Preface | p. xxiii |
Introduction to Research | p. 1 |
The Nature of Research | p. 2 |
Interactive and Applied Learning | p. 3 |
Some Examples of Educational Concerns | p. 3 |
Why Research Is of Value | p. 4 |
Ways of Knowing | p. 4 |
Types of Research | p. 7 |
General Research Types | p. 14 |
Critical Analysis of Research | p. 16 |
A Brief Overview of the Research Process | p. 19 |
Main Points | p. 21 |
Key Terms | p. 22 |
For Discussion | p. 23 |
Notes | p. 23 |
| p. 24 |
| p. 24 |
The Basics of Educational Research | p. 25 |
The Research Problem | p. 26 |
Interactive and Applied Learning | p. 27 |
What Is a Research Problem? | p. 27 |
Research Questions | p. 27 |
Characteristics of Good Research Questions | p. 29 |
Research Questions Often Investigate Relationships | p. 34 |
Main Points | p. 35 |
Key Terms | p. 35 |
For Discussion | p. 35 |
| p. 37 |
| p. 37 |
Variables and Hypotheses | p. 38 |
Interactive and Applied Learning | p. 39 |
The Importance of Studying Relationships | p. 39 |
Variables | p. 40 |
Hypotheses | p. 46 |
Main Points | p. 50 |
Key Terms | p. 50 |
For Discussion | p. 51 |
| p. 52 |
| p. 52 |
Ethics and Research | p. 53 |
Interactive and Applied Learning | p. 54 |
Some Examples of Unethical Practice | p. 54 |
A Statement of Ethical Principles | p. 54 |
Protecting Participants from Harm | p. 56 |
Ensuring Confidentiality of Research Data | p. 56 |
Should Subjects Be Deceived? | p. 57 |
Three Examples Involving Ethical Concerns | p. 58 |
Research with Children | p. 60 |
Regulation of Research | p. 61 |
Main Points | p. 63 |
For Discussion | p. 64 |
Notes | p. 64 |
| p. 65 |
| p. 65 |
Review of the Literature | p. 66 |
Interactive and Applied Learning | p. 67 |
The Value of a Literature Review | p. 67 |
Types of Sources | p. 67 |
Steps Involved in a Literature Search | p. 68 |
Doing a Computer Search | p. 76 |
Writing the Literature Review Report | p. 86 |
Main Points | p. 87 |
Key Terms | p. 88 |
For Discussion | p. 88 |
Notes | p. 89 |
| p. 90 |
| p. 90 |
Sampling | p. 91 |
Interactive and Applied Learning | p. 92 |
What Is a Sample? | p. 92 |
Random Sampling Methods | p. 95 |
Nonrandom Sampling Methods | p. 98 |
A Review of Sampling Methods | p. 102 |
Sample Size | p. 103 |
External Validity: Generalizing from a Sample | p. 104 |
Main Points | p. 107 |
Key Terms | p. 107 |
For Discussion | p. 109 |
| p. 110 |
| p. 110 |
Instrumentation | p. 111 |
Interactive and Applied Learning | p. 112 |
What Are Data? | p. 112 |
Means of Classifying Data-Collection Instruments | p. 118 |
Examples of Data-Collection Instruments | p. 118 |
Types of Scores | p. 137 |
Norm-Referenced Versus Criterion-Referenced Instruments | p. 138 |
Measurement Scales | p. 139 |
Preparing Data for Analysis | p. 142 |
Main Points | p. 144 |
Key Terms | p. 145 |
For Discussion | p. 146 |
Notes | p. 147 |
| p. 148 |
| p. 148 |
Validity and Reliability | p. 149 |
Interactive and Applied Learning | p. 150 |
The Importance of Valid Instruments | p. 150 |
Validity | p. 150 |
Reliability | p. 157 |
Main Points | p. 165 |
Key Terms | p. 165 |
For Discussion | p. 166 |
Notes | p. 166 |
| p. 167 |
| p. 167 |
Internal Validity | p. 168 |
Interactive and Applied Learning | p. 169 |
What Is Internal Validity? | p. 169 |
Threats to Internal Validity | p. 170 |
How Can a Researcher Minimize These Threats to Internal Validity? | p. 182 |
Main Points | p. 183 |
Key Terms | p. 184 |
For Discussion | p. 184 |
Note | p. 185 |
| p. 186 |
| p. 186 |
Data Analysis | p. 187 |
Descriptive Statistics | p. 188 |
Interactive and Applied Learning | p. 189 |
Statistics Versus Parameters | p. 189 |
Two Fundamental Types of Numerical Data | p. 189 |
Techniques for Summarizing Quantitative Data | p. 191 |
Techniques for Summarizing Categorical Data | p. 210 |
Main Points | p. 215 |
Key Terms | p. 217 |
For Discussion | p. 217 |
| p. 218 |
| p. 218 |
Inferential Statistics | p. 219 |
Interactive and Applied Learning | p. 220 |
What Are Inferential Statistics? | p. 220 |
The Logic of Inferential Statistics | p. 221 |
Hypothesis Testing | p. 228 |
Practical Versus Statistical Significance | p. 229 |
Inference Techniques | p. 231 |
Main Points | p. 242 |
Key Terms | p. 243 |
For Discussion | p. 244 |
| p. 245 |
| p. 245 |
Statistics in Perspective | p. 246 |
Interactive and Applied Learning | p. 247 |
Approaches to Research | p. 247 |
Comparing Groups: Quantitative Data | p. 248 |
Relating Variables within a Group: Quantitative Data | p. 252 |
Comparing Groups: Categorical Data | p. 257 |
Relating Variables within a Group: Categorical Data | p. 259 |
A Recap of Recommendations | p. 259 |
Main Points | p. 261 |
Key Terms | p. 262 |
For Discussion | p. 262 |
| p. 263 |
| p. 263 |
Quantitative Research Methodologies | p. 265 |
Experimental Research | p. 266 |
Interactive and Applied Learning | p. 267 |
The Uniqueness of Experimental Research | p. 267 |
Essential Characteristics of Experimental Research | p. 268 |
Control of Extraneous Variables | p. 270 |
Group Designs in Experimental Research | p. 270 |
Control of Threats to Internal Validity: A Summary | p. 281 |
Evaluating the Likelihood of a Threat to Internal Validity in Experimental Studies | p. 284 |
Control of Experimental Treatments | p. 286 |
An Example of Experimental Research | p. 288 |
Research Report | p. 289 |
Analysis of the Study | p. 298 |
Main Points | p. 300 |
Key Terms | p. 302 |
For Discussion | p. 302 |
Notes | p. 303 |
| p. 304 |
| p. 304 |
Single-Subject Research | p. 305 |
Interactive and Applied Learning | p. 306 |
Essential Characteristics of Single-Subject Research | p. 306 |
Single-Subject Designs | p. 306 |
Threats to Internal Validity in Single-Subject Research | p. 312 |
An Example of Single-Subject Research | p. 318 |
Research Report | p. 319 |
Analysis of the Study | p. 330 |
Main Points | p. 332 |
Key Terms | p. 333 |
For Discussion | p. 333 |
Correlational Research | p. 334 |
Interactive and Applied Learning | p. 335 |
The Nature of Correlational Research | p. 335 |
Purposes of Correlational Research | p. 336 |
Basic Steps in Correlational Research | p. 342 |
What Do Correlation Coefficients Tell Us? | p. 344 |
Threats to Internal Validity in Correlational Research | p. 344 |
Evaluating Threats to Internal Validity in Correlational Studies | p. 348 |
An Example of Correlational Research | p. 350 |
Research Report | p. 351 |
Analysis of the Study | p. 364 |
Main Points | p. 366 |
Key Terms | p. 367 |
For Discussion | p. 368 |
Notes | p. 368 |
Causal-Comparative Research | p. 369 |
Interactive and Applied Learning | p. 370 |
What Is Causal-Comparative Research? | p. 370 |
Steps Involved in Causal-Comparative Research | p. 373 |
Threats to Internal Validity in Causal-Comparative Research | p. 374 |
Evaluating Threats to Internal Validity in Causal-Comparative Studies | p. 376 |
Data Analysis | p. 377 |
Associations Between Categorical Variables | p. 379 |
An Example of Causal-Comparative Research | p. 380 |
Research Report | p. 380 |
Analysis of the Study | p. 391 |
Main Points | p. 393 |
For Discussion | p. 394 |
Note | p. 395 |
Survey Research | p. 396 |
Interactive and Applied Learning | p. 397 |
What Is a Survey? | p. 397 |
Why Are Surveys Conducted? | p. 398 |
Types of Surveys | p. 398 |
Survey Research and Correlational Research | p. 399 |
Steps in Survey Research | p. 399 |
Nonresponse | p. 409 |
Problems in the Instrumentation Process in Survey Research | p. 411 |
Evaluating Threats to Internal Validity in Survey Research | p. 411 |
Data Analysis in Survey Research | p. 412 |
An Example of Survey Research | p. 412 |
Research Report | p. 412 |
Analysis of the Study | p. 421 |
Main Points | p. 423 |
Key Terms | p. 424 |
For Discussion | p. 424 |
Notes | p. 425 |
Introduction to Qualitative Research | p. 427 |
The Nature of Qualitative Research | p. 428 |
Interactive and Applied Learning | p. 429 |
What Is Qualitative Research? | p. 429 |
General Characteristics of Qualitative Research | p. 430 |
Philosophical Assumptions Underlying Qualitative as Opposed to Quantitative Research | p. 431 |
Postmodernism | p. 432 |
Steps in Qualitative Research | p. 433 |
Approaches to Qualitative Research | p. 435 |
Generalization in Qualitative Research | p. 440 |
Internal Validity in Qualitative Research | p. 441 |
Ethics and Qualitative Research | p. 441 |
Qualitative and Quantitative Research Reconsidered | p. 442 |
Main Points | p. 444 |
Key Terms | p. 445 |
For Discussion | p. 445 |
Notes | p. 446 |
Observation and Interviewing | p. 448 |
Interactive and Applied Learning | p. 449 |
Observation | p. 449 |
Interviewing | p. 455 |
Validity and Reliability in Qualitative Research | p. 462 |
An Example of Qualitative Research | p. 463 |
Research Report | p. 464 |
Analysis of the Study | p. 476 |
Main Points | p. 478 |
Key Terms | p. 480 |
For Discussion | p. 480 |
Notes | p. 481 |
Content Analysis | p. 482 |
Interactive and Applied Learning | p. 483 |
What Is Content Analysis? | p. 483 |
Some Applications | p. 484 |
Categorization in Content Analysis | p. 485 |
Steps Involved in Content Analysis | p. 485 |
An Illustration of Content Analysis | p. 491 |
Using the Computer in Content Analysis | p. 492 |
Advantages of Content Analysis | p. 494 |
Disadvantages of Content Analysis | p. 494 |
An Example of a Content Analysis Study | p. 495 |
Research Report | p. 495 |
Analysis of the Study | p. 505 |
Main Points | p. 506 |
Key Terms | p. 508 |
For Discussion | p. 508 |
Notes | p. 508 |
Qualitative Research Methodologies | p. 509 |
Ethnographic Research | p. 510 |
Interactive and Applied Learning | p. 511 |
What Is Ethnographic Research? | p. 511 |
Ethnographic Concepts | p. 513 |
Sampling in Ethnographic Research | p. 515 |
Do Ethnographic Researchers Use Hypotheses? | p. 515 |
Data Collection in Ethnographic Research | p. 516 |
Data Analysis in Ethnographic Research | p. 520 |
Roger Harker and His Fifth-Grade Classroom | p. 522 |
Advantages and Disadvantages of Ethnographic Research | p. 523 |
An Example of Ethnographic Research | p. 524 |
Research Report | p. 525 |
Analysis of the Study | p. 539 |
Main Points | p. 540 |
Key Terms | p. 542 |
For Discussion | p. 542 |
Notes | p. 542 |
Historical Research | p. 544 |
Interactive and Applied Learning | p. 545 |
What Is Historical Research? | p. 545 |
Steps Involved in Historical Research | p. 546 |
Data Analysis in Historical Research | p. 551 |
Generalization in Historical Research | p. 551 |
Advantages and Disadvantages of Historical Research | p. 552 |
An Example of Historical Research | p. 553 |
Research Report | p. 554 |
Analysis of the Study | p. 560 |
Main Points | p. 562 |
Key Terms | p. 563 |
For Discussion | p. 563 |
Notes | p. 564 |
Research by Practitioners | p. 565 |
Action Research | p. 566 |
Interactive and Applied Learning | p. 567 |
What Is Action Research? | p. 567 |
Types of Action Research | p. 568 |
Steps in Action Research | p. 570 |
Similarities and Differences Between Action Research and Formal Quantitative and Qualitative Research | p. 573 |
The Advantages of Action Research | p. 573 |
Some Hypothetical Examples of Practical Action Research | p. 575 |
An Example of Action Research | p. 580 |
A Published Example of Action Research | p. 581 |
Research Report | p. 581 |
Analysis of the Study | p. 588 |
Main Points | p. 590 |
Key Terms | p. 591 |
For Discussion | p. 597 |
Notes | p. 591 |
Writing Research Proposals and Reports | p. 593 |
Preparing Research Proposals and Reports | p. 594 |
Interactive and Applied Learning | p. 595 |
The Research Proposal | p. 595 |
The Major Sections of a Research Proposal or Report | p. 595 |
Sections Unique to Research Reports | p. 602 |
A Sample Research Proposal | p. 606 |
Main Points | p. 618 |
For Review | p. 678 |
Key Terms | p. 679 |
For Discussion | p. 679 |
Notes | p. 679 |
Appendixes | p. A-1 |
Portion of a Table of Random Numbers | p. A-2 |
Selected Values from a Normal Curve Table | p. A-3 |
Chi-Square Distribution | p. A-4 |
Using SPSS | p. A-5 |
Glossary | p. G-1 |
Index | p. I-1 |
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