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Methods in Educational Research

Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content.

Praise for the Previous Edition

"A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association

"I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation

Tabla de contenidos provista por Syndetics

• Boxes, Exhibits, Figures, and Tables(p. ix)
• Preface(p. xix)
• Acknowledgments(p. xxiii)
• The Authors(p. xxv)
• 1 Introduction to Educational Research(p. 1)
• Chapter Objectives(p. 1)
• Educational Accountability and Educational Research(p. 2)
• Conducting Educational Research(p. 9)
• Philosophical Frameworks for Educational Research(p. 13)
• Research Ethics(p. 16)
• 2 Types of Educational Research Designs and Related Major Concepts(p. 23)
• Chapter Objectives(p. 23)
• Types of Approaches Used in Educational Research(p. 24)
• 3 Descriptive Statistics(p. 45)
• Chapter Objectives(p. 45)
• Characteristics of Data(p. 46)
• Summarizing Data Using Descriptive Statistics(p. 48)
• 4 Educational Measurement: Archival Data and Standardized Instruments(p. 79)
• Chapter Objectives(p. 79)
• Measurement in Education(p. 80)
• Evaluating the Quality of Standardized Instruments: Reliability and Validity(p. 93)
• Issues in Finding and Using Standardized Instruments(p. 101)
• 5 Qualitative Measures and Procedures(p. 111)
• Chapter Objectives(p. 111)
• Characteristics of Qualitative Measurement(p. 112)
• Sampling in Qualitative Research(p. 134)
• 6 Qualitative Research(p. 141)
• Chapter Objectives(p. 141)
• Research Vignette(p. 142)
• Understanding Qualitative Research(p. 142)
• Steps in Designing Qualitative Research(p. 160)
• Evaluating Narrative Inquiry and Phenomenological Research(p. 169)
• 7 Organization and Analysis of Qualitative Data(p. 179)
• Chapter Objectives(p. 179)
• Analysis of Qualitative Data(p. 180)
• Steps in Analyzing Qualitative Data(p. 180)
• 8 Descriptive Survey Research: Quantitative Research(p. 197)
• Chapter Objectives(p. 197)
• Research Vignette(p. 198)
• Characteristics of Descriptive Survey Research(p. 198)
• Steps in Conducting Descriptive Survey Research(p. 201)
• Evaluating Descriptive Survey Research(p. 222)
• 9 Experimental Research(p. 227)
• Chapter Objectives(p. 227)
• Research Vignette(p. 228)
• Understanding Experimental Research(p. 228)
• Steps in Planning and Conducting Experimental Research(p. 230)
• Threats to Experimental Validity(p. 241)
• Single-Subject Research Designs(p. 253)
• 10 Nonexperimental Approaches: Causal-Comparative and Correlational Research(p. 265)
• Chapter Objectives(p. 265)
• Research Vignette(p. 266)
• Causal-Comparative Research(p. 266)
• Correlational Research(p. 271)
• Multiple Regression Studies(p. 288)
• 11 Inferential Statistics(p. 293)
• Chapter Objectives(p. 293)
• Beyond Descriptive Statistics: Inferential Statistics(p. 294)
• Steps in Analyzing Data Using Inferential Tests(p. 302)
• Designs with More than One Independent or Dependent Variable(p. 306)
• 12 Action Research(p. 311)
• Chapter Objectives(p. 311)
• Research Vignette(p. 312)
• Understanding Action Research(p. 313)
• Steps in Conducting Action Research(p. 321)
• Data Sources for Action Research(p. 330)
• Evaluation of Action Research(p. 346)
• 13 Program Evaluation in Education(p. 361)
• Chapter Objectives(p. 361)
• Research Vignette(p. 362)
• What Is Program Evaluation?(p. 363)
• Types, Approaches, and Models of Program Evaluation(p. 371)
• Steps in Designing Program Evaluation(p. 375)
• Program Evaluation Data and Critiquing Evaluation Reports(p. 376)
• Training and Careers in Program Evaluation(p. 378)
• 14 Identifying and Researching a Topic(p. 383)
• Chapter Objectives(p. 383)
• Getting Started(p. 384)
• Identify a Research Topic(p. 384)
• Refine Your Topic as You Search(p. 387)
• Search the Literature(p. 391)
• Identify and Summarize Key Information from Articles(p. 404)
• When Do I Have Enough?(p. 406)
• 15 The Research Proposal(p. 409)
• Chapter Objectives(p. 409)
• Preparing a Research Proposal(p. 410)
• References(p. 427)
• Appendix A (p. 435)
• Appendix B (p. 469)
• Index(p. 499)

Notas de autor provistas por Syndetics

Marguerite G. Lodico, EdD, is a professor at the College of Saint Rose where she teaches child development and educational research.
Dean T. Spaulding, PhD, is an associate professor at the College of Saint Rose where he teaches educational research and program evaluation.
Katherine H. Voegtle, PhD, is a professor at the College of Saint Rose where she teaches courses in human development, educational research, and educational psychology.