| Preface |
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xi | |
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Introduction to Evidence-Based Inquiry |
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1 | (18) |
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2 | (1) |
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2 | (1) |
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Educational Research in the Twenty-First Century |
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2 | (3) |
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Why Educational Research Is Important |
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3 | (1) |
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Using Evidence-Based Knowledge to Improve Educational Practices |
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4 | (1) |
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Research as Scientific, Evidence-Based Inquiry |
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5 | (6) |
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Guiding Principles of Scientific, Evidence-Based Inquiry |
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6 | (2) |
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8 | (1) |
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Characteristics of Educational Research |
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8 | (2) |
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10 | (1) |
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Quantitative, Qualitative, and Mixed Method Research Approaches |
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11 | (2) |
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The Functions of Research: Basic, Applied, Evaluation, and Action |
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13 | (1) |
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13 | (1) |
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13 | (1) |
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14 | (1) |
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14 | (1) |
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Limitations of Educational Research |
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14 | (3) |
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17 | (1) |
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17 | (1) |
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18 | (1) |
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Research Designs and Reading Research Articles |
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19 | (27) |
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20 | (1) |
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20 | (1) |
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20 | (1) |
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Quantitative Research Designs |
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21 | (2) |
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21 | (1) |
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22 | (1) |
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Qualitative Research Designs |
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23 | (1) |
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23 | (1) |
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24 | (1) |
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24 | (1) |
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24 | (1) |
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24 | (1) |
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Analytical Research Designs |
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24 | (1) |
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Mixed Method Research Designs |
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25 | (1) |
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25 | (1) |
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25 | (1) |
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25 | (1) |
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Reading, Understanding, and Evaluating Research Reports and Articles |
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26 | (18) |
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How to Read Quantitative Research: Anatomy of an Experimental Example |
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28 | (2) |
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Guidelines for Evaluating Quantitative Research |
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30 | (7) |
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How to Read Qualitative Research: Anatomy of a Qualitative Example |
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37 | (1) |
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Guidelines for Evaluating Qualitative Research |
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38 | (6) |
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44 | (1) |
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45 | (1) |
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Research Problems, Questions, and Hypotheses |
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46 | (26) |
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47 | (1) |
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47 | (1) |
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The Nature of Research Problems |
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47 | (7) |
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Sources for Research Problems |
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49 | (2) |
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Significance of the Problem |
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51 | (3) |
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Problem and Research Question Formulation in Quantitative Research |
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54 | (9) |
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54 | (1) |
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54 | (4) |
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58 | (1) |
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Specific Research Questions, Statements, and Hypotheses |
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58 | (4) |
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62 | (1) |
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Problem Formulation and Research Questions for Qualitative Designs |
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63 | (4) |
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Initial Purpose or Research Problem |
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64 | (3) |
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Problem Formulation and Research Questions for Mixed Method Research |
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67 | (2) |
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Equal Priority to All Questions |
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67 | (1) |
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Measured Results Explained by Qualitative Data |
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68 | (1) |
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Qualitative, Then Quantitative Questions |
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68 | (1) |
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Standards of Adequacy for Problem Statements and Research Questions |
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69 | (1) |
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70 | (1) |
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70 | (2) |
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72 | (29) |
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73 | (1) |
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73 | (1) |
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Why Review Related Literature? |
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73 | (2) |
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Types of Literature Sources |
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75 | (2) |
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76 | (1) |
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76 | (1) |
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Steps in Conducting a Review of Literature |
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77 | (8) |
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Select a Topic and Key Terms |
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78 | (1) |
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Identify the Database and Access Software |
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79 | (1) |
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80 | (3) |
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Identify Sources as Primary or Secondary |
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83 | (1) |
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Evaluate and Analyze Sources |
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83 | (2) |
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85 | (8) |
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Strengths and Weaknesses of the Internet for Educational Research |
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85 | (1) |
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Internet Search Strategies |
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85 | (2) |
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Scholarly Communication Strategies for Reviewing the Literature |
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87 | (2) |
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89 | (4) |
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Writing a Review of Literature |
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93 | (3) |
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Quantitative Reviews of Literature |
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94 | (2) |
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Qualitative Reviews of Literature |
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96 | (1) |
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Mixed Method Reviews of Literature |
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96 | (1) |
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Meta-Analysis Literature Reviews |
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96 | (2) |
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98 | (1) |
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99 | (1) |
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100 | (1) |
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Designing Quantitative Research: Purpose, Validity, and Ethical Considerations |
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101 | (26) |
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102 | (1) |
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102 | (1) |
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The Purpose of Research Design |
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102 | (2) |
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102 | (1) |
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103 | (1) |
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104 | (13) |
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Statistical Conclusion Validity |
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107 | (2) |
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109 | (6) |
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115 | (1) |
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116 | (1) |
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Ethical and Legal Considerations |
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117 | (8) |
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117 | (1) |
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118 | (1) |
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118 | (1) |
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No Harm or Risk to Participants |
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119 | (2) |
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121 | (2) |
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Institutional Review Board |
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123 | (1) |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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126 | (1) |
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Participants, Subjects, and Sampling for Quantitative Designs |
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127 | (20) |
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128 | (1) |
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128 | (1) |
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128 | (1) |
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129 | (11) |
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129 | (1) |
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129 | (2) |
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131 | (4) |
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135 | (5) |
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How Sampling Affects Research |
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140 | (5) |
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140 | (2) |
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142 | (1) |
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143 | (1) |
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143 | (1) |
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143 | (2) |
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145 | (1) |
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145 | (2) |
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147 | (25) |
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148 | (1) |
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148 | (1) |
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Introduction to Descriptive Statistics |
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148 | (4) |
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149 | (1) |
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150 | (1) |
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Types of Descriptive Analysis |
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151 | (1) |
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Graphic Portrayals of Data |
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152 | (5) |
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Frequency Distribution or Count: A Picture of a Group |
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152 | (2) |
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154 | (1) |
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Histograms and Bar Graphs |
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154 | (2) |
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156 | (1) |
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Measures of Central Tendency |
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157 | (3) |
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157 | (1) |
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158 | (1) |
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159 | (1) |
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Relationships among Measures of Central Tendency |
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159 | (1) |
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160 | (6) |
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161 | (1) |
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161 | (3) |
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164 | (1) |
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164 | (1) |
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165 | (1) |
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166 | (3) |
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166 | (1) |
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167 | (2) |
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169 | (2) |
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171 | (1) |
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171 | (1) |
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Quantitative Data Collection: Technical Adequacy |
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172 | (15) |
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173 | (1) |
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173 | (1) |
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Fundamentals of Quantitative Measurement: Technical Adequacy |
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173 | (1) |
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173 | (6) |
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Evidence Based on Test Content |
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175 | (1) |
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Evidence Based on Contrasted Groups |
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176 | (1) |
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Evidence Based on Response Processes |
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176 | (1) |
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Evidence Based on Internal Structure |
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176 | (1) |
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Evidence Based on Relations to Other Variables |
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176 | (3) |
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Effect of Validity on Research |
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179 | (1) |
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179 | (6) |
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180 | (1) |
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181 | (1) |
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Equivalence and Stability |
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181 | (1) |
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181 | (1) |
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182 | (1) |
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Interpretation of Reliability Coefficients |
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183 | (1) |
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Effect of Reliability on Research |
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184 | (1) |
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185 | (1) |
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186 | (1) |
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186 | (1) |
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Collecting Quantitative Data |
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187 | (29) |
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188 | (1) |
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188 | (1) |
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Measuring Student Proficiency |
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188 | (6) |
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189 | (1) |
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Norm- and Criterion (Standards)-Referenced Interpretation |
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189 | (2) |
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191 | (1) |
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191 | (2) |
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193 | (1) |
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Personality, Attitude, Value, and Interest Inventories |
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194 | (1) |
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195 | (10) |
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195 | (1) |
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196 | (1) |
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Writing Questions, Statements, and Response Scales |
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196 | (1) |
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197 | (4) |
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201 | (1) |
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202 | (2) |
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204 | (1) |
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204 | (1) |
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205 | (3) |
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206 | (1) |
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207 | (1) |
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208 | (3) |
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209 | (1) |
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Defining Observational Units |
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209 | (1) |
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210 | (1) |
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210 | (1) |
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211 | (3) |
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Sources for Locating and Evaluating Existing Instruments |
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213 | (1) |
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214 | (1) |
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214 | (2) |
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Nonexperimental Research Designs, Surveys, and Secondary Data Analysis |
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216 | (40) |
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217 | (1) |
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217 | (1) |
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Simple Descriptive Designs |
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217 | (4) |
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A Word about Relationships in Nonexperimental Research |
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221 | (1) |
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222 | (3) |
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225 | (10) |
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Bivariate Correlational Studies |
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226 | (1) |
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226 | (2) |
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228 | (2) |
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230 | (1) |
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Interpreting Correlational Research |
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231 | (4) |
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235 | (7) |
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235 | (1) |
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Conducting Survey Research |
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236 | (4) |
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240 | (2) |
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242 | (5) |
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Reasons for Using Secondary Data |
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242 | (1) |
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Considerations for Using Secondary Data |
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243 | (2) |
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Protecting Human Subjects |
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245 | (1) |
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Combining Secondary Data with Primary Data Collection |
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246 | (1) |
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Research Articles and Secondary Data |
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246 | (1) |
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247 | (1) |
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248 | (1) |
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248 | (8) |
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Experimental, Quasi-Experimental, and Single-Subject Designs |
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256 | (37) |
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257 | (1) |
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257 | (1) |
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Introduction to Experimental Research |
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257 | (6) |
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Characteristics of Experimental Research |
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258 | (2) |
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Strengths and Limitations of Experimental Research |
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260 | (2) |
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Planning Experimental Research |
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262 | (1) |
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263 | (4) |
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Statistical Conclusion Validity |
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263 | (1) |
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264 | (1) |
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265 | (1) |
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265 | (2) |
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Single-Factor Pre-Experimental Designs |
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267 | (5) |
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267 | (1) |
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Single-Group Posttest-Only Design |
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268 | (1) |
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Single-Group Pretest-Posttest Design |
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268 | (2) |
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Nonequivalent Groups Posttest-Only Design |
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270 | (2) |
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Single-Factor Randomized Experimental Designs |
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272 | (6) |
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Randomized Pretest-Posttest Control Group Design |
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272 | (2) |
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Randomized Pretest-Posttest Comparison Group Design |
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274 | (2) |
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Randomized Posttest-Only Control and Comparison Group Designs |
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276 | (2) |
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Single-Factor Quasi-Experimental Designs |
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278 | (4) |
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Nonequivalent Groups Pretest-Posttest Control or Comparison Group Designs |
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278 | (2) |
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280 | (2) |
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Factorial Experimental Designs |
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282 | (3) |
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285 | (4) |
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286 | (1) |
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287 | (1) |
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Multiple-Baseline Designs |
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288 | (1) |
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289 | (1) |
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290 | (1) |
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290 | (3) |
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Understanding and Reporting Inferential Data Analyses |
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293 | (26) |
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294 | (1) |
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294 | (1) |
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Logic of Inferential Statistics |
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294 | (3) |
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295 | (1) |
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Error in Sampling and Measurement |
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295 | (2) |
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Null and Alternative Hypotheses |
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297 | (2) |
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298 | (1) |
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Errors in Hypothesis Testing |
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298 | (1) |
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Interpreting Level of Significance |
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298 | (1) |
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Analyzing One or Two Means: The t-Test |
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299 | (4) |
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300 | (1) |
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Two-Sample t-Test with Independent Groups |
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300 | (3) |
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Paired t-Test with Dependent Groups |
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303 | (1) |
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Comparing Two or More Means: Analysis of Variance (ANOVA) |
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303 | (8) |
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One-Way Analysis of Variance |
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303 | (2) |
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Post Hoc and Planned Comparison Procedures |
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305 | (1) |
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Factorial Analysis of Variance |
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305 | (4) |
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309 | (2) |
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311 | (2) |
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313 | (1) |
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314 | (3) |
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Roadmaps of Statistical Tests |
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315 | (2) |
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317 | (1) |
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318 | (1) |
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Designing Qualitative Research |
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319 | (23) |
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320 | (1) |
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320 | (1) |
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Introduction to Qualitative Designs |
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320 | (5) |
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Characteristics of Qualitative Research |
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321 | (3) |
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324 | (1) |
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324 | (1) |
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325 | (1) |
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Qualitative Sampling Strategies |
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325 | (4) |
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326 | (1) |
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327 | (1) |
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Maximum Variation Sampling |
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327 | (1) |
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327 | (1) |
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327 | (1) |
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328 | (1) |
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Phases of Data Collection and Analysis Strategies |
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329 | (1) |
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Validity of Qualitative Designs |
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330 | (2) |
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Strategies to Enhance Validity |
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330 | (2) |
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Reflexivity in Qualitative Research |
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332 | (3) |
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Interpersonal Subjectivity and Reflexivity |
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332 | (2) |
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Strategies to Enhance Reflexivity |
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334 | (1) |
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Extension of Qualitative Findings |
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335 | (3) |
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Design Components to Generate Extension of Findings |
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335 | (3) |
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Qualitative Research Ethics: Roles and Reciprocity |
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338 | (1) |
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Ethical Dilemmas in Fieldwork |
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338 | (1) |
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Research Ethics in Fieldwork |
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338 | (1) |
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339 | (1) |
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340 | (1) |
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341 | (1) |
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Collecting Qualitative Data |
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342 | (24) |
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343 | (1) |
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343 | (1) |
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Choosing Qualitative Data Collection Strategies |
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343 | (5) |
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343 | (1) |
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344 | (2) |
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346 | (1) |
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346 | (1) |
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347 | (1) |
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348 | (2) |
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350 | (5) |
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Steps in Conducting Observations |
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350 | (1) |
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Site Selection and Mapping the Field |
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351 | (1) |
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Prolonged Data Collection |
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351 | (1) |
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352 | (1) |
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Salient Field Observations |
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352 | (2) |
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354 | (1) |
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355 | (5) |
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Types of Interviews and Specialized Applications |
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355 | (1) |
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Qualitative Questions, Probes, and Pauses |
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356 | (2) |
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358 | (1) |
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359 | (1) |
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Interview Records, Transcripts, and Elaborations |
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360 | (1) |
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Documents and Artifact Collection |
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360 | (2) |
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361 | (1) |
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Analysis and Interpretation of Artifact Collections |
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362 | (1) |
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362 | (2) |
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Standards of Adequacy for Collecting Qualitative Data |
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364 | (1) |
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365 | (1) |
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365 | (1) |
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Qualitative Data Analysis and Narrative Structure |
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366 | (28) |
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367 | (1) |
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367 | (1) |
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Inductive Analysis: An Overview |
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367 | (2) |
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The Process of Inductive Analysis |
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367 | (1) |
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368 | (1) |
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369 | (1) |
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369 | (1) |
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370 | (1) |
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370 | (6) |
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376 | (2) |
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378 | (3) |
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Techniques of Pattern Seeking |
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378 | (2) |
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380 | (1) |
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Electronic Qualitative Data Analysis |
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381 | (1) |
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Narrative Structure and Representation |
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382 | (2) |
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Audience and Authorial Presence |
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382 | (1) |
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Framing the Narrative and Presenting the Participants' Language |
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382 | (1) |
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Narrative Structures and Visual Representations |
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383 | (1) |
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384 | (1) |
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385 | (9) |
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394 | (22) |
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395 | (1) |
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395 | (1) |
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What and Why of Mixed Method Research |
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395 | (2) |
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Mixed Method Research Questions |
|
|
397 | (2) |
|
Sampling in Mixed Method Research |
|
|
399 | (2) |
|
Types of Mixed Method Designs |
|
|
401 | (3) |
|
|
|
401 | (1) |
|
Sequential Explanatory Designs |
|
|
401 | (1) |
|
Sequential Exploratory Designs |
|
|
402 | (1) |
|
Concurrent Triangulation Designs |
|
|
403 | (1) |
|
Conducting Mixed Method Studies |
|
|
404 | (2) |
|
|
|
406 | (1) |
|
|
|
407 | (1) |
|
|
|
407 | (9) |
|
Concept Analysis and Historical Research |
|
|
416 | (13) |
|
|
|
417 | (1) |
|
|
|
417 | (1) |
|
Overview and Purposes of Analytical Research |
|
|
417 | (1) |
|
Analysis of Educational Concepts |
|
|
418 | (1) |
|
Analysis of Historical Events in Education |
|
|
418 | (7) |
|
Topics and Justifications |
|
|
419 | (1) |
|
Location and Criticism of Sources |
|
|
420 | (4) |
|
Facts, Generalizations, and Analytical Explanations |
|
|
424 | (1) |
|
|
|
425 | (2) |
|
|
|
427 | (1) |
|
|
|
427 | (1) |
|
|
|
428 | (1) |
|
Evaluation Research and Policy Analysis |
|
|
429 | (14) |
|
|
|
430 | (1) |
|
|
|
430 | (1) |
|
Purposes of Evaluation Research |
|
|
430 | (3) |
|
Standards for Judging the Quality of Evaluation Research |
|
|
431 | (2) |
|
Selected Approaches to Evaluation |
|
|
433 | (5) |
|
Objectives-Oriented Evaluation |
|
|
433 | (2) |
|
Decision-Oriented Evaluation |
|
|
435 | (1) |
|
Participant-Oriented Evaluation |
|
|
436 | (2) |
|
|
|
438 | (2) |
|
Characteristics of Policy Analysis |
|
|
438 | (1) |
|
Methods of Policy Analysis |
|
|
439 | (1) |
|
Educational Evaluation and Policy Analysis: Potential Benefits and Limitations |
|
|
440 | (1) |
|
Credibility of Evaluation and Policy Reports |
|
|
441 | (1) |
|
|
|
441 | (1) |
|
|
|
442 | (1) |
|
|
|
443 | (11) |
|
|
|
444 | (1) |
|
|
|
444 | (1) |
|
|
|
444 | (1) |
|
|
|
444 | (1) |
|
Implications of Action Research for Practice |
|
|
445 | (1) |
|
Difference Between Action and Traditional Research |
|
|
445 | (1) |
|
|
|
446 | (4) |
|
Selecting a Focus, Topic, or Issue to Study |
|
|
446 | (2) |
|
|
|
448 | (1) |
|
|
|
449 | (1) |
|
Validity in Action Research |
|
|
450 | (1) |
|
Evaluating Action Research |
|
|
451 | (1) |
|
|
|
452 | (1) |
|
|
|
452 | (2) |
| Appendix A Answers to Application Problems |
|
454 | (6) |
| Appendix B Guidelines for Writing Research Proposals |
|
460 | (5) |
| Appendix C Guidelines for Writing Research Reports |
|
465 | (3) |
| Appendix D Calculations for Selected Descriptive and Inferential Statistics |
|
468 | (17) |
| Glossary |
|
485 | (7) |
| References |
|
492 | (3) |
| Name Index |
|
495 | (5) |
| Subject Index |
|
500 | |
