Understanding and Interpreting Educational Research

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This user-friendly text takes a learn-by-doing approach to exploring research design issues in education and psychology, offering evenhanded coverage of quantitative, qualitative, mixed-methods, and single-case designs. Readers learn the basics of different methods and steps for critically examining any study's design, data, and conclusions, using sample peer-reviewed journal articles as practice opportunities. The text is unique in featuring full chapters on survey methods, evaluation, reliability and validity, action research, and research syntheses.

Pedagogical Features
*An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples.
*Research example boxes showing how studies are designed to address particular research questions.
*In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions.
* Electronic Instructor's Resource Manual with Test Bank, provided separately--includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.
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About the author

Ronald C. Martella, PhD, is Professor of Special Education at Eastern Washington University. He has over 26 years of experience working with at-risk populations and provides technical assistance to numerous states and districts on positive behavior support/behavior management for students with or without disabilities. Dr. Martella has over 150 professional publications, including several literacy programs and interventions.

J. Ron Nelson, PhD, is Professor at the University of Nebraska–Lincoln. He has over 20 years of experience in the field of special education as a teacher, technical assistance provider, and professor. A recipient of the Distinguished Initial Career Research Award from the Council for Exceptional Children, Dr. Nelson has more than 150 publications that focus on serving children at risk of school failure and on research issues. He has developed a number of behavior and literacy interventions.

Robert L. Morgan, PhD, is Professor in the Department of Special Education and Rehabilitation at Utah State University and serves as the Head of the Severe Disabilities Teacher Preparation Program and Chair of the Undergraduate Committee. He worked in schools, adult residential facilities, and supported employment programs for 11 years. Dr. Morgan's research interests and more than 100 publications address issues including transition from school to adult roles and applied behavior analysis.

Nancy E. Marchand-Martella, PhD, is Professor of Special Education at Eastern Washington University. She has over 26 years of experience working with at-risk populations, including serving as a consultant for the Washington Improvement and Implementation Network and the Washington State Striving Readers Grant, and as a Reading First panel member. Dr. Marchand-Martella has over 160 professional publications, including several literacy programs and interventions.
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Additional Information

Guilford Press
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Published on
Apr 2, 2013
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Best For
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Education / Research
Medical / Psychiatry / General
Psychology / Research & Methodology
Social Science / Methodology
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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This book will help readers understand the practice of qualitative research--whether they want to do it, teach it, or just learn about it. All the major research phases are encompassed (startup, design, data collection, analysis, and composing), including newly emerging trends. Numerous easy-to-read vignettes show how other scholars have successfully implemented specific procedures. Equally distinctive, the book presents qualitative research as an adaptive craft. The array of choices among different procedures and methods enables readers to customize their own studies and to accommodate different worldviews and genres.

New to This Edition:
*Stronger discussion of different worldviews (e.g., constructivism, postpositivism, and pragmatism) and how they relate to different methodological choices.
*Clearer emphasis on doing a generalized qualitative study, while acknowledging 12 specialized genres (e.g., action-based research, arts-based research, autoethnography, grounded theory, phenomenology, and others).
*Expanded discussions of different kinds of qualitative study samples and of mixed methods.
*New ideas on how to avoid getting stalled when analyzing qualitative data.
*Consideration of an additional way of concluding a qualitative study: by taking action.

Pedagogical Features
*Chapters start with an abstract and end with a suggested exercise.
*Key terms and concepts appear in boldface throughout the text and are listed in end-of-chapter recaps as well as in the book’s glossary.
*Sections within each chapter start with a preview box: “What you should learn from this section."
*An appendix presents a semester- or yearlong field-based project.
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