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Designing and Conducting Research in Education
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Designing and Conducting Research in Education



October 2007 | 432 pages | SAGE Publications, Inc

"The authors did an excellent job of engaging students by being empathetic to their anxieties while taking a research design course. The authors also present a convincing case of the relevancies of research in daily life by showing how information was used or misused to affect our personal and professional decisions." —Cherng-Jyh Yen, George Washington University

A practice-oriented, non-mathematical approach to understanding, planning, conducting, and interpreting research in education

Practical and applied, Designing and Conducting Research in Education is the perfect first step for students who will be consuming research as well as for those who will be actively involved in conducting research. Readers will find up-to-date examinations of quantitative, qualitative, and mixed-methods research approaches which have emerged as important components in the toolbox of educational research. Real-world situations are presented in each chapter taking the reader through various challenges often encountered in the world of educational research.

Key Features:

  • Examines quantitative, qualitative, and mixed-methods research approaches, which have emerged as important components in the toolbox of educational research
  • Explains each step of the research process very practically to help students plan and conduct a research project in education
  • Applies research in real-world situations by taking the reader through various challenges often encountered in field settings
  • Includes a chapter on ethical issues in conducting research
  • Provides a Student study site that offers the opportunity to interact with contemporary research articles in education
  • Instructor Resources on CD provide a Computerized test bank, Sample Syllabi, General Teaching Tips and more

Intended audience: This book provides an introduction to research that emphasizes the fundamental concepts of planning and design. The book is designed to be a core text for the very first course on research methods. In some fields the first course is offered at an undergraduate level whereas in others it is a beginning graduate class.

"The book is perfect for introductory students. The language is top notch, the examples are helpful, and the graphic features (tables, figures) are uncomplicated and contain important information in an easy-to-understand format. Excellent text!" —John Huss, Northern Kentucky University

"Designing and Conducting Research in Education is written in a style that is conducive to learning for the type of graduate students we teach here in the College of Education. I appreciate the 'friendly' tone and concise writing that the authors utilize." —Steven Harris, Tarleton State University

"A hands on, truly accessible text on how to design and conduct research"
—Joan P. Sebastian, National University


Preface  
 
Part I: Overview of Research
 
Chapter 1: The Foundations of Research
Chapter Objectives  
Perspectives on Educational Research  
Defining Ways of Conducting Research  
Foundations of Research  
Research Types and Methods in Brief  
The Research Process  
Summary  
About Simulations  
Simulation 1.1  
 
Chapter 2: The Research Process
Chapter Objectives  
Finding a Topic to Research  
Steps in the Scientific Method  
Summary  
Simulation 2.1  
 
Chapter 3: Ethical Issues in Conducting Research
Chapter Objectives  
Ensuring the Protection of Human Participants  
Ethical Considerations in Quantitative and Qualitative Research  
Monitoring Ethics in Research: Institutional Review Boards  
Ethics and Professionalism  
Summary  
Simulation 3.1  
 
Chapter 4: Participant Selection and Assignment
Chapter Objectives  
Participant Selection  
Participant Assignment  
Summary  
Simulation 4.1  
 
Chapter 5: Measures and Instruments
Chapter Objectives  
Selection and Definition of Criterion Measures  
Instruments or Tasks  
Summary  
Simulation 5.1  
 
Part II: Research Methods and Designs
Chapter 6: Quantitative Research Methodologies  
Chapter Objectives  
Defining Quantitative Research  
Basic Experimental Design Formats  
Traditional Group Experimental Designs  
After the Design: Analysis and Interpretation  
Summary  
Simulation 6.1  
 
Chapter 7: Designing Non-Experimental Research
Chapter Objectives  
Defining Experimental and Non-Experimental Research  
Survey Research  
Observation Studies  
Summary  
Simulation 7.1  
 
Chapter 8: Introduction to Qualitative Research and Mixed-Methods Design
Chapter Objectives  
An Overview of Qualitative Research  
Mixed Methods  
Summary  
Simulation 8.1  
 
Chapter 9: Research Design Pitfalls
Chapter Objectives  
Types of Design Validity  
Threats to Experimental Design Validity  
Standards of Rigor  
Summary  
Simulation 9.1  
 
Part III: Data Analysis and Results Interpretation
 
Chapter 10: Statistics Choices
Statistics: What and Why  
The Decision Tree: Moving from the Question to the Analysis  
The Importance of Data Type in Selecting Statistics  
Summary  
Simulation 10.1  
Simulation 10.2  
 
Chapter 11: Data Tabulation
Chapter Objectives  
Aggregating Data  
Tables  
Graphing Data  
Summary  
Simulation 11.1  
 
Chapter 12: Descriptive Statistics
Chapter Objectives  
Categories of Descriptive Statistics  
Summary  
Simulation 12.1  
Simulation 12.2  
 
Chapter 13: Inferential Statistics
Chapter Objectives  
General Background of Inferential Statistics  
Difference Questions: Which Statistic and When  
Relationship Questions: Which Statistic and When  
Summary  
Simulation 13.1  
Simulation 13.2  
 
Chapter 14: Analyzing Qualitative Data
Chapter Objectives  
Preliminary Analysis  
Post Data-Gathering Analysis  
Inductive and Deductive Analyses  
Phenomenological Analytical Techniques  
Reporting Qualitative Research  
Summary  
Simulation 14.1  
 
Chapter 15: Interpreting Results
Research as an Integrated Process  
Interpretation of Results  
Acquiring Interpretation Skills for Research  
Summary  
Simulation 15.1  
 
Appendix A: Table of Random Numbers
 
References
 
Glossary/Index

“These authors have done a masterful job in unpacking the fundamental issues in research and disciplined inquiry. They consistently help their readers to understand that in research, as in life, it essentially boils down to validity and reliability.” 

                                                                                    —Wayne H. Slater, University of Maryland

“The authors achieve an authentic voice in their text. They explain concepts clearly and concisely, while providing appropriate examples to support their assertions. Finally, the authors engage the novice researcher (or consumer of research) with engaging ideas and prose . . . they consistently unpack complex, abstract concepts in a clear, lucid fashion.” 

                                                                                    —Wayne H. Slater, University of Maryland

Wayne H. Slater
Univresity of Maryland

“The book is perfect for introductory students and does not swim in its own self-importance. The language is top notch, the examples are helpful, and the graphic features (tables, figures) are uncomplicated and contain important information in an easy-to-understand format.”

—John A. Huss, Northern Kentucky University

John A. Huss
Northern Kentucky University

"The simulations and activities provide valuable engaging experiences for a range of “school leaders.” They are well thought through and provide reflection on issues ranging from confidentiality to professional ethics."

—James E. Barr, Nicholls State University

James E. Barr
Nicholls State University

“The Student Workbook and Simulated Problems is a valuable component that clearly differentiates this research textbook from others. I highly recommend this workbook as a valuable component to any research course, regardless of level. The book’s treatment of time-series designs is also valuable.”

—Alfred P. Rovai, Regent University

Alfred P. Rovai
Regent University

clear explanations of concepts that are unfamiliar to my students, great examples, well organized

Dr Laura Massa
Assessment, Loyola Marymount University
September 30, 2011
Key features

Key Features

  • Examines quantitative, qualitative, and mixed-methods research approaches, which have emerged as important components in the toolbox of educational research
  • Explains each step of the research process very practically to help students plan and conduct a research project in education
  • Applies research in real-world situations by taking the reader through various challenges often encountered in field settings
  • Includes a chapter on ethical issues in conducting research
  • Provides a Student Web Site that offers the opportunity to interact with contemporary research articles in education
  • Assists Professors with Instructor's Resources on CD. (Available by contacting SAGE)

For instructors

Review and Desk copies for this title are available digitally via VitalSource.

Request e-review copy

If you require a print review copy, please call: (800) 818-7243 ext. 6140 or email textsales@sagepub.com.

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