Transformative Potential-Based Research

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 On Your Problem?

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

NOTE: Table of Contents subject to change up until publication date.

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.

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.