Transformative Potential-Based Research

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 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.

• List of Figures and TablesIntroductionChapter One — Introduction: The JourneyKaren's JourneyTrish's JourneyFrameworkConclusionChapter Two — What Do You Care About? Why? Where is the Potential?What Do You Care About and Where is the Potential?: Argument and ExplanationLiterature: Identifying a Research FocusFrom a Research Topic to a Research Question⇒ Chapter Two Reflective ActivitiesChapter Three — Who Are You?Researcher Positionality: Argument and ExplanationLiterature on a Reflexive Approach in Research⇒ Chapter Three Reflective ActivitiesChapter Four — Embracing a Mindset of InquiryEmbracing a Mindset of Inquiry: Argument and ExplanationLiterature on the Mindset of a ResearcherTransitioning from a Problem-Based to a Potential-Based MindsetAccepting and Conquering the Impostor Phenomenon⇒ Chapter Four Reflective ActivitiesChapter Five — Your Community and Your SupportProfessional Community: Argument and ExplanationLiterature on Your Community and Your SupportWho is Your Community of Support?⇒ Chapter Five Reflective ActivitiesChapter Six — Framing Your Potential-Based Area of Inquiry: Why Is This Important to Other People? What Are Other Points of View OnYour Problem?Framing Your Audience: Argument and ExplanationLiterature in Support of Identifying Conflicting Points of ViewPotential-Based vs. "Problem of Practice"Framing the Argument…Toward the Potential⇒ Chapter Six Reflective ActivitiesChapter Seven — Standing on the Shoulders of Those Who Came BeforeThose That Came Before Us—Argument and ExplanationLiterature in Support of…Literature!⇒Chapter Seven Reflective ActivitiesChapter Eight — Nuts and Bolts & ConclusionNuts and Bolts: Argument and Explanation⇒ Chapter Eight Reflective ActivitiesAbout the AuthorsIndex