Methods in Educational Research: From Theory to Practice
Lýsing:
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 books 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 communityactivities that are now not only expected but required of all teachers.
Annað
- Höfundur: Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle
- Útgáfa:2
- Útgáfudagur: 5/3/10
- Hægt að prenta út 10 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9781118585566
- Print ISBN: 9780470436806
- ISBN 10: 1118585569
Efnisyfirlit
- Front Matter
- Dedication
- Preface
- Acknowledgments
- The Authors
- Chapter One Introduction to Educational Research
- Chapter Objectives
- Educational Accountability and Educational Research
- Box 1.1 Educational Reform and the No Child Left Behind Act
- Box 1.2 Action Research Example
- Results of NCLB and New Directions in Accountability
- Table 1.1 Sample Value-Added Data for Two School Districts
- Conducting Educational Research
- The Scientific Method
- Basic Versus Applied Research Approaches
- Table 1.2 Qualitative and Quantitative Approaches: The Scientific Process
- Scientific Realism
- Social Constructivism
- Advocacy-Liberatory Framework
- Pragmatism
- Table 1.3 Frameworks and Assumptions Underlying Educational Research
- Chapter Objectives
- Types of Approaches Used in Educational Research
- Quantitative Research Approaches
- Descriptive Survey Research
- Experimental Research
- Single-Subject Research
- Causal-Comparative Research
- Correlational Research
- Meta-Analysis
- Qualitative Research Approaches
- Case Study
- Ethnographic Research
- Phenomenological Research
- Narrative Research
- Research Approaches Using Qualitative or Quantitative Approaches (or Both)
- Action Research
- Program Evaluation
- Quantitative Research Approaches
- Chapter Objectives
- Characteristics of Data
- Table 3.1 Scales of Measurement
- Summarizing Data Using Descriptive Statistics
- Frequency Distributions
- Table 3.2 Frequency Table of Number of Books Read by 30 Students
- Table 3.3 Sample Grouped Frequency Table
- Figure 3.1 Sample Frequency Polygon
- Figure 3.2 Sample Histogram
- Figure 3.3 Examples of Positively Skewed and Negatively Skewed Distributions
- Figure 3.4 Grades in Distance Education Classes
- Measures of Central Tendency
- Mode
- Mean
- Table 3.4 Calculation of Mean from a Frequency Table
- Median
- Measures of Variability
- Figure 3.5 Distributions of Test Scores for Two School Districts
- Range
- Variance
- Calculating the Variance for Distribution Z
- Standard Deviation
- Normal Curve
- Figure 3.6 Normal Curve
- Frequency Distributions
- Interpreting Measures of Central Tendency and Variability
- Table 3.5 Means and Standard Deviations for the Number of Words Written
- Measures of Relationship
- Figure 3.7 “Box-and-Whisker” Graphs
- Table 3.6 Sample Table Showing Relationship Between Two Variables
- Figure 3.8 Relationship Between High-Jump and Long-Jump Scores
- Figure 3.9 Scatterplot of Children's Weight and Amount of Physical Exercise
- Figure 3.10 Scatterplot with Prediction Line
- Figure 3.11 Scatterplot Representations of Correlation Coefficients of Different Sizes
- Figure 3.12 Scatterplot of Relationship Between Achievement Test Scores and Test Anxiety
- Exhibit 3.1 Sample Pearson r Correlation
- Figure 3.13 Relationship Between Achievement and Self-Esteem
- Table 3.7 Student Math and ELA Scores
- Table 3.8 Correlations Among Five Variables
- Chapter Objectives
- Measurement in Education
- Archival Data
- Box 4.1 What Is the Real Graduation Rate for U.S. Students?
- Reliability and Validity in Archival Data
- Standardized Instruments
- Types of Standardized Instruments
- Box 4.2 High-Stakes State-Mandated Tests
- Types of Standardized Instruments
- Archival Data
- Cognitive and Noncognitive Areas Measured by Standardized Instruments
- Types of Scores Used to Compare Performance on Standardized Tests
- Raw Scores
- Figure 4.1 Normal Curve with Test Scores
- Percentile Ranks
- Standard Scores
- Stanines
- Percentages
- Grade-Equivalent Scores
- Raw Scores
- Figure 4.2 Overview of the Process in Developing Standardized Instruments
- Stability or Test-Retest Reliability (Consistency Across Time)
- Equivalent-Form Reliability (Consistency Across Different Forms)
- Internal Consistency Reliability (Consistency Within the Instrument)
- Validity
- Content Validity
- Criterion-Related Validity
- Construct Validity
- Relationship Between Reliability and Validity
- Testing Students With Disabilities
- Bias in Testing
- Finding Standardized Instruments
- Criteria for Selecting Standardized Instruments
- Box 4.3 Web Sites with Information on Standardized Tests
- Chapter Objectives
- Characteristics of Qualitative Measurement
- Table 5.1 Characteristics of Qualitative Measurement
- Gaining Entry to a Site and Maintaining Good Field Relationships
- Use of Observations
- Degrees of Researcher Participation
- Key Features of Careful Observation
- Developing Observational Tools
- Exhibit 5.1 Sample Observational Protocol and Recording Sheet
- Conducting Observations
- Use of Interviews
- Exhibit 5.2 Sample Field Notes Using an Observational Protocol
- Table 5.2 Advantages and Disadvantages of Surveys Versus Interviews
- Types of Interviews
- Interview Protocols
- Types of Interview Questions
- Exhibit 5.3 Sample Interview Protocol for Feasibility Study
- Table 5.3 Types of Interview Questions and Probes
- Conducting a Good Interview
- Use of Documents, Images, and Artifacts
- Use of Electronic Sources
- Sampling in Qualitative Research
- Types of Sampling
- Table 5.4 Summary of Purposeful Sampling Strategies
- Sampling and Collecting Data in Culturally Diverse Settings
- Types of Sampling
- Summary
- Key Concepts
- Discussion Questions or Activities
- Suggested Readings
- Chapter Objectives
- Research Vignette
- Understanding Qualitative Research
- Narrative Inquiry
- Types and Characteristics of Narrative Inquiry
- Table 6.1 Types of Narrative Inquiry
- Theoretical Assumptions Underlying Narrative Inquiry
- Types and Characteristics of Narrative Inquiry
- Phenomenological Research
- Table 6.2 Theoretical Assumptions Underlying Narrative Inquiry
- Theoretical Assumptions for Phenomenological Research
- Table 6.3 Theoretical Assumptions Underlying Phenomenological Research
- Narrative Inquiry
- Ethnography
- Types and Characteristics of Ethnography
- Table 6.4 Types of Ethnographic Studies
- Theoretical Assumptions Underlying Ethnographic Research
- Types and Characteristics of Ethnography
- Case Study Research
- Types and Characteristics of Case Studies
- Theoretical Assumptions Underlying Case Studies
- Step 1: Identify a Research Topic or Focus
- Step 2: Conduct a Review of Literature
- Step 3: Define the Role of Researcher
- Step 4: Manage Entry Into the Field and Maintain Good Field Relations
- Step 5: Write Qualitative Subquestions
- Step 6: Select Participants
- Step 7: Collect the Data
- Step 8: Analyze and Interpret the Data
- Step 9: Disseminate Results
- Table 6.5 Steps in Conducting Qualitative Research
- Credibility
- Dependability
- Transferability
- Catalytic Authenticity
- Table 6.6 Criteria for Evaluating Qualitative Research Studies
- Sample Narrative Inquiry Studies
- Sample Phenomenological Studies
- Sample Ethnographic Research Studies
- Sample Case Study Research Studies
- Chapter Objectives
- Analysis of Qualitative Data
- Steps in Analyzing Qualitative Data
- Step 1: Prepare and Organize the Data
- Step 2: Review and Explore the Data
- Step 3: Code Data into Categories
- Table 7.1 Common Code Categories and Examples of Code Names from a Life Story of a Latino Youth
- Step 4: Construct Thick Descriptions of People, Places, and Activities
- Step 5: Build Themes and Test Hypotheses
- Box 7.1 Sample Interview Transcript from a Narrative Inquiry Study
- Interview 1 with Youth
- Interview 2 with Teacher
- Box 7.2 Thick Description of a Latino Youth
- Box 7.3 Contrasting Perspectives in a Case Study
- Box 7.1 Sample Interview Transcript from a Narrative Inquiry Study
- Step 6: Report and Interpret Data
- Figure 7.1 Steps Involved in Analyzing Qualitative Data
- Table 7.2 Report Formats for Presenting Findings from Qualitative Research
- Chapter Objectives
- Research Vignette
- Characteristics of Descriptive Survey Research
- One-Shot Survey Design
- Longitudinal Survey Study
- Trend Survey Study
- Follow-Up Survey Study
- Cohort Survey Study
- Descriptive-Comparative Study
- Steps in Conducting Descriptive Survey Research
- Step 1: Identify a Research Topic
- Step 2: Conduct a Review of the Literature
- Table 8.1 Types of Descriptive Survey Designs
- Step 3: Develop Research Questions
- Step 4: Develop the Survey
- Sections of a Survey
- Instructions and Cover Letter
- Exhibit 8.1 Student Perception Survey
- Box 8.1 Ethical Issues in Descriptive Survey Research
- Demographics
- Exhibit 8.2 Sample Demographics Form
- The Body of the Survey
- Criteria for Writing Good Survey Items
- Exhibit 8.3 Student Perceptions of the Impact of School Uniforms on the School Community
- Step 5: Select the Participants
- Box 8.2 Samples of Ideal and Realistic Populations
- Types of Random Sampling
- Table 8.2 Simple Random Selection
- Exhibit 8.4 Database for 10 Students from Alysia's Study on School Uniforms
- Criteria for Evaluating Descriptive Survey Research
- Table 8.3 Criteria for Evaluating Descriptive Survey Research
- Chapter Objectives
- Research Vignette
- Understanding Experimental Research
- Table 9.1 Experimental Research
- Steps in Planning and Conducting Experimental Research
- Step 1: Select a Topic
- Step 2: Review the Relevant Literature and Define a Research Question
- Step 3: Develop a Research Hypothesis
- Directional Hypothesis
- Nondirectional Hypothesis
- Null Hypothesis
- Step 4: Select and Assign Participants to Groups
- Table 9.2 Hypotheses in Experimental Research
- Step 5: Select Measurement Instruments
- Figure 9.1 Random Selection and Random Assignment
- Step 6: Select Controls for Extraneous Variables
- Control Groups
- Random Assignment of Individuals to Treatments
- Matching
- Comparing Homogeneous Subgroups
- Pretesting of Participants
- Holding Extraneous Variables Constant
- Factorial Designs
- Table 9.3 Factorial Design
- Statistical Control of Extraneous Variables
- Step 7: Define and Administer the Experimental Treatments
- Step 8: Collect and Analyze Data
- Step 9: Make a Decision About the Hypothesis
- Table 9.4 Math Scores from Johanna's Research Study
- Step 10: Formulate Conclusions
- Threats to Experimental Validity
- Box 9.1 Internal and External Validity in Action! What Works in the Lab Might Not Work in the Classroom
- Threats to Internal Validity
- Table 9.5 Threats to Internal Validity
- History
- Maturation
- Testing
- Instrumentation
- Statistical Regression
- Differential Selection of Participants
- Mortality or Attrition
- Threats to External Validity
- Pretest-Treatment Interaction
- Multiple Treatment Interaction
- Table 9.6 Threats to External Validity
- Selection-Treatment Interaction
- Specificity of Variables
- Treatment Diffusion
- Experimenter Effects
- Reactive Effects
- Figure 9.2 Number of Words Spoken by a Child with Autism During Baseline Period
- Types of Single-Subject Research Designs
- A-B-A and A-B-A-B Research Designs
- Figure 9.3 Sample A-B-A Design
- Figure 9.4 A-B-A-B Design
- Multiple-Baseline Designs
- A-B-A and A-B-A-B Research Designs
- Internal and External Validity of Single-Subject Designs
- Figure 9.5 Sample Multiple-Baseline Design
- Box 9.2 The Four Rules of Single-Subject Research
- Figure 9.6 Group Experimental and Single-Subject Research Add to Professional Knowledge and Decision Making
- Chapter Objectives
- Research Vignette
- Causal-Comparative Research
- Steps in Causal-Comparative Research
- Step 1: Select a Topic
- Step 2: Review the Literature
- Step 3: Develop a Research Hypothesis
- Step 4: Define the Independent Variable
- Step 5: Select Participants and Control Extraneous Variables
- Step 6: Select Measurement Instruments
- Step 7: Collect Data
- Step 8: Analyze Data
- Step 9: Interpret the Results
- Correlational Research
- Figure 10.1 Television Watching and Body Weight
- Differences Between Causal-Comparative Research and Correlational Research
- Relationship Studies
- Figure 10.2 Predicted Correlations Among Four Variables
- Prediction Studies
- Steps in Conducting a Correlational Study
- Step 1: Review the Literature to Identify Variables
- Step 2: Select a Sample
- Step 3: Identify a Measure for Each Variable
- Step 4: Collect Data
- Step 5: Analyze Data
- Box 10.1 Ethical Issues in Correlational Prediction Studies
- Table 10.1 Common Statistical Tests for Examining Relationships Between Variables
- Step 6: Interpret the Results
- Evaluating Correlational Studies
- Sampling Techniques
- Reliability and Validity of Measurement
- Statistical and Practical Importance
- Figure 10.3 Scatterplot Showing Restriction of Range in Amount of Physical Exercise
- Figure 10.4 Correlation Matrix for Study of Bullying
- Table 10.2 Practical Interpretations of Correlation Coefficients
- Careful Selection of Variables
- Correlation and Causation
- Figure 10.5 Example of Intervening Variable
- Box 10.2 Inferences About Causation
- Purpose of Multiple Regression Studies
- Table 10.3 Multiple Regression Analysis for Study of Reading
- Chapter Objectives
- Beyond Descriptive Statistics: Inferential Statistics
- Underlying Concepts
- Sampling Error
- Figure 11.1 A Distribution of 100 Scores
- Figure 11.2 Normal Curve
- The Null Hypothesis, Statistical Significance, and Error
- Exhibit 11.1 Type I and Type II Errors
- Sampling Error
- Underlying Concepts
- Step 1: Review the Null Hypothesis
- Step 2: Decide on Probability Level
- Step 3: Select the Statistical Tool
- Table 11.1 Commonly Used Inferential Statistical Tests
- Step 4: Calculate the Results of the Statistical Test and Make Decision About Rejecting the Null Hypothesis
- Exhibit 11.2 A 2×2 Factorial Design
- Exhibit 11.3 A 2×2 Design Showing Mean Scores of Boys and Girls on a Math Achievement Test
- Figure 11.3 Graph Showing Interaction of Gender and Computer Use
- Chapter Objectives
- Research Vignette
- Understanding Action Research
- Historical and Philosophical Roots of Action Research
- Table 12.1 Action Research Pioneers
- Table 12.2 Benefits of Action Research to Practitioners and the Field of Education
- Types of Action Research
- Characteristics of Action Research
- Historical and Philosophical Roots of Action Research
- Steps in Conducting Action Research
- Figure 12.1 Action Research Process
- Step 1: Reflect and Identify a Problem
- Step 2: Gather Data
- Step 3: Review the Literature
- Step 4: Identify Collaborators and Create a Plan of Action
- Exhibit 12.1 Sample of Two Educators Using Critical Reflection to Define a Research Problem
- Exhibit 12.2 Questions for Planning an Action Research Study
- Step 5: Carry Out the Action Plan
- Step 6: Analyze Your Data
- Box 12.1 Ethical Issues in Action Research
- Step 7: Form Tentative Conclusions
- Data Sources for Action Research
- Logs and Journals
- Exhibit 12.3 Classroom Log for Special Education Teacher
- Field Notes
- Exhibit 12.4 Structured Student Log
- Shadowing
- Exhibit 12.5 Field Notes from Action Research Study
- Checklists and Rating Scales
- Exhibit 12.6 Checklist to Record Student Writing Strategies
- Exhibit 12.7 Checklist with Open-Ended Categories
- Figure 12.2 Rating Scale Using Nonverbal Responses
- Interviews
- Surveys
- Maps
- Photographs, Videotapes, and Audiotapes
- Exhibit 12.8 Teacher Survey on Use of Technology
- Personal Records and Mementos
- Figure 12.3 Photographs as Data Sources in Action Research
- Grading Rubrics
- Exhibit 12.9 Grading Rubric for Student Photography Project
- Records and Documents
- Artifacts
- Physical Traces
- Exhibit 12.10 Sample Planning Table for an Action Research Study
- Logs and Journals
- Evaluating the Quality of Measures Used in Action Research
- Evaluating the Design of Action Research Studies
- Analyzing Data From Action Research
- Table 12.3 A Triangulation Matrix
- Table 12.4 Questions for Identifying Patterns in an Action Research Study
- Figure 12.4 Use of Concept Map to Depict Relationships Among Themes
- Exhibit 12.11 Summary of Frequency of Responses to Technology Survey
- Figure 12.5 Use of a Histogram to Display Results from a Parent Survey
- Box 12.2 Action Research Journals
- Box 12.3 Action Research Centers or Institutes
- Chapter Objectives
- Research Vignette
- What is Program Evaluation?
- How Does Program Evaluation Differ From Research?
- Formative and Summative Evaluation
- Figure 13.1 The Summative and Formative Process in Program Evaluation
- Internal and External Evaluators
- Box 13.1 Train Them and They Will Come... Well, Maybe: The Role of the Program Evaluator to Deliver Bad News
- Objective-Based Approach
- Box 13.2 Examples of Evaluation Objective and Benchmark
- Goal-Free Evaluation Approach
- Expertise-Oriented Evaluation Approach
- Participatory-Oriented Evaluation Approaches
- Logic Models
- Figure 13.2 Overview of a Logic Model
- Table 13.1 Components of a Logic Model
- Step 1: Develop an Evaluation Plan
- Step 2: Develop Evaluation Capacity
- Step 3: Collect and Analyze Evaluation Data
- Step 4: Report Writing and Dissemination
- Table 13.2 Example of an Evaluation Matrix
- Evaluating Data from an After-School Math Tutoring Program
- Table 13.3 Data from School Records for Fifth-Grade Students in Math
- Critiquing Evaluation Reports
- Exhibit 13.1 Math Outcomes for State Annual Report
- Chapter Objectives
- Getting Started
- Identify a Research Topic
- Figure 14.1 Ways to Generate a Research Topic
- Experience
- Theory
- Replication
- Box 14.1 Sample Topics for Research Proposals
- Figure 14.2 Development of a Research Question
- Types of Sources
- Exhibit 14.1 Distinguishing Among Types of Research: Experiential Report Versus Empirical Study
- Box 14.2 Useful Web Sites for Finding Information and Sources for Reviewing the Literature
- Governmental Organizations
- Professional Associations
- Research Organization
- Browse Key Journals
- Find a Review of Literature
- Search an Electronic Database
- Table 14.1 Commonly Used Databases in Education
- Follow the Citations
- Consider People as Sources
- Search the Internet for Scholarly Sources
- Authority
- Table 14.2 General and Academically Focused Search Engines and Their Web Sites
- Accuracy
- Objectivity
- Currency
- Coverage
- Exhibit 14.2 Article Summary Sheet for Primary, Research-Based Sources
- Author(s):
- Chapter Objectives
- Preparing a Research Proposal
- Why Write a Research Proposal
- Anatomy of a Research Proposal
- Figure 15.1 How Research Proposals Aid the Development of Research
- Title Page
- Exhibit 15.1 Writing Tips: Title Page
- Introduction
- Exhibit 15.2 Writing Tips: Introduction
- Statement of Purpose
- Exhibit 15.3 Writing Tips: Statement of Purpose
- Review of the Literature
- Statement of the Hypothesis or Subquestions
- Research Hypothesis and Operational Definitions
- Research Question and Subquestions
- Exhibit 15.4 Writing Tips: The Review of Literature
- Exhibit 15.5 Writing Tips: Hypotheses or Subquestions
- Method
- Participants
- Instruments or Methods of Data Collection
- Design
- Table 15.1 Sample Design
- Procedures
- Benefits and Limitations
- Exhibit 15.6 Writing Tips: Method Section
- References
- Appendices
- References
- Appendix A Video Games
- Using Commercial Video Games to Improve Student Motivation
- Statement of Purpose
- Review of Literature
- Method
- Participants
- Role of the Researcher
- Methods of Data Collection
- Table 1. Subquestions and Methods of Data Collection
- Procedures
- Benefits and Limitations
- References
- Appendix A
- Preliminary Survey
- Appendix B
- Information on Civilization IV
- Appendix C
- Reflective Journal Entry
- Appendix D
- Follow-Up Survey
- Appendix E
- The Interview
- Appendix F
- Parental Permission for Interviews
- Appendix B TEACHING ELA
- How Do Literacy Teachers Describe Their Strategies for Teaching English Language Arts
- Statement of Purpose
- Review of Literature
- Method
- Participants
- Instruments
- Procedure
- Benefits and Limitations
- References
- How Do Literacy Teachers Describe Their Strategies for Teaching English Language Arts
- Appendix A
- Consent to Participate in Descriptive Survey Research
- Appendix B
- Effective ELA and Literacy Instruction Practices
- Index
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