Transformative Potential-Based Research

“In Transformative Potential-Based Research: A Guide to Successfully Finding One’s Place in Research, Harvey and Moroz provide educators whose research identities are just being formed a way to frame their work in notions of potential instead of traditional ‘problems of practice.’ They guide the reader in situating their potential research in their passions and own positionality while also providing a challenge to examine our own epistemologies and reflexivity in purposeful communities of support. Incredibly useful are the reflective exercises that conclude each chapter. They begin by moving the reader from a desire to find the ‘perfect topic’ to ideas that ‘puzzle us’ and end with reflective prompts that help the reader to ultimately tell the story of their research findings.”

Katie Pekel, Ed.D., Executive Director of Educational Leadership, University of Minnesota

“Transformative Potential-Based Research: A Guide to Successfully Finding One’s Place in Research is like a strong rope guiding new researchers up a challenging climb. It offers the stability and support needed to navigate the unfamiliar landscape of academic research. Each chapter is a checkpoint, establishing the researcher’s mindset in understanding positionality and encouraging a potential-based journey. Harvey and Moroz provide supportive activities, helping researchers find their balance while connecting with a supportive community. With thoughtful guidance, it leads the researcher to the peak, where they can confidently reach their potential.”

Kim Hiel, Ed.D., Superintendent, Osseo Area Schools; Adjunct Professor, Hamline University

“An engaging and innovative approach to design and the transformative power of research, this is compelling reading for practitioners and the general public alike. The text incorporates key features of adult learning theory, using narrative to draw the reader in, situating chapters within their proper context, and demonstrating the power of scholarly narrative to engage learners in developing and strengthening their own professional voices. Each chapter includes activities that provide the reader with a vehicle for engaging with the ideas, constructing knowledge, and making explicit connections to their own research. The chapters end with reflective activities to deepen understanding of the text. I highly recommend it.”

Vivian Johnson, PhD, Professor emeritus, Hamline School of Education and Leadership

“Transformative Potential-Based Research: A Guide to Successfully Finding One’s Place in Research provides a structured framework that encourages researchers to shift their mindset from deficit-based thinking to one focused on opportunities. The Potential-Based Research Framework allows researchers to explore new possibilities and innovative ideas by incorporating critical thinking, positionality, and community expertise. In a time when public conversations around education tend to emphasize problems, this book brings a refreshing and hopeful perspective to educational research.”

Sara B. Ewell, Northeastern University

“Harvey and Moroz truly understand what it means to 'find one’s place' in the research world. By sharing their scholarly journey, the book takes the reader on a research adventure, offering a road map that empowers and instructs scholars as they learn to find their own place. In the demanding and ever-changing world of research, this book serves as an essential companion, friend, and practical guide that carries and inspires scholars.”

Dr. Jill Long, Associate Professor and Education Program Director, The College of St. Scholastica, and EdD Hamline University Graduate

“Transformative Potential-Based Research has the potential to become the core support for EdD students. I was absorbed with every page, and Trish and Karen did a brilliant job weaving their extended professional experiences with broader examples and research. I also like the meaningful activities they include in each chapter.”

Kristie O’Brien, Director of Learning and Teaching, Winona Public Schools (MN) & EdD graduate student, Hamline University

List of Figures and Tables

Introduction

Chapter One — Introduction: The Journey

Karen’s Journey

Trish’s Journey

Framework

Conclusion

Chapter Two — What Do You Care About? Why? Where is the Potential?

What Do You Care About and Where is the Potential?: Argument and Explanation

Literature: Identifying a Research Focus

From a Research Topic to a Research Question

⇒ Chapter Two Reflective Activities

Chapter Three — Who Are You?

Researcher Positionality: Argument and Explanation

Literature on a Reflexive Approach in Research

⇒ Chapter Three Reflective Activities

Chapter Four — Embracing a Mindset of Inquiry

Embracing a Mindset of Inquiry: Argument and Explanation

Literature on the Mindset of a Researcher

Transitioning from a Problem-Based to a Potential-Based Mindset

Accepting and Conquering the Impostor Phenomenon

⇒ Chapter Four Reflective Activities

Chapter Five — Your Community and Your Support

Professional Community: Argument and Explanation

Literature on Your Community and Your Support

Who is Your Community of Support?

⇒ Chapter Five Reflective Activities

Chapter Six — Framing Your Potential-Based Area of Inquiry: Why Is This Important to Other People? What Are Other Points of View?

Framing Your Audience: Argument and Explanation

Literature in Support of Identifying Conflicting Points of View

Potential-Based vs. “Problem of Practice”

Framing the Argument…Toward the Potential

⇒ Chapter Six Reflective Activities

Chapter Seven — Standing on the Shoulders of Those Who Came Before

Those That Came Before Us: Argument and Explanation

Literature in Support of…Literature!

⇒ Chapter Seven Reflective Activities

Chapter Eight — Nuts and Bolts & Conclusion

Nuts and Bolts: Argument and Explanation

⇒ Chapter Eight Reflective Activities

About the Authors

Index

Trish Harvey

Trish Harvey is an associate professor in Hamline University’s School of Education with an emphasis in Advanced Learning Technologies at Hamline University. Trish’s background includes over 21 years of K-16 experience, including teaching social studies, facilitating graduate students in their pursuit of advanced degrees and serving as a district digital learning administrator. Her technology-related experiences include a 1-1 iPad implementation roll-out; the development of online and hybrid courses; district-wide professional development around technology goals; and a Bring-Your-Own-Device district initiative. Focus areas of scholarship and research include the use of digital tools for learning and assessment; fostering quality online learning experiences and relationships between students and instructors; and educational transformation via policy and technology. In her higher education experience, she has advised over 300 capstone students and dissertation students to completion. Additionally, Dr. Harvey serves as the Program Director for the EdD and MAEd programs where she teaches all research courses.

Karen Moroz

Karen Moroz taught seventh grade for 15 years and then served as a secondary-level literacy coach. She is now an Associate Professor in and the Program Director for Hamline University’s Masters in the Arts of Literacy Education and Reading License programs. She also teaches within the doctoral program. Dr. Moroz’s key areas of scholarship include effective online teaching; engaged learning; formative assessment; technology enhanced instruction; and facilitating relevant and authentic dialogue with learners. In her role as an instructor within a graduate school, Karen has advised over 200 capstone and dissertation students, providing her with a wealth of understanding of the processes and nuances researchers experience throughout their journey.