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Written for students, educators, and researchers, Methods in Educational Research offers a refreshing introduction to the principles of educational research. Designed for the real world of educational research, the book's approach focuses on the types of problems likely to be encountered in professional experiences. Reflecting the importance of The No Child Left Behind Act , "scientifically based" educational research, school accountability, and the professional demands of the twenty-first century, Methods in Educational Research empowers educational researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community-activities that are now not only expected but required of all teachers.

Tabla de contenidos provista por Syndetics

• Tables, Figures, and Exhibits(p. xv)
• Preface(p. xix)
• Acknowledgments(p. xxi)
• About the Authors(p. xxiii)
• 1 Introduction to Educational Research(p. 1)
• Chapter Objectives(p. 1)
• Educational Research Today(p. 2)
• Educational Research: Using the Scientific Method(p. 4)
• Philosophical Frameworks for Educational Research(p. 6)
• Scientific Realism
• Social Constructivism
• Advocacy or Liberatory Framework
• Pragmatism
• Types of Approaches Used in Educational Research(p. 10)
• Basic Versus Applied Research Approaches
• Quantitative Research Approaches
• Qualitative Research Approaches
• Research Approaches Using Qualitative or Quantitative Approaches (or Both)
• Chapter Summary(p. 19)
• Key Concepts(p. 19)
• Discussion Questions or Activities(p. 21)
• Suggested Readings(p. 21)
• 2 Identifying and Researching a Topic(p. 22)
• Chapter Objectives(p. 22)
• Getting Started(p. 23)
• Developing Ideas for Research Studies: Possible Topics
• From Topics to Questions
• Developing a More Focused Research Question
• Searching the Literature(p. 31)
• Type of Sources
• Finding Sources
• Summarizing Information from Articles
• When Do I Have Enough?
• Chapter Summary(p. 47)
• Key Concepts(p. 47)
• Discussion Questions or Activities(p. 48)
• Suggested Reading(p. 48)
• 3 The Research Proposal(p. 49)
• Chapter Objectives(p. 49)
• Preparing a Research Proposal(p. 49)
• Why Write a Research Proposal?
• Anatomy of a Research Proposal
• Chapter Summary(p. 63)
• Key Concepts(p. 64)
• Discussion Questions or Activities(p. 64)
• Suggested Readings(p. 64)
• 4 Measurement in Educational Research and Assessment: Preestablished Instruments and Archival Data(p. 65)
• Chapter Objectives(p. 65)
• Preestablished Instruments and Archival Data(p. 66)
• Preestablished Instruments
• Types of Preestablished Measures
• Archival Data
• Scales of Measurement(p. 72)
• Summarizing Data Using Descriptive Statistics(p. 74)
• Frequency Distributions
• What is a Typical or Average Score? Measures of Central Tendency
• Measures of Variability
• Types of Scores Used to Compare Performance on Educational Measures
• Use of Correlational Coefficients in Evaluating Measures
• Evaluating the Quality of Educational Measures: Reliability and Validity(p. 87)
• Reliability
• Validity
• Finding Preestablished Measures
• Criteria for Selecting Preestablished Instruments
• Reliability and Validity in Archival Data
• Chapter Summary(p. 100)
• Key Concepts(p. 102)
• Discussion Questions or Activities(p. 103)
• Suggested Readings(p. 104)
• 5 Self-Developed Measures and Qualitative Measurement(p. 105)
• Chapter Objectives(p. 105)
• Self-Developed Instruments(p. 106)
• Developing Scales for Use in Surveys(p. 106)
• Likert Scales
• Semantic Differential Scales
• Establishing Reliability and Validity for Surveys
• Developing Observational Checklists(p. 113)
• Reliability and Validity for Observational Checklists
• Developing Measurement Procedures and Tools for Qualitative Studies(p. 116)
• Use of Observations
• Observational Protocols
• Use of Interviews
• Interview Protocols
• Use of Documents and Artifacts
• Developing Measurement Tools for Action Research(p. 127)
• Checklists and Rating Scales
• Grading Rubrics
• Journals
• Records and Documents
• Maps, Photographs, and Artifacts
• Evaluating the Quality of Measures Used in Action Research
• Chapter Summary(p. 135)
• Key Concepts(p. 136)
• Discussion Questions or Activities(p. 137)
• Suggested Readings(p. 137)
• 6 Working with Research Participants: Sampling and Ethics(p. 139)
• Chapter Objectives(p. 139)
• Selecting Participants(p. 139)
• Sampling in Qualitative Research
• Sampling in Quantitative Research
• Types of Random Sampling
• Nonrandom Samples
• Sample Size and Survey Response Rates
• Ethical Issues and Participants(p. 146)
• Ethics in Qualitative Research
• Ethics in Quantitative Research
• Chapter Summary(p. 152)
• Key Concepts(p. 153)
• Discussion Questions or Activities(p. 154)
• Suggested Readings(p. 154)
• 7 Descriptive-Survey Research(p. 155)
• Chapter Objectives(p. 155)
• Research Vignette(p. 155)
• Characteristics of Descriptive-Survey Research(p. 156)
• Writing a Research Question
• Writing Subquestions
• Steps for Doing Descriptive-Survey Research(p. 159)
• Step 1 Designing and Developing a Survey or Questionnaire
• Step 2 Selecting the Sample
• Step 3 Piloting the Survey
• Step 4 Administering the Survey
• Types of Survey Studies(p. 171)
• Designs that Follow the Same Sample Over Time
• Designs that Select Different Samples Over Time
• Other Types of Descriptive Research(p. 173)
• Chapter Summary(p. 174)
• Key Concepts(p. 175)
• Discussion Questions or Activities(p. 175)
• Suggested Readings(p. 176)
• 8 Experimental Research(p. 177)
• Chapter Objectives(p. 177)
• Research Vignette(p. 177)
• Understanding Experimental Research(p. 178)
• Steps in Planning and Conducting Experimental Research
• Analyzing the Data(p. 187)
• Making a Decision About the Hypothesis
• Formulating Conclusions
• Threats to Experimental Validity(p. 188)
• Threats to Internal Validity
• Threats to External Validity
• Single-Subject Research Designs(p. 200)
• Types of Single Subject Research
• External and Internal Validity
• Chapter Summary(p. 204)
• Key Concepts(p. 206)
• Discussion Questions or Activities(p. 206)
• Suggested Readings(p. 207)
• 9 Nonexperimental Approaches: Causal-Comparative and Correlational Research(p. 208)
• Chapter Objectives(p. 208)
• Research Vignette(p. 209)
• Causal-Comparative Research(p. 209)
• Steps in Causal-Comparative Research
• Correlational Research(p. 214)
• Differences Between Causal-Comparative Research and Correlational Research
• Displaying Correlational Relationships
• Relationship Studies
• Prediction Studies
• Steps in Conducting a Correlational Study
• Evaluating Correlational Studies(p. 228)
• Sampling Issues
• Reliability and Validity of Measurement
• Statistical and Practical Importance
• Careful Selection of Variables
• Correlation and Causation
• Multiple Regression(p. 236)
• Chapter Summary(p. 238)
• Key Concepts(p. 240)
• Discussion Questions or Activities(p. 241)
• Suggested Readings(p. 241)
• 10 Analyzing Quantitative Data(p. 242)
• Chapter Objectives(p. 242)
• Initial Examination of Quantitative Data(p. 243)
• Interpreting Graphs
• Interpreting Measures of Central Tendency and Variability
• Beyond Descriptive Statistics: Inferential Statistics(p. 247)
• Underlying Concepts(p. 247)
• Sampling Error
• Critical Concepts: The Null Hypothesis, Statistical Significance and Error
• Analyzing Data Using Inferential Tests(p. 255)
• Step 1 Review the Null Hypothesis
• Step 2 Decide on Probability Level
• Step 3 Select the Statistical Tool
• Step 4 Calculate the Results of the Statistical Test and Make Decision About Rejecting the Null Hypothesis
• Designs with More Than One Independent or Dependent Variable
• Chapter Summary(p. 261)
• Key Concepts(p. 261)
• Discussion Questions or Activities(p. 262)
• Suggested Readings(p. 262)
• 11 Qualitative Research(p. 263)
• Chapter Objectives(p. 263)
• Research Vignette(p. 263)
• Understanding Qualitative Research(p. 264)
• Steps in Conducting Qualitative Research(p. 265)
• Types of Qualitative Research(p. 267)
• Ethnography
• Case Study Research
• Phenomenological Research
• Grounded Theory
• Evaluating Qualitative Research(p. 272)
• Credibility
• Dependability
• Transferability
• Promoting Action and Collaboration
• Chapter Summary(p. 277)
• Key Concepts(p. 278)
• Discussion Questions or Activities(p. 278)
• Suggested Readings(p. 279)
• 12 Mixed-Methods and Action Research(p. 280)
• Chapter Objectives(p. 280)
• Research Vignette(p. 280)
• Mixed-Methods Research(p. 281)
• Barriers to Mixed-Methods Research
• Characteristics of Mixed-Methods Research
• Mixed-Methods Designs
• Steps in Conducting Mixed-Methods Studies
• Evaluating Mixed-Methods Research Studies
• Action Research(p. 288)
• Characteristics of Action Research
• Steps in Conducting Action Research
• Types of Action Research
• Evaluating Action Research
• Chapter Summary(p. 297)
• Key Concepts(p. 297)
• Discussion Questions or Activities(p. 298)
• Suggested Readings(p. 298)
• 13 Organization and Analysis of Qualitative Research Data(p. 300)
• Chapter Objectives(p. 300)
• Research Vignette(p. 300)
• Overview of Qualitative Data Analysis(p. 301)
• Preparing and Organizing the Data
• Reviewing and Exploring the Data
• Coding Data into Categories
• Constructing Descriptions of People, Places, and Activities
• Building Themes and Testing Hypotheses
• Reporting and Interpreting Data
• Chapter Summary(p. 313)
• Key Concepts(p. 314)
• Discussion Questions or Activities(p. 314)
• Suggested Readings(p. 314)
• 14 Program Evaluation in Education(p. 315)
• Chapter Objectives(p. 315)
• Research Vignette(p. 315)
• What Is Program Evaluation?(p. 316)
• What Is a Program?
• Accessing the Setting and Participants
• Collecting and Using Data
• Changing Practice
• Reporting Findings and Recommendations
• Formative and Summative Evaluation
• Training in Program Evaluation
• Internal or External Evaluators
• Role of the Program Evaluator in Delivering Bad News(p. 324)
• Types or Models of Program Evaluation
• Chapter Summary(p. 327)
• Key Concepts(p. 327)
• Discussion Questions or Activities(p. 328)
• Suggested Readings(p. 328)
• 15 Educational Research Can Make a Difference(p. 329)
• Chapter Objectives(p. 329)
• Researchers Who Have Made A Difference(p. 329)
• Researchers Working at Colleges and Universities
• Researchers Working in Schools and Community Organizations
• Chapter Summary(p. 337)
• Discussion Questions or Activities(p. 338)
• References(p. 339)
• Appendix A Sample Qualitative Proposal(p. 345)
• Appendix B Sample Quantitative Proposal(p. 369)
• Appendix C Calculation of the Standard Deviation(p. 393)
• Index(p. 399)

Notas de autor provistas por Syndetics

Marguerite G. Lodico, Ed.D. , is professor at The College of Saint Rose, where she teaches child development and educational research. In addition to her teaching responsibilities, she conducts research in urban schools and community settings.

Dean T. Spaulding, Ph.D. , is associate professor at The College of Saint Rose, where he teaches educational research and program evaluation and conducts evaluations of school and community programs.

Katherine H. Voegtle, Ph.D. , is associate professor at The College of Saint Rose, where she teaches courses in human development and educational research and conducts research on diversity and child development.