Research Methods for Education von Lynn Ahlgrim-Delzell

From award-winning author Gregory J. Privitera and Lynn Ahlgrim-Delzell,<strong>Research Methods for Education</strong> covers the different quantitative and qualitative research methods specific to their use in educational research. This new text uses a problem-focused approach that fully integrates the decision treefrom choosing a research design to selecting an appropriate statistic for analysis.&#xa0;<br><br> With a conversational, student-friendly writing style, and examples from a wide variety of education-related fields, the authors show how methods and statistics work together and enable the testing of hypotheses through use of the scientific method. Students will become informed consumers of research with the ability to understand a research article, judge its quality and apply the methods in action research to inform educational practice.<br><br><strong>Give your students the SAGE edge!</strong><br><strong><span><a href="https://edge.sagepub.com/priviterarme">SAGE edge</a></span></strong> offers a robust online environment featuring an impressive array of free tools and resources for review, study, and further exploration, keeping both instructors and students on the cutting edge of teaching and learning.<br><br><p><strong><span>Available with Perusallan eBook that makes it easier to prepare for class!</span></strong><span><br> Perusall is an award-winning eBook platform featuring social annotation tools that allow students and instructors to collaboratively mark up and discuss their SAGE textbook. Backed by research and supported by technological innovations developed at Harvard University, this process of learning through collaborative annotation keeps your students engaged and makes teaching easier and more effective.<a href="https://us.sagepub.com/en-us/nam/perusall">Learn more</a>.</span></p>

About the AuthorsAcknowledgmentsPrefaceSECTION I: SCIENTIFIC INQUIRYChapter 1Introduction to Scientific Thinking 1.1 Science as a Method of Knowing 1.2 The Scientific Method: Relevance in Educational Research 1.3 Other Methods of Knowing 1.4 The Goals of Science 1.5 Approaches in Acquiring Knowledge 1.6 Distinguishing Science From PseudoscienceChapter 2Generating Testable Ideas 2.1 Generating Interesting and Novel Ideas 2.2 Converting Ideas to Hypotheses and Theories 2.3 Developing Your Idea: Deduction and Induction 2.4 Performing a Literature Review 2.5 Ethics in Focus: Giving Proper Credit 2.6 The 3 Cs of an Effective Literature Review 2.7 Testing Your Idea: Confirmation and Disconfirmation 2.8 Ethics in Focus: Publication BiasChapter 3Research Ethics 3.1 Ethics in Educational Research 3.2 The Need for Ethics Committees in Research: A Historical Synopsis 3.3 Ethics in Focus: Classic Examples From Psychology 3.4 Human Participant Research: IRBs and the AERA Code of Conduct 3.5 Ethics in Focus: Anonymity and Confidentiality 3.6 Additional Ethical Considerations: Scientific IntegritySECTION II: DEFINING AND MEASURING VARIABLES, SELECTING SAMPLES, AND CHOOSING AN APPROPRIATE RESEARCH DESIGNChapter 4Scientific Variables, Validity, and Reliability 4.1 Criteria for Defining and Measuring Variables 4.2 Constructs and Operational Definitions 4.3 Types of Variables 4.4 Scales of Measurement 4.5 Reliability of a Measurement 4.6 Validity of a Measurement 4.7 Intervention Fidelity 4.8 Selecting a Measurement Procedure 4.9 Ethics in Focus: Replication as a Gauge for Fraud?Chapter 5Instrumentation 5.1 Classifying Data Collection Instruments 5.2 Tests and Measures 5.3 Types of Questionnaire Items 5.4 Rules for Writing Survey Items 5.5 Administering Questionnaires 5.6 Interviewing 5.7 Ethics in Focus: Maintaining Confidentiality of Collected DataChapter 6Sampling From Populations 6.1 Why Do Researchers Select Samples? 6.2 Subjects, Participants, and Sampling Methods 6.3 Methods of Sampling: Nonprobability Sampling 6.4 Methods of Sampling: Probability Sampling 6.5 Sampling Error and Standard Error of the Mean 6.6 Potential Biases in Sampling 6.7 Ethics in Focus: Research in SchoolsChapter 7Choosing a Research Design 7.1 Designing a Study to Answer a Question 7.2 Categories of Research Design 7.3 Internal and External Validity 7.4 Demonstrating Cause in an Experiment 7.5 Ethics in Focus: Beneficence and Random Assignment 7.6 Threats to the Internal Validity of a Research Study 7.7 Threats to the External Validity of a Research Study 7.8 External Validity, Experimentation, and Realism 7.9 A Final Thought on Validity and Choosing a Research DesignSECTION III: NONEXPERIMENTAL RESEARCH DESIGNSChapter 8Naturalistic and Existing Data Research Designs Naturalistic Designs 8.1 An Overview of Naturalistic Design 8.2 The Research Setting: Natural and Contrived Settings 8.3 Techniques for Making Unobtrusive Observations 8.4 Making Observations 8.5 Ethics in Focus: Influencing Participant Behavior Existing Data Designs 8.6 An Overview of Existing Data Designs 8.7 Archival Research, Content Analysis, and Meta-Analysis 8.8 Ethics in Focus: Existing Data and Experimenter BiasChapter 9Survey and Correlational Research Designs Survey Designs 9.1 An Overview of Survey Designs 9.2 Surveys, Sampling, and Nonresponse Bias 9.3 Survey Methods 9.4 Ethics in Focus: Handling and Administering Surveys Correlational Designs 9.5 The Structure of Correlational Designs 9.6 Describing the Relationship Between Variables 9.7 Limitations in Interpretation 9.8 Correlation, Regression, and PredictionChapter 10Introduction to Qualitative Research 10.1 What Is Qualitative Research? 10.2 Foundations of Qualitative Research 10.3 Theoretical Perspectives in Qualitative Research 10.4 Steps in Qualitative Research 10.5 Role of the Researcher and Entry Into the Field 10.6 Sampling in Qualitative Research 10.7 Types of Qualitative Data 10.8 Ethics in Focus: Using the Internet in Qualitative ResearchChapter 11Phenomenology, Ethnography, and Ground Theory Designs 11.1 An Overview of Phenomenology Designs 11.2 An Example of Phenomenology Research 11.3 Considerations for Participant Self-Descriptions 11.4 An Overview of Ethnography Designs 11.5 Making Observations in Group Settings 11.6 An Example of Ethnography Research 11.7 An Overview of Netnography and Autoethnography Research 11.8 An Overview of Grounded Theory Designs 11.9 An Example of Grounded Theory Designs 11.10 Ethics in Focus: Anonymity in Qualitative ResearchChapter 12Narrative Inquiry, Case Study, and Critical Theory Designs Narrative Research Designs 12.1 An Overview of Narrative Research 12.2 Considerations for Narrative Inquiry 12.3 An Example of Narrative Research Case Study Designs 12.4 An Overview of Case Study Designs 12.5 Types of Case Study Designs 12.6 Combining Case Study Design With Quantitative Data Critical Theory Designs 12.7 An Overview of Critical Theory Designs 12.8 Types of Critical Theory Designs 12.9 Ethics in Focus: Retelling HumanSECTION IV: QUASI-EXPERIMENTAL, EXPERIMENTAL, AND MIXED-METHODS RESEARCH DESIGNSChapter 13Quasi-Experimental and Single-Case Experimental Designs Quasi-Experimental Designs 13.1 An Overview of Quasi-Experimental Designs 13.2 One-Group Designs 13.3 Quasi-Experimental Design: Nonequivalent Control Group Designs 13.4 Quasi-Experimental Design: Time-Series Designs Single-Case Experimental Designs 13.5 An Overview of Single-Case Designs 13.6 Single-Case Baseline-Phase Designs 13.7 Application of Single-Case Designs in an Applied School Setting 13.8 Single-Case Designs in the Identification of Effective 13.9 Validity, Stability, Magnitude, and Generality 13.10 Ethics in Focus: The Ethics of InnovationChapter 14Experimental Designs: Between Subjects, Within Subjects, and Factorial 14.1 Conducting Experiments: Between-Subjects Design 14.2 Experimental Versus Control Group 14.3 Manipulation, Variability, and the Independent Variable 14.4 Ethics in Focus: The Accountability of Manipulation 14.5 Comparing Two or More Independent Samples 14.6 Conducting Experiments: Within-Subjects Design 14.7 Controlling Time-Related Factors 14.8 Comparing Two or More Related Samples 14.9 Comparing Between-Subjects and Within-Subjects Designs 14.10 Conducting Experiments: Factorial Experimental Designs 14.11 Types of Factorial Designs 14.12 Including Quasi-Independent Factors in an Experiment 14.13 Higher-Order Factorial DesignsChapter 15Mixed-Methods Research Designs 15.1 An Overview of Mixed-Methods Research Designs 15.2 When Use of Mixed-Methods Research Designs Is Appropriate 15.3 Advantages and Disadvantages of Using a Mixed-Methods Research Design 15.4 Types of Mixed-Methods Research Designs 15.5 Conducting Mixed-Methods Research 15.6 Ethics in Focus: Minimizing Risk Associated With Qualitative and Quantitative ResearchSECTION V: APPLIED RESEARCH DESIGNSChapter 16Action Research 16.1 The Fundamentals of Action Research 16.2 Types of Action Research 16.3 The Process of Conducting Action Research 16.4 Ethics in Focus: Ethical Considerations in Action Research 16.5 Evaluation of Action ResearchChapter 17Program Evaluation 17.1 The Fundamentals of Program Evaluation 17.2 Difference Between Program Evaluation and Research 17.3 Program Evaluation Standards 17.4 Utility and Importance of Program Evaluation 17.5 Ethics in Focus: Considerations for Protecting the Welfare of Stakeholders 17.6 Models for Program Evaluation 17.7 Steps in Program EvaluationSECTION VI: ANALYZING, INTERPRETING, AND COMMUNICATING RESEARCH DATAChapter 18Analysis and Interpretation: Exposition of Data 18.1 Descriptive Statistics: Why Summarize Data? 18.2 Frequency Distributions: Tables and Gra 18.3 Measures of Central Tendency 18.4 Measures of Variability 18.5 Graphing Means and Correlations 18.6 Using Correlation to Describe Reliability 18.7 Standard Scores, z Scores, Percentile Ranks, and Age/Grade Equivalents 18.8 Ethics in Focus: Deception Due to the Distortion of DataChapter 19Analysis and Interpretation: Making Inferences About Data 19.1 Inferential Statistics: What Are We Making Inferences About? 19.2 Types of Error and Power 19.3 Parametric Tests: Applying the Decision Tree 19.4 Main Effects and Interactions 19.5 Identifying Main Effects and Interactions in a Graph 19.6 Correlation and Regression 19.7 Nonparametric Tests: Applying the Decision Tree 19.8 Effect Size: How Big Is an Effect in the Population? 19.9 Estimation: What Are the Possible Values of a Parameter? 19.10 Confidence Intervals, Significance, and Effect Size 19.11 Issues for Interpretation: Precision and Certainty 19.12 Ethics in Focus: Full Disclosure of DataChapter 20Analysis and Interpretation: Making Inferences About Qualitative Data 20.1 Qualitative Versus Quantitative Data Analysis 20.2 Decisions About How to Record Narrative Data 20.3 Decisions About Quantitative Data Analysis and Interpretation 20.4 General Process of Qualitative Data Analysis 20.5 Qualitative Coding Tools 20.6 Interpretations Made Using Different Qualitative Designs in the Data Analysis Process 20.7 Criteria of Trustworthiness 20.8 Ethics in Focus: ConfidentialityChapter 21Communicating Research: Preparing Manuscripts, Posters, and Talks 21.1 Elements of Communication 21.2 Writing a Manuscript: Writing Style and Language 21.3 Elements of an APA-Style Manuscript 21.4 Literature Reviews 21.5 Reporting Observations in Qualitative Research 21.6 Ethics in Focus: Credit and Authorship 21.7 Presenting a Poster 21.8 Giving a Professional TalkAppendix A: APA-Style Writing, Sample Manuscript, and Posters A.1 Essentials for Writing APA-Style Research Papers A.2 Grammar, Punctuation, and Spelling (GPS) Writing Guide A.3 Sample APA-Style Manuscript A.4 Poster Template and Sample PosterAppendix B: Instructions for Randomizing and Counterbalancing B.1 Random Numbers Table B.2 Constructing a Latin SquareGlossaryReferencesIndex

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