EDU 800 – Week 15/16 Annotated Bibliographies

#1
Loseke, D. (2013). Methodological thinking: Basic issues in social research design. Los Angeles, CA: Sage.

Summary
Loseke provides a foundational overview of methodological thinking in social research, emphasizing how researchers frame problems, construct research questions, and make design decisions that shape knowledge production. Rather than focusing narrowly on methods, the book addresses the underlying logic of inquiry, including theory selection, conceptual clarity, ethics, and the relationship between research questions and methodological choices. Loseke positions research design as an iterative, reflective process that requires alignment between purpose, assumptions, and evidence.

Evaluation
A key strength of this text is its emphasis on thinking methodologically rather than mechanically applying research techniques. Loseke clearly explains abstract concepts such as epistemology, theory, and research logic in an accessible way, making the book valuable for doctoral students developing research identities. Because it is a conceptual and instructional text rather than an empirical study, it does not provide direct evidence of outcomes, but instead serves as a guide for designing rigorous and coherent research.

Reflection
This source is especially relevant to my dissertation planning because it reinforces the importance of intentional alignment between research questions, theoretical framing, and methodological choices. As I refine research questions related to instructional technology, motivation, and engagement in online higher education, Loseke’s framework supports making deliberate design decisions that strengthen rigor and coherence rather than defaulting to methods based on convenience or trends.

#2
Kinmond, K. (2012). Coming up with a research question. In C. Sullivan, S. Gibson, & S. Riley (Eds.), Doing your qualitative psychology project (pp. 23–36). London, UK: Sage.

Summary
Kinmond focuses on the early stages of qualitative research, specifically the process of developing meaningful and researchable questions. The chapter discusses how research questions emerge from curiosity, gaps in existing literature, personal and professional experience, and theoretical positioning. Kinmond emphasizes that strong qualitative questions are open-ended, flexible, and capable of evolving as understanding deepens throughout the research process.

Evaluation
This chapter’s strength lies in its practical, reflective approach to question development, which aligns well with qualitative research traditions. Kinmond acknowledges the non-linear nature of qualitative inquiry and encourages researchers to view question refinement as an ongoing process. Because the chapter is instructional rather than empirical, its contribution is methodological guidance rather than evidence-based findings, but this is appropriate given its purpose within a qualitative methods text.

Reflection
Kinmond’s discussion is particularly useful as I refine dissertation research questions related to technology-supported teaching practices in online higher education. The emphasis on reflexivity and iterative question development aligns with my intent to explore motivation, engagement, and instructor effectiveness as complex, context-dependent phenomena. This chapter supports approaching my research questions as evolving constructs shaped by theory, data, and professional practice rather than fixed statements defined too early.