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
  • Philosophical Frameworks for Educational Research
    • Scientific Realism
    • Social Constructivism
    • Advocacy-Liberatory Framework
    • Pragmatism
  • Research Ethics
    • Table 1.3 Frameworks and Assumptions Underlying Educational Research
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Suggested Readings
• Chapter Two Types of Educational Research Designs and Related Major Concepts
  • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Suggested Readings
• Chapter Three Descriptive Statistics
  • 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
    • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
    • Table 3.7 Student Math and ELA Scores
    • Table 3.8 Correlations Among Five Variables
  • Suggested Readings
• Chapter Four Educational Measurement: Archival Data and Standardized Instruments
  • 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
    • 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
  • Evaluating The Quality of Standardized Instruments: Reliability and Validity
    • 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
  • Issues in Finding and Using Standardized Instruments
    • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Suggested Readings
• Chapter Five Qualitative Measures and Procedures
  • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Suggested Readings
• Chapter Six Qualitative Research
  • 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
    • Phenomenological Research
      • Table 6.2 Theoretical Assumptions Underlying Narrative Inquiry
      • Theoretical Assumptions for Phenomenological Research
        • Table 6.3 Theoretical Assumptions Underlying Phenomenological Research
    • Ethnography
      • Types and Characteristics of Ethnography
        • Table 6.4 Types of Ethnographic Studies
      • Theoretical Assumptions Underlying Ethnographic Research
    • Case Study Research
      • Types and Characteristics of Case Studies
      • Theoretical Assumptions Underlying Case Studies
  • Steps in Designing Qualitative Research
    • 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
  • Evaluating Narrative Inquiry and Phenomenological Research
    • Credibility
    • Dependability
    • Transferability
    • Catalytic Authenticity
      • Table 6.6 Criteria for Evaluating Qualitative Research Studies
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Samples of Qualitative Research Studies
    • Sample Narrative Inquiry Studies
    • Sample Phenomenological Studies
    • Sample Ethnographic Research Studies
    • Sample Case Study Research Studies
  • Suggested Readings
• Chapter Seven Organization and Analysis of Qualitative Data
  • 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
    • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Suggested Readings
• Chapter Eight Descriptive Survey Research: Quantitative 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
    • Step 6: Pilot and Administer the Survey
    • Step 7: Analyze and Interpret the Survey Results
      • Exhibit 8.4 Database for 10 Students from Alysia's Study on School Uniforms
  • Evaluating Descriptive Survey Research
    • Criteria for Evaluating Descriptive Survey Research
      • Table 8.3 Criteria for Evaluating Descriptive Survey Research
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Samples of Descriptive Survey Studies
  • Suggested Readings
• Chapter Nine Experimental 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
  • Single-Subject Research Designs
    • 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
    • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Sample Group Experimental Study
  • Suggested Readings
• Chapter Ten Nonexperimental Approaches: Causal-Comparative and Correlational Research
  • 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
  • Multiple Regression Studies
    • Purpose of Multiple Regression Studies
      • Table 10.3 Multiple Regression Analysis for Study of Reading
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Sample Causal-Comparative Study
  • Sample Correlational Studies
  • Suggested Readings
• Chapter Eleven Inferential Statistics
  • 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
  • Steps in Analyzing Data Using Inferential Tests
    • 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
  • Designs with More than One Independent or Dependent Variable
    • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Suggested Readings
• Chapter Twelve Action Research
  • 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
  • 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
  • Evaluation of Action Research
    • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Sample Action Research Studies
  • Suggested Readings
• Chapter Thirteen Program Evaluation in Education
  • 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
  • Types, Approaches, and Models of Program Evaluation
    • 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
  • Steps in Designing Program Evaluation
    • Step 1: Develop an Evaluation Plan
    • Step 2: Develop Evaluation Capacity
    • Step 3: Collect and Analyze Evaluation Data
    • Step 4: Report Writing and Dissemination
  • Program Evaluation Data and Critiquing Evaluation Reports
    • 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
  • Training and Careers in Program Evaluation
  • Summary
  • Key Concepts
  • Discussion Questions and Activities
  • Sample Program Evaluations
  • Suggested Readings
• Chapter Fourteen Identifying and Researching a Topic
  • 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
  • Refine your Topic as you Search
    • Figure 14.2 Development of a Research Question
  • Search the Literature
    • 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
    • Strategies for Searching the Literature
      • 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
  • Identify and Summarize Key Information From Articles
    • Exhibit 14.2 Article Summary Sheet for Primary, Research-Based Sources
      • Author(s):
  • When Do I Have Enough?
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Suggested Reading
• Chapter Fifteen The Research Proposal
  • 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
  • Summary
  • Key Concepts
  • Discussion Questions or Activities
  • Suggested Readings
• Back Matter
  • 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
  • Appendix A
    • Consent to Participate in Descriptive Survey Research
  • Appendix B
    • Effective ELA and Literacy Instruction Practices
  • Index

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