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<p>Boxes, Exhibits, Figures, and Tables ix</p> <p>Preface xix</p> <p>Acknowledgments xxiii</p> <p>The Authors xxv</p> <p><b>1 Introduction to Educational Research 1</b></p> <p>Chapter Objectives 1</p> <p>Educational Accountability and Educational Research 2</p> <p>Conducting Educational Research 10</p> <p>Philosophical Frameworks for Educational Research 13</p> <p>Research Ethics 17</p> <p><b>2 Types of Educational Research Designs and Related Major Concepts </b><b>25</b></p> <p>Chapter Objectives 25</p> <p>Types of Approaches Used in Educational Research 26</p> <p><b>3 Descriptive Statistics </b><b>47</b></p> <p>Chapter Objectives 47</p> <p>Characteristics of Data 48</p> <p>Summarizing Data Using Descriptive Statistics 50</p> <p><b>4 Educational Measurement: Archival Data and Standardized Instruments </b><b>81</b></p> <p>Chapter Objectives 81</p> <p>Measurement in Education 82</p> <p>Evaluating the Quality of Standardized Instruments: Reliability and Validity 95</p> <p>Issues in Finding and Using Standardized Instruments 104</p> <p><b>5 Qualitative Measures and Procedures </b><b>115</b></p> <p>Chapter Objectives 115</p> <p>Characteristics of Qualitative Measurement 116</p> <p>Sampling in Qualitative Research 138</p> <p><b>6 Qualitative Research </b><b>145</b></p> <p>Chapter Objectives 145</p> <p>Research Vignette 146</p> <p>Understanding Qualitative Research 146</p> <p>Steps in Designing Qualitative Research 165</p> <p>Evaluating Narrative Inquiry and Phenomenological Research 171</p> <p><b>7 Organization and Analysis of Qualitative Data </b><b>185</b></p> <p>Chapter Objectives 185</p> <p>Analysis of Qualitative Data 186</p> <p>Steps in Analyzing Qualitative Data 186</p> <p><b>8 Descriptive Survey Research: Quantitative Research </b><b>205</b></p> <p>Chapter Objectives 205</p> <p>Research Vignette 206</p> <p>Characteristics of Descriptive Survey Research 206</p> <p>Steps in Conducting Descriptive Survey Research 209</p> <p>Evaluating Descriptive Survey Research 231</p> <p><b>9 Experimental Research </b><b>237</b></p> <p>Chapter Objectives 237</p> <p>Research Vignette 238</p> <p>Understanding Experimental Research 238</p> <p>Steps in Planning and Conducting Experimental Research 240</p> <p>Threats to Experimental Validity 252</p> <p>Single-Subject Research Designs 264</p> <p><b>10 Nonexperimental Approaches: Causal-Comparative and Correlational Research </b><b>277</b></p> <p>Chapter Objectives 277</p> <p>Research Vignette 278</p> <p>Causal-Comparative Research 278</p> <p>Correlational Research 284</p> <p>Multiple Regression Studies 301</p> <p><b>11 Inferential Statistics </b><b>307</b></p> <p>Chapter Objectives 307</p> <p>Beyond Descriptive Statistics: Inferential Statistics 308</p> <p>Steps in Analyzing Data Using Inferential Tests 317</p> <p>Designs with More than One Independent or Dependent Variable 320</p> <p><b>12 Action Research </b><b>325</b></p> <p>Chapter Objectives 325</p> <p>Research Vignette 326</p> <p>Understanding Action Research 327</p> <p>Steps in Conducting Action Research 336</p> <p>Data Sources for Action Research 345</p> <p>Evaluation of Action Research 362</p> <p><b>13 Program Evaluation in Education </b><b>377</b></p> <p>Chapter Objectives 377</p> <p>Research Vignette 378</p> <p>What Is Program Evaluation? 379</p> <p>Types, Approaches, and Models of Program Evaluation 387</p> <p>Steps in Designing Program Evaluation 391</p> <p>Program Evaluation Data and Critiquing Evaluation Reports 392</p> <p>Training and Careers in Program Evaluation 394</p> <p><b>14 Identifying and Researching a Topic </b><b>399</b></p> <p>Chapter Objectives 399</p> <p>Getting Started 400</p> <p>Identify a Research Topic 400</p> <p>Refine Your Topic as You Search 403</p> <p>Search the Literature 406</p> <p>Identify and Summarize Key Information from Articles 421</p> <p>When Do I Have Enough? 422</p> <p><b>15 The Research Proposal </b><b>427</b></p> <p>Chapter Objectives 427</p> <p>Preparing a Research Proposal 428</p> <p>References 445</p> <p>Appendix A 453</p> <p>Appendix B 487</p> <p>Index 517</p>

<p>Marguerite G. Lodico, EdD, is a professor at the College of Saint Rose where she teaches child development and educational research.</p> <p>Dean T. Spaulding, PhD, is an associate professor at the College of Saint Rose where he teaches educational research and program evaluation.</p> <p>Katherine H. Voegtle, PhD, is a professor at the College of Saint Rose where she teaches courses in human development, educational research, and educational psychology.</p>

<p>Methods in Educational Research</p> <p>Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content.</p> <p>Praise for the Previous Edition</p> <p>"A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association</p> <p>"I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation</p>

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