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1、 METHODS IN EDUCATIONAL RESEARCH From Theory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle Y Lodico.ffirs 2/7/06 3:33 PM Page iii METHODS IN EDUCATIONAL RESEARCH Lodico.ffirs 2/7/06 3:33 PM Page i Lodico.ffirs 2/7/06 3:33 PM Page ii METHODS IN EDUCATIONAL RESEARCH From Th
2、eory to Practice Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle Y Lodico.ffirs 2/7/06 3:33 PM Page iii Copyright 2006 by John Wiley Taipei, Taiwan; and Chicago 246 10.4A Distribution of 100 Scores 250 10.5Normal Curve 251 10.6Graph Showing Interaction of Gender and Computer Use 260 12
3、.1Exploratory, Explanatory, and Triangulation Designs 286 12.2Processes Involved in Action Research 294 13.1Processes in Qualitative Data Analysis 311 14.1Processes Involved in a Program Evaluation 320 Exhibits 2.1Distinguishing Between Types of Research: Experiential Report Versus an Empirical Stud
4、y 33 2.2Article Summary Sheet for Primary, Research-Based Sources 44 2.3Article Summary Sheet for Secondary Sources and Non-Research-Based Articles 45 3.1Writing Tips: Title Page 53 3.2Writing Tips: Introduction 54 3.3Writing Tips: Statement of Purpose 55 3.4Writing Tips: Review of the Literature 56
5、 3.5Writing Tips: Hypotheses or Foreshadowed Questions 58 3.6Writing Tips: Method Section 62 5.1Sample Section of Self-Developed Survey 107 5.2Semantic Differential Scale 109 5.3Observational Checklist for Self-Esteem 114 5.4Sample Observational Protocol and Recording Sheet 120 5.5Sample Field Notes
6、 122 5.6Rating Scale for English or Literacy Skills 128 5.7Checklist for Cooperative Learning Activity 129 5.8Rubric for Grading a Portfolio 130 7.1Sample Demographics Section 163 7.2Student Perceptions of the Impact of School Uniforms on the School Community 165 10.1Type I and Type II Errors 254 Ta
7、bles, Figures, and Exhibitsxvii Lodico.fbetw 2/7/06 3:33 PM Page xvii 10.2A 22 Factorial Design 259 10.3A 22 Design Showing Mean Scores of Boys and Girls on a Math Achievement Test 260 13.1Interview Transcript with Codes 306 13.2Thick Description 308 13.3Contrasting Perspectives in a Case Study 310
8、xviiiTables, Figures, and Exhibits Lodico.fbetw 2/7/06 3:33 PM Page xviii PREFACE M ethods in Educational Research: From Theory to Practice is pedagogically based: written from the fundamental perspective of how one learns in general and, more specifi cally, how one learns through research. In this
9、book, we have tried to apply the techniques and instructional practices underlying “good teaching” to teaching people about educational research. Furthermore, we have paid at- tention to the metacognitive processes associated with how one learns about re- search and how one develops and becomes a mo
10、re active participant in the educational research community. Todays political climate of No Child Left Behind, “scientifi cally based” re- search, and school accountability has certainly changed the face of education as well as the knowledge and research skills needed by educators in the 21st centur
11、y. In addition to building these competencies, this book hopes to empower teachers to take an active role in conducting research in their classrooms, districts, and the greater educational communityactivities that are now not only expected but re- quired of all teachers. Therefore, the purpose of th
12、is book is to assist students, primarily graduate students, in the area of education or related fi elds (administration, school psy- chology, or school counseling) in developing competencies and skills in educa- tional research. More specifi cally, the purpose of this book is to provide an understan
13、ding of such competencies that is both broad and deep. Breadth of under- standing is established in the student who demonstrates general knowledge as to xix Lodico.fpref 2/7/06 3:34 PM Page xix the characteristics and properties of all the quantitative, qualitative, and mixed- methods research appro
14、aches. In doing so, the student should be able to identify and distinguish between the various types of research approaches: their underly- ing philosophies, purposes, and methods. Depth of understanding is established through the student determining a need for a particular type of research approach
15、 and developing a research proposal around that idea, including a review of liter- ature that supports the study and a proposed methods section that complements the research problem. We pilot-tested the chapters in our own classes and, after many revisions, ar- rived at a fi nal ordering and integra
16、tion of concepts that seemed optimal for both our teaching and our students learning. In educational research courses, it is al- ways challenging to cover the information needed by students “in time” for them to use the information in their research and writing for their proposal. The in- creasing complexity of research approaches and data analysis in educational re- search today makes teaching this course for masters-level students an especially diffi cult task. Some of the practical to
