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Historical research

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Title: Historical research


1
WELCOME
Presented by B. Kalpana Asso. Prof Dept of
Community health Nursing Sree Narayana Nursing
College Nellore
2
Historical Research
3
What is Historical Research?
  • It is the procedure in which a researcher
    collects and evaluates data to understand reports
    or observation made by others.
  • It test hypotheses concerning causes, effects
    that may help to explain present events and
    anticipate future events.

4
Purpose of Historical Research
  • To learn from past successes and failures.
  • Learn how things were done in the past and apply
    them to current or future events.
  • To assist in prediction.
  • Understand the present practices and policies by
    understanding the history surrounding them.

5
Value of Historical Research
  • It throws light on present and future trends.
  • It enables understanding of and solutions to
    contemporary problems to be sought in the past.
  • It can illuminate the effects of key interactions
    within a culture or sub-culture.
  • It allows for the revaluation of data in relation
    to selected hypotheses, theories and
    generalizations that are presently held about the
    past and the present.

6
Steps in a Historical Research
  • Conceptualization of an idea, topic, or research
    question
  • Definition of the problem
  • Formulation of questions to be answered or
    hypotheses to be tested
  • Locate evidence and do background literature
    review

7
  • Systematic collection of data.
  • Primary Research
  • Secondary Research
  • Evaluate evidence and Organize evidence
  • Synthesize evidence and develop general
    explanatory model Presenting and interpreting the
    information as it relates to the hypotheses
  • Develop a narrative exposition of the findings

8
Sources of Information
  • Primary
  • Eye or ear witnesses
  • Original documents such as
  • Relics
  • Remains
  • Artifacts

9
  • Secondary
  • Copies of objects
  • Second hand information
  • Textbooks
  • Periodicals
  • Newspapers
  • Encyclopedias
  • Review of research and other references

10
Print sources
  • Books
  • Periodicals
  • Academic
  • professional journals
  • Magazines
  • Newspapers
  • Bibliographies
  • Indexes
  • Encyclopedias

11
Non-print sources
  • Internet
  • Search engines
  • Computer databases
  • CD-ROMS
  • Electronic databases
  • Interviewing

12
Principles for determining reliability in
historical research
  • The following core principles of source criticism
    were formulated by two Scandinavian historians,
    Olden-Jørgensen (1998) and Thurén (1997)
  • Human sources may be relics such as a
    fingerprint or narratives such as a statement or
    a letter.
  • Relics are more credible sources than
    narratives.

13
  • Any given source may be forged or corrupted.
    Strong indications of the originality of the
    source increase its reliability.
  • The closer a source is to the event which it
    purports to describe, the more one can trust it
    to give an accurate historical description of
    what actually happened.
  • An eyewitness is more reliable than testimony at
    second hand, which is more reliable than hearsay
    at further remove, and so on.

14
  • If a number of independent sources contain the
    same message, the credibility of the message is
    strongly increased.
  • The tendency of a source is its motivation for
    providing some kind of bias. Tendencies should be
    minimized or supplemented with opposite
    motivations.
  • If it can be demonstrated that the witness or
    source has no direct interest in creating bias
    then the credibility of the message is increased.

15
Evaluating Historical Sources
  • External Criticism
  • Authentic?
  • Genuine?
  • Internal Criticism
  • Accurate?
  • Meaning?

16
criticism
  • Garraghan divides source criticism into six
    inquiries
  • When was the source, written or unwritten,
    produced (date)?
  • Where was it produced (localization)?
  • By whom was it produced (authorship)?
  • From what pre-existing material was it produced
    (analysis)?
  • In what original form was it produced
    (integrity)?
  • What is the evidential value of its contents
    (credibility)?

17
External Criticism
18
  • Who wrote the document?
  • For what purpose was the document written?
  • When was the document written?
  • Where was the document written?
  • Under what conditions was the document written?
  • Do different forms or versions of the document
    exist?

19
Internal Criticism
20
  • What was meant by the author?
  • How much credibility can be given to the author?
  • What was the author trying to say?
  • How could the authors word be interpreted?
  • Does the document contain bias of any sort?

21
Data Analysis in Historical Research
  • Methodology to synthesize a very large amount of
    data into a meaningful narrative
  • Organize information into categories
  • Locate patterns or themes
  • Develop a coding system

22
Types Of Historical Research
  • A. Historical Events Research
  • examines particular events or processes that
    occurred over short spans of time
  • Methodological problems
  • Meanings may have changed
  • Information may not be complete

23
Types (cont.)
  • B. Historical Process Research
  • focus on how and why a series of events unfolded
    over some period of time
  • Methodological problems
  • May place too much emphasis on the actions and
    decisions of particular actors
  • Not always clear which example represents general
    pattern
  • definitions may change over time
  • relies on long-term records and archives

24
Types (cont.)
  • C. Cross-Sectional Comparative Research
  • comparing two or more social settings or groups
    (usually countries) at one particular point in
    time
  • Methodological problems
  • comparability of measures across countries

25
Types (cont.)
  • D. Comparative Historical Research
  • combines historical process research
  • and cross-sectional comparative research
  • To understand causal processes at work within
    particular groups and to identify general
    historical patterns across groups
  • Methodological problems
  • history has not been recorded accurately or
    reliably
  • difficult to know how to deal with exceptions
  • difficult to conclude that one factor (and not
    others) is what causes some outcome
  • groups being compared may not be independent
    (Galtons Problem)

26
Ethical Issues
  • Right to Privacy
  • Right to Know
  • Infringement on Historical Reputation

27
Advantages of Historical Research
  • Allows investigation of topics and questions that
    can be studied in no other way.
  • Study evidence from the past.
  • Make use of different kinds of evidence.
  • Provide a rich source of information.

28
Strengths of Historical Method
  • 1. The historical method is unobtrusive
  • 2. The historical method is well suited for trend
    analysis.
  • 3. There is no possibility of researcher-subject
    interaction.

29
Disadvantages of Historical Research
  • Threats to internal validity
  • Limitations of the sample and instrumentation
  • Can not ensure representativeness of the sample
  • Unable to check the reliability and validity
  • Bias of the researcher

30
Weaknesses of Historical Method
  • 1. Bias in interpreting historical sources.
  • 2. Interpreting sources is very time consuming.
  • 3. Sources of historical materials may be
    problematic
  • 4. Lack of control over external variables

31
An Example of Historical Research
  • This study compared the similarities
    between inquiry-based and problem-solving methods
    and their potential for improving student
    performance. The data was collected by collating
    research reported by both science and
    agricultural educators who had investigated and
    applied both the inquiry-based and
    problem-solving methods to increase student
    success. The literature reviewed included
    dissertations, national reports, articles from
    professional journals and magazines, books,
    on-line Internet and other related resources.
  • Parr, Brian Edwards, Craig M. (2004).
    Inquiry-Based Instruction in Secondary
    Agricultural Education Problem-Solving An Old
    Friend Revisited. Journal of Agricultural
    Education, 45,106-116. Retrieved November 10,
    2006 from the World Wide Web http//pubs.aged.tam
    u.edu.

32
  • Hewitt LC1.
  • 1Home Nursing Association of Westchester, USA.
  • Abstract
  • Historical research, a method of inquiry that
    combines science and literature, often supports a
    common thesis that an informed understanding of
    nursing history provides insights that can
    contribute effective approaches to current
    professional issues. Historical research was
    formally recognized by the American Nurses
    Association (ANA) in 1965. A review of 11 recent
    historical research studies supports the concept
    that adherence to established standards of
    research and presentation contributes to the
    value of historical research. While relating an
    interesting story is an intrinsic element of
    historical research, the research gains purpose
    and meaning when the presentation of data
    includes a statement of purpose utilizing a
    research question, a review of literature
    establishing a relation to the greater nursing
    community, and a concluding analysis relating the
    research to current and future professional
    issues.

33
  • Lusk B1.
  • 1Northern Illinois University, School of Nursing,
    DeKalb 60115, USA.
  • Abstract
  • PURPOSE
  • To describe the basic tenets of historical
    research methodology, with emphasis on
    researching nursing history.
  • AIMS
  • To introduce students and researchers to
    historical research, through substantive
    guidelines for library and archival research, and
    definitions of primary and secondary sources. To
    discuss ethical considerations--particularly
    those provoked by recent scholarly interest in
    the history of ordinary people. To explore issues
    of external and internal criticism. To discuss
    analysis, synthesis, and presentation of
    historical findings.
  • CONCLUSIONS
  • Historical research, as a type of scholarly
    inquiry, requires attention to methodology to
    uncover and interpret findings for nursing.

34
Refferance
  • Fraenkel, J.R. Wallen, N.E. (2006). Internal
    Validity. How to design and evaluate research in
    education (6th ed.,pp.168-186). New York
    McGraw Hill.
  • Parr, Brian Edwards, Craig M. (2004).
    Inquiry-Based Instruction in Secondary
    Agricultural Education Problem-Solving An Old
    Friend Revisited. Journal of Agricultural
    Education, 45,106-116. Retrieved November 10,
    2006 from the World Wide Web http//pubs.aged.tam
    u.edu.

35
Interesting Internet Sites on Historical Research
  • Library and Archives Canada
  • http//www.bac-lac.gc.ca/eng/Pages/home.aspx
  • Where To Do Historical Research (Links)
    http//www.wheretodoresearch.com/History.htm
  • Oral History Digital Collection Youngstown State
    http//www.maag.ysu.edu/oralhistory/oral_hist.html
  • Oral History Project List Columbia University
    http//www.columbia.edu/cu/lweb/indiv/oral/project
    s.html

36
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37
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