroft, L., & Silverman, J. G. (2002)
Thornton, C. I., & Carter J.H. (1986)
Finkelhor, D. (1984)
Glasser, M., Kolvin, I., Campbell, D., Glasser, A., & Leitch, I. (2001)
Klika, B. J., Deloye, A. H., & Linkenbach, J. (2019)
Kenny, M. C., & McEachern, A. G. (2000)
Psychological Assessments/ Treatment
Van Duin, E. M., Verlinden, E., Vrolijk-Bosschaart, T. F., Diehle, J., & Verhoeff, A. P. (2018).
Thornton, C. I., & Carter J.H. (1986)
McCourt, J., Peel, J. C., & O’Carroll, P. (1998).
Frude, N. (1980).
Glasser, M., Kolvin, I., Campbell, D., Glasser, A., & Leitch, I. (2001)
Kenny, M. C., & McEachern, A. G. (2000).
All Variables listed
Interview with Erica Paschel
2