Research Design

by Farnam Mohebi. As an aspiring leading researcher, I find the full-cycle research methodology crucial for transforming initial curiosities into organized studies and research products. This approach begins with thorough observation, leads to theory and hypothesis development and experimentation, and concludes with synthesizing findings into coherent narratives. It's beneficial for researchers of all backgrounds, enhancing the depth and impact of their work. By embracing this method, researchers comprehensively understand each stage and its contribution to the broader research context and can lead the process of converting an initial unspecified research idea to a streamlined research study and product. This systematic approach is particularly effective in complex studies, fostering thorough, investigative, and innovative research processes.

by Mingfeng Xue. Measurements (e.g., tests, surveys, questionnaires) are inevitably involved with various sources of errors. Among many psychometric theories, item response theory stands out for its capability of detailed analyses at the item level and its potential to reduce some of the measurement errors. This post first discussed the limitations of conventional summation and average, which give rise to the IRT models, and then introduced a basic form of the Rasch model, including expressions of the model, the assumptions underlying it, some of its advantages, and software packages. Some codes are also provided.

by Renee Starowicz. Renee Starowicz, Co-Executive Director of the Berkeley Federal Statistical Research Data Center, provides an overview of the takeaways from the 2023 Annual Federal Statistical Research Data Center Business Meeting and Annual Conference. She provides a brief overview of the Berkeley FSRDC. Then, she describes the priorities for collaboration across national directors to improve outreach to diverse researchers and transparency. Additionally, she points out the other key topics of conversation at this year’s meeting.

The ways in which educational organizations develop programs, approach pedagogy, and emphasize community building result in similarities and differences across different organizations’ structures. However, past research hasn’t developed a conceptual framework for understanding how differences in organizational structures might influence the educational outcomes of students from different backgrounds. The D-Lab NSF IUSE (Improving Undergraduate STEM Education) team sought to develop such a framework by leveraging past research from the fields of education, history, psychology, and sociology.