Educational research: planning, conducting, and evaluating quantitative and qualitative research
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Harlow
Pearson
2014
|
| Edition: | 4. ed |
| Series: | Pearson new internatinal edition
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | 671 S. graph. Darst. |
| ISBN: | 9780132613941 0132613948 |
Staff View
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV037199105 | ||
| 003 | DE-604 | ||
| 005 | 20150414 | ||
| 007 | t | ||
| 008 | 110201s2014 xxud||| |||| 00||| eng d | ||
| 020 | |a 9780132613941 |9 978-0-13-261394-1 | ||
| 020 | |a 0132613948 |9 0-13-261394-8 | ||
| 035 | |a (OCoLC)772634486 | ||
| 035 | |a (DE-599)BVBBV037199105 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c US | ||
| 049 | |a DE-703 |a DE-29 |a DE-355 |a DE-91 |a DE-19 |a DE-384 | ||
| 050 | 0 | |a LB1028 | |
| 082 | 0 | |a 370.7/2 | |
| 084 | |a DF 2500 |0 (DE-625)19541:761 |2 rvk | ||
| 084 | |a SOZ 710f |2 stub | ||
| 084 | |a EDU 510f |2 stub | ||
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Creswell, John W. |d 1945- |e Verfasser |0 (DE-588)133331512 |4 aut | |
| 245 | 1 | 0 | |a Educational research |b planning, conducting, and evaluating quantitative and qualitative research |c John W. Creswell |
| 250 | |a 4. ed | ||
| 264 | 1 | |a Harlow |b Pearson |c 2014 | |
| 300 | |a 671 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Pearson new internatinal edition | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Education |x Research |x Methodology | |
| 650 | 0 | 7 | |a Methodologie |0 (DE-588)4139716-2 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Methode |0 (DE-588)4038971-6 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Bildungsforschung |0 (DE-588)4122926-5 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Pädagogik |0 (DE-588)4044302-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Forschung |0 (DE-588)4017894-8 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Pädagogik |0 (DE-588)4044302-4 |D s |
| 689 | 0 | 1 | |a Forschung |0 (DE-588)4017894-8 |D s |
| 689 | 0 | 2 | |a Methodologie |0 (DE-588)4139716-2 |D s |
| 689 | 0 | |8 1\p |5 DE-604 | |
| 689 | 1 | 0 | |a Bildungsforschung |0 (DE-588)4122926-5 |D s |
| 689 | 1 | 1 | |a Methode |0 (DE-588)4038971-6 |D s |
| 689 | 1 | |8 2\p |5 DE-604 | |
| 856 | 4 | 2 | |m V:DE-604 |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021113383&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-021113383 | ||
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 2\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
Record in the Search Index
| _version_ | 1804143786848157696 |
|---|---|
| adam_text | IMAGE 1
BRIEF CONTENTS
PART 1 AN INTRODUCTION TO EDUCATIONAL RESEARCH 1 CHAPTER 1 THE PROCESS
0/ CONDUCTING RESEARCH USING QUANTITATIVE AND QUALITATIVE APPROACHES 2
PART 11 THE STEPS IN THE PROCESS OF RESEARCH 57
CHAPTER 2 IDENTIFYING A RESEARCH PROBLEM 58
CHAPTER 3 REVIEWING THE LITERATURE 79
CHAPTER 4 SPECIFYING A PURPOSE AND RESEARCH QUESTIONS OR HYPOTHESES 109
CHAPTER 5 COLLECTING QUANTITATIVE DATA 140
CHAPTER 6 ANALYZING AND INTERPRETING QUANTITATIVE DATA 174
CHAPTER 7 COLLECTING QUALITATIVE DATA 204
CHAPTER 8 ANALYZING AND INTERPRETING QUALITATIVE DATA 236
CHAPTER 9 REPORTING AND EVALUATING RESEARCH 265
PART 111 RESEARCH DESIGNS 293
CHAPTER 10 EXPERIMENTAL DESIGNS 294 CHAPTER 11 CORRELATIONAL DESIGNS 337
CHAPTER 12 SURVEY DESIGNS 375
CHAPTER 13 GROUNDED THEORY DESIGNS 422
CHAPTER 14 ETHNOGRAPHIE DESIGNS 461
CHAPTER 15 NARRATIVE RESEARCH DESIGNS 501
CHAPTER 16 MIXED METHODS DESIGNS 534
CHAPTER 17 ACTION RESEARCH DESIGNS 576
V
IMAGE 2
CONTENTS
PART I AN INTRODUCTION TO EDUCATIONALRESEARCH 1 CH}TER THE PROCESS OF
CONDUCTING RESEARCH USING QUANTITATIVE AND QUALITATIVE APPROACHES 2
ADEFINITION OF RESEARCH AND ITS IMPORTANCE 3 RESEARCH ADDS TO OUR
KNOWLEDGE 4 RESEARCH IMPROVES PRACTICE 4 RESEARCH INFORMS POLICY
DEBATES 6. SEVERAL PROBLEMS WITH RESEARCH
TODAY 6
THE SIX STEPS IN THE PROCESS OF RESEARCH 7 IDENTIFYING A RESEARCH
PROBLEM 8 REVIEWING THE LITERATURE 8 SPECIFYING A PURPOSE FOR RESEARCH
9 * COLLECTING DATA 9 ANALYZING AND INTERPRETING
THE DATA 10 REPORTING AND EVALUATING RESEARCH 10
THE CHARACTERISTICS OF QUANTITATIVE AND QUALITATIVE RESEARCH IN EACH OF
THE SIX STEPS 11
QUANTITATIVE RESEARCH CHARACTERISTICS 13 QUALITATIVE RESEARCH
CHARACTERISTICS 16 SIMILARITIES AND DIF.(ERENCES BETWEEN QUANTITATIVE
AND QUALITATIVE RESEARCH 19 RESEARCH DESIGNS ASSOCIATED WITH
QUANTITATIVE AND QUALITATIVE
RESEARCH 20
IMPORTANT ETHICAL ISSUES IN CONDUCTING RESEARCH 22 INSTITUTIONAL REVIEW
BOARDS 22 PROFESSIONAL ASSOCIATIONS 23 ETHICAL PRACTICES THROUGHOUT
THE RESEARCH PROCESS 23 SAME ETHICAL ISSUES IN DATA
COLLECTION 23 SAME ETHICAL ISSUES IN DATA REPORTING 24
SKILLS NEEDED TO DESIGN AND CONDUCT RESEARCH 24
SOLVING PUZZLES 25 LENGTHENING YOUR ATTENTION SPAN 25 LEARNING TO
USELIBRARY RESOURCES 25 WRITING, EDITING, AND MORE WRITING 25 KEY IDEAS
IN THE CHAPTER 26
7BE DEFINITION AND IMPORTANCE OF EDUCATIONAL
RESEARCH 26 7BE SIX STEPS IN THE PROCESS OF RESEARCH 26 7BE
CHARACTERISTICS OF QUANTITATIVE
AND QUALITATIVE RESEARCH 26 7BE TYPES OF RESEARCH DESIGNS ASSOCIATED
WITH QUANTITATIVE AND QUALITATIVE RESEARCH 26 7BE IMPORTANT ETHICAL
ISSUES 27 7BE SKILLS NEEDED TO DESIGN AND CONDUCT RESEARCH 27 USEFUL
INFORMATION FOR PRODUCERS OF RESEARCH 27 USEFUL INFORMATION FOR
CONSUMERS OF RESEARCH 27
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
STUDIES 28
SAMPIE QUANTITATIVE STUDY 29
SAMPIE QUALITATIVE STUDY 42
PART 11 THE STEPS IN THE PROCESS
OF RESEARCH 57
C~TER IDENTIFYING A RESEARCH PROBLEM 58
WH AT IS A RESEARCH PROBLEM AND WHY IS IT IMPORTANT? 59 HOW DOES THE
RESEARCH PROBLEM DIFFER FROM OTHER PARTS OF RESEARCH? 59
CAN AND SHOULD PROBLEMS BE RESEARCHED? 61
CAN YOU GAIN ACCESS TO PEOPLE AND SITES? 61 * CAN YOU FIND TIME, LOCATE
RESOURCES, AND USE YOUR SKILLS? 61 SHOULD THE PROBLEM BE RESEARCHED? 62
HOW DOES THE RESEARCH PROBLEM DIFFER IN QUANTITATIVE
AND QUALITATIVE RESEARCH? 63
HOW DO YOU WRITE A STATEMENT OF THE PROBLEM SECTION? 64
7BE TOPIC 64 7BE RESEARCH PROBLEM 66 JUSTIFICATION OF THE IMPORTANCE
OF THE PROBLEM 66 DEFICIENCIES IN WHAT WE KNOW 69 7BE AUDIENCE 70 WHAT
ARE SOME STRATEGIES FOR WRITING THE STATEMENT OF
THE PROBLEM SECTION? 70
A TEMPLATE 70 OTHER WRITING STRATEGIES 71 7BINK-ALOUD ABOUT WRITING A
STATEMENT OF THE PROBLEM 72
IX
IMAGE 3
X CONTENTS
EXAMPLES OF STATEMENT OF THE PROBLEM SECTIONS 72
REEXAMINING THE PARENT INVOLVEMENT AND THE MOTHERS TRUST IN SCHOOL
PRINCIPALS STUDIES 75
KEY IDEAS IN THE CHAPTER 76
DE/INE A RESEARCH PROBLEM AND EXPLAIN ITS
IMPORTANCE 76 DISTINGUISH BETWEEN A RESEARCH PROBLEM AND OTHER PARTS 0/
RESEARCH 76 CRITERIA /OR DECIDING WBETHER A PROBLEM CAN AND SHOULD BE
RESEARCHED 76. TBE DIFFERENCE BETWEEN
QUANTITATIVE AND QUALITATIVE RESEARCH PROBLEMS 76 * TBE FIVE ELEMENTS 0/
A STATEMENT 0/ THE PROBLEM SEETION 76 STRATEGIES USE/UL IN WRITING
THE STATEMENT 0/ THE PROBLEM SEETION 76 USEFUL INFORMATION FOR
PRODUCERS OF RESEARCH 77
USEFUL INFORMATION FOR CONSUMERS OF RESEARCH 77
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
STUDIES 77
CONDUCTING YOUR RESEARCH 78
C~ER REVIEWING THE LITERATURE 79
WHAT IS A LITERATURE REVIEW AND WHY IS IT IMPORTANT? 80 HOW DOES THE
LITERATURE REVIEW DIFFER /OR QUANTITATIVE AND QUALITATIVE STUDIES? 80
WHAT ARE THE FIVE STEPS IN CONDUCTING A LITERATURE
REVIEW? 81
IDENTIFY KEY TERMS 82 LOCATE LITERATURE 82 CRITICALLY EVALUATE AND
SELECT THE LITERATURE 91 ORGANIZE THE LITERATURE 92. WRITE A LITERATURE
REVIEW 98 REEXAMINING THE PARENT INVOLVEMENT AND THE MOTHERS TRUST IN
PRINCIPALS STUDIES 104
LITERATURE REVIEW ANALYSIS IN A QUANTITATIVE STUDY 104 LITERATURE
REVIEW ANALYSIS IN A QUALITATIVE STUDY 104 KEY IDEAS IN THE CHAPTER 105
WBAT IS A REVIEW 0/ THE LITERATURE AND WBY IS IT
IMPORTANT? 105. TBE FIVE STEPS IN CONDUCTING A LITERATURE REVIEW 105
USEFULLNFORMATION FOR PRODUCERS OF RESEARCH 106 USEFUL INFORMATION FOR
CONSUMERS OF RESEARCH 107
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
STUDIES 107
CONDUCTING YOUR RESEARCH 107
C4ER SPECIFYING A PURPOSE AND RESEARCH
QUESTIONS OR HYPOTHESES 109
WHAT ARE PURPOSE STATEMENTS, RESEARCH QUESTIONS, HYPOTHESES, AND
OBJECTIVES? 109
TBE PURPOSE STATEMENT 110. RESEARCH QUESTIONS 110 HYPOTHESES 111
RESEARCH OBJECTIVES 111 WHY ARE THESE STATEMENTS AND QUESTIONS
IMPORTANT? 112
HOW DO YOU DESIGN QUANTITATIVE PURPOSE STATEMENTS, RESEARCH QUESTIONS,
AND HYPOTHESES? 112
SPECIFY VARIABLES 112 TBE FAMILY Q( VARIABLES 114. TBINK-ALOUD ABOUT
IDENTIFYING VARIABLES? 119. TBEORIES AND TESTING 0/ VARIABLES 120 *
WRITING QUANTITATIVE PURPOSE STATEMENTS 122 * WRITING QUANTITATIVE
RESEARCH
QUESTIONS 124 * WRITING QUANTITATIVE HYPOTHESES 125 HOW DO YOU DESIGN
QUALITATIVE PURPOSE STATEMENTS AND RESEARCH QUESTIONS? 128
DIFFERENTIATING BETWEEN QUANTITATIVE AND QUALITATIVE PURPOSE STATEMENTS
AND RESEARCH QUESTIONS 128 THE CENTRAL PHENOMENON IN QUALITATIVE
RESEARCH 129 EMERGING PROCESSES IN QUALITATIVE RESEARCH 1]0
WRITING QUALITATIVE PURPOSE STATEMENTS 131 WRITING QUALITATIVE RESEARCH
QUESTIONS 132
REEXAMINING THE PARENT INVOLVEMENT AND MOTHERS TRUST IN PRINCIPALS
STUDIES 136
KEY IDEAS IN THE CHAPTER 136
DISTINGUISH AMONG PURPOSE STATEMENTS, RESEARCH
QUESTIONS, HYPOTHESES, AND OBJECTIVES 136. KNOW WBY TBESE STATEMENTS AND
QUESTIONS ARE IMPORTANT 1] 7. WRITE QUANTITATIVE PURPOSE STATEMENTS,
RESEARCH QUESTIONS, AND
HYPOTHESES 1]7. WRITE QUALITATIVE PURPOSE STATEMENTS AND RESEARCH
QUESTIONS 1] 7
USEFUL INFORMATION FOR PRODUCERS OF RESEARCH 137
USEFUL INFORMATION FOR CONSUMERS OF RESEARCH 138
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
STUDIES 138
CONDUCTING YOUR RESEARCH 139
C~ER COLLECTING QUANTITATIVE DATA 140
FIVE STEPS IN THE PROCESS OF DATA COLLECTION 140 WHAT PARTICIPANTS WILL
YOU STUDY? 141
IDENTIFY YOUR UNIT 0/ ANALYSIS 141. SPECIFY THE POPULATION AND SAMPIE
141 WHAT PERMISSIONS WILL YOU NEED? 147 OBTAIN DIFFERENT TYPES 0/
PERMISSIONS 147. OBTAIN
IN/ORMED CONSENT 148
WHAT INFORMATION WILL YOU COLLECT? 150
SPECIFY VARIABLES/ROM RESEARCH QUESLIONS AND HYPOTHESES 150 *
OPERATIONAL(Y DEFINE EACH
IMAGE 4
CONTENTS
XI
VARIABLE 151 * CHOOSE TYPES OF DA TA AND MEASURES 151
WHAT INSTRUMENT WILL YOU USE TO COLLECT DATA? 157
LOCATE OR DEVELOP AN INSTRUMENT 157 SEARCH FOR AN INSTRUMENT 157.
CRITERIAFOR CHOOSING A GOOD INSTRUMENT 158 INTERVAVRATIO SCALES 167.
THINK-ALOUD ABOUT FINDING AND SELECTING AN INSTRUMENT 167
HOW WILL YOU ADMINISTER THE DATA COLLECTION? 169
STANDARDIZATION 169 ETHICALLSSUES 169
REEXAMINING THE QUANTITATIVE PARENT INVOLVEMENT STUDY 170
KEY IDEAS IN THE CHAPTER 170
STATE THE FIVE STEPS IN THE PROCESS OF QUANTITATIVE DATA
COLLECTION 170 IDENTI/Y HOW TO SELECT PARTICIPANTS FOR A STUDY 171
IDENTIFY THE PERMISSIONS NEEDED FOR A STUDY 171 LISTDIFFERENT OPTIONS
FOR COLLECTING INFORMATION 171 LOCATE, SELECT, AND ASSESS AN
INSTRUMENT(S) FOR VSE IN DATA COLLECTION 1 71 *
DESCRIBE PROCEDURES FOR ADMINISTERING QUANTITATIVE DATA COLLECTION 1 71
USEFULLNFORMATION FOR PRODUCERS OF RESEARCH 171
USEFULLNFORMATION FOR CONSUMERS OF RESEARCH 172
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
5TUDIES 172
CONDUCTING YOUR RESEARCH 173
C&ER ANALYZING AND INTERPRETING
QUANTITATIVE DATA 174
WHAT ARE THE STEPS IN THE PROCESS OF QUANTITATIVE DATA ANALYSIS? 175
HOW 00 YOU PREPARE THE DATA FOR ANALYSIS? 175
SCORE THE DATA 1 75 * DETERMINE THE TYPES OF SCORES TO ANALYZE 1 77 *
SELECT A STATISTICAL PROGRAM 178 INPUT DATA 1 79 * CLEAN AND
ACCOUNTFOR MISSING DATA 181
HOW 00 YOU ANALYZE THE DATA? 182
CONDUCT DESCRIPTIVE ANALYSIS 183 * CONDUCT INFERENTIAL ANALYSIS 187
HOW 00 YOU REPORT THE RESULTS? 195
TABLES 196. FIGURES 196 PRESENT
RESULTS 197
HOW 00 YOU INTERPRET THE RESUITS? 197 SUMMARIZE THE MAJOR RESULTS 198.
EXPLAIN W BYTHE RESULTS OCCURRED 199 ADVANCE LIMITATIONS 199. SUGGEST
FUTURE RESEARCH 199
REEXAMINING DATA ANALYSIS AND INTERPRETATION IN THE PARENT INVOLVEMENT
STUDY 199
KEY IDEAS IN THE CHAPTER 200
IDENTIFY THE STEPS IN THE PROCESS OF ANALYZING AND
INTERPRETING QUANTITATIVE DATA 200 PREPARING YOUR DATAFOR ANALYSIS 201
ANALYZING THE DATA 201 REPORTING THE RESULTS 201. INTERPRETING THE
RESULTS 201
USEFUL INFORMATION FOR PRODUCERS OF RESEARCH 202
USEFUL INFORMATION FOR CONSUMERS OF RESEARCH 202
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
5TUDIES 202
CONDUCTING YOUR RESEARCH 203
C~ER COLLECTING QUALITATIVE DATA 204
WHAT ARE THE FIVE PROCESS STEPS IN QUALITATIVE DATA COLLECTION? 205
WHAT ARE THE DIFFERENT SAMPLING APPROACHES FOR SELECTING PARTICIPANTS
AND SITES? 206
PURPOSEFUL SAMPLING 206 SAMPIE SIZE OR NUMBER OF RESEARCH SITES 209
WHAT TYPES OF PERMISSIONS WILL BE REQUIRED TO GAIN ACCESS TO
PARTICIPANTS AND SITES? 210
SEEK INSTITUTIONAL REVIEW BOARD APPROVAL 210.
GATEKEEPERS 211
WHAT TYPES OF QUALITATIVE DATA WILL YOU COLLECT? 212
OBSERVATIONS 212 * INTERVIEWS 21 7 * DOCUMENTS 223 AUDIOVISUAL
MATERIALS 224
WHAT PROCEDURES WILL BE USED TO RECORD DATA? 225
VSING PROTOCOLS 225 THINK-ALOUD ABOUT OBSERVING 227
WHAT FIELD AND ETHICAL ISSUES NEED TO BE ANTICIPATED? 228
FIELD ISSUES 228 * ETHICALLSSUES 230
REVISITING THE MOTHERS TRUST IN PRINCIPALS QUALITATIVE STUDY 232
KEY IDEAS IN THE CHAPTER 233
FIVE PROCESS STEPS IN COLLECTING DATA 233. SAMPLING
APPROACHES TO SELECTING PARTICIPANTS AND SITES 233. PERMISSIONS REQUIRED
TO GAIN ACCESS 233. VARIOUS TYPES OF QUALITATIVE DATA TO COLLECT 233.
PROCEDURES FOR RECORDING DATA 233. FIELD
ISSUES AND ETHICAL CONSIDERATIONS IN DATA COLLECTION 233
USEFULLNFORMATION FOR PRODUCERS OF RESEARCH 234 USEFUL INFORMATION FOR
CONSUMERS OF RESEARCH 234
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
5TUDIES 234
CONDUCTING YOUR RESEARCH 235
IMAGE 5
XII CONTENTS
COTER ANALYZING AND INTERPRETING O QUALITATIVE DATA 236
WHAT ARE THE SIX STEPS IN ANALYZING AND INTERPRETING QUALITATIVE DATA?
237
HOW DO YOU PREPARE AND ORGANIZE THE DATA FAR ANALYSIS? 238
ORGANIZE DATA 238 * TRANSCRIBE DATA 239.
ANALYZE BY HAND OR COMPUTER 239 * USE 0/ QUALITATIVE COMPUTER PROGRAMS
241 HOW DO YOU EXPLORE AND CODE THE DATA? 243
EXPLORE THE GENERAL SENSE 0/ THE DATA 243 * CODE THE DATA 243.
THINK-ALOUD ABOUT CODING A TRANSCRIPT 245
HOW DO YOU USE CODES TO BUILD DESCRIPTION AND THEMES? 247
DESCRIPTION 247 * THEMES 248 * LAYERING AND INTERRELATING THEMES 251
HOW DO YOU REPRESENT AND REPORT FINDINGS? 253
REPRESENTING FINDINGS 253 * REPORTING FINDINGS 254
HOW DO YOU INTERPRET FINDINGS? 257
SUMMARIZE FINDINGS 258 * CONVEY PERSONAL REFLECTIONS 258 * MAKE
COMPARISONS TO THE LITERATURE 258 * OFFER LIMITATIONS AND SUGGESTIONS
/OR FUTURE RESEARCH 259
HOW DO YOU VALIDATE THE ACCURACY OF YOUR FINDINGS? 259
REEXAMINING QUALITATIVE DATA ANALYSIS IN THE MOTHERS TRUST IN
PRINCIPALS CASE STUDY 260
KEY IDEAS IN THE CHAPTER 261
SIX STEPS IN THE PROCESS 0/ ANALYZING AND
INTERPRETING QUALITATIVE DATA 261 PREPARE AND ORGANIZE THE DATA/OR
ANALYSIS 261 * EXPLORE AND CODE THE DATA 261 CODING TO BUILD
DESCRIPTION AND THEMES 261 * REPRESENT AND REPORT QUALITATIVE FINDINGS
262. INTERPRET THE FINDINGS 262 VALIDATE THE ACCURACY 0/ THE
FINDINGS 262 USEFUL INFORMATION FOR PRODUCERS OF RESEARCH 262 USEFUL
INFORMATION FOR CONSUMERS OF RESEARCH 263
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
STUDIES 263
CONDUCTING YOUR RESEARCH 264
CGER REPORTING AND EVALUATING
RESEARCH 265
WHAT IS A RESEARCH REPORT AND WHAT ARE ITS TYPES? 266
WBAT AUDIENCE WILL RECEIVE THE REPORT? 266 * WBAT ARE THE TYPES 0/
RESEARCH REPORTS? 267 HOW SHOULD YOU STRUCTURE YOUR REPORT? 272 LOOK AT
THE PHYSICAL STRUCTURE 0/ RESEARCH
REPORTS 272 * DESIGN AN APPROPRIATE QUANTITATIVE STRUCTURE 273 * DESIGN
AN APPROPRIATE QUALITATIVE STRUCTURE 273. THINK-ALOUD ABOUT THE
STRUCTURE 0/ ASTUDY 276 HOW DO YOU WRITE IN A SENSITIVE, ETHICAL, AND
SCHOLARLY
WAY? 277
USELANGUAGE THAT REDUCES BIAS 277 * ENCODE SCHOLARLY TERMS INTO YOUR
RESEARCH 278 * USE ETHICAL REPORTING AND WRITING 0/ RESEARCH RESULTS
278 USEAN APPROPRIATE POINT 0/ VIEW 280 * BALANCE
YOUR RESEARCH AND CONTENT 281 * INTERCONNECT SECTIONS/OR CONSISTENCY 281
* ADVANCE A CONCISE TITLE 282 HOW DO YOU EVALUATE THE QUALITY OF YOUR
RESEARCH? 282
EMPLOY APPROPRIATE STANDARDS 283 * QUANTITATIVE STANDARDS 283 *
QUALITATIVE STANDARDS 283 EVALUATE WITH A PROCESS APPROACH 285
REEXAMINING THE PARENT INVOLVEMENT AND MOTHERS TRUST IN PRINCIPALS
STUDIES 288
KEY IDEAS IN THE CHAPTER 288
THE PURPOSE 0/ A RESEARCH REPORT AND ITS
TYPES 288 HOW TO STRUCTURE YOUR RESEARCH REPORT 289. SENSITIVE,
ETHICAL, AND SCHOLARLY WRITING PRACTICES 289 CRITERIA/OR EVALUATING A
RESEARCH REPORT 289 USEFUL INFORMATION FOR PRODUCERS OF RESEARCH 289
USEFUL INFORMATION FOR CONSUMERS OF RESEARCH 290
UNDERSTANDING CONCEPTS AND EVALUATING RESEARCH
STUDIES 290
CONDUCTING YOUR RESEARCH 291
PART 11I RESEARCH DESIGNS 293
EIE EXPERIMENTAL DESIGNS 294
WHAT IS AN EXPERIMENT, WHEN SHOULD YOU USE IT, AND HOW DID IT DEVELOP?
295
WBEN DO YOU USEAN EXPERIMENT? 295 * WHEN DID EXPERIMENTS DEVELOP? 295
WHAT ARE KEY CHARACTERISTICS OF EXPERIMENTS? 296 RANDOM ASSIGNMENT 296 *
CONTROL OVER EXTRANEOUS
VARIABLES 297 * MANIPULATING TREATMENT CONDITIONS 300 * OUTCOME MEASURES
301 * GROUP COMPARISONS 302 * THREATS TO VALIDITY 302
WHAT ARE THE TYPES OF EXPERIMENTAL DESIGNS? 307
IMAGE 6
CONTENTS XILI
BETWEEN-GROUP DESIGNS 309. WITHIN-GROUP OR INDIVIDUAL DESIGNS 313
WHAT ARE POTENTIAL ETHICAL ISSUES IN EXPERIMENTAL RESEARCH? 321
WHAT ARE THE STEPS IN CONDUCTING EXPERIMENTAL RESEARCH? 322
STEP 1. DECIDE IF AN EXPERIMENT ADDRESSES YOUR RESEARCH PROBLEM 322.
STEP 2. FORM HYPOTHESES TO TEST CAUSE-AND-EFFECT RELATIONSHIPS 322. STEP
3. SELECT AN EXPERIMENTAL UNIT AND IDENTIFY STUDY
PARTICIPANTS 323. STEP 4. SELECT AN EXPERIMENTAL TREATMENT AND INTRODUCE
IT 324. STEP 5. CHOOSE A TYPE OF EXPERIMENTAL DESIGN 324 STEP 6.
CONDUCT THE EXPERIMENT 324. STEP 7. ORGANIZE AND ANALYZE
THE DATA 324. STEP 8. DEVELOP AN EXPERIMENTAL RESEARCH REPORT 325
HOW 00 YOU EVALUATE EXPERIMENTAL RESEARCH? 325
KEY IDEAS IN THE CHAPTER 326
ADEFINITION OF EXPERIMENTAL RESEARCH, WBEN TO USEIT,
AND HOW IT DEVELOPED 326 KEY CHARACTERISTICS OF EXPERIMENTAL RESEARCH
326 TYPES OF EXPERIMENTAL DESIGNS 326. ETHICAL ISSUES IN EXPERIMENTAL
RESEARCH 326. STEPS IN CONDUCTING AN
EXPERIMENT 327 EVALUATING AN EXPERIMENT 327
USEFULLNFORMATION FOR PRODUCERS OF RESEARCH 327
USEFUL INFORMATION FOR CONSUMERS OF RESEARCH 328
ADDITIONAL RESOURCES YOU MIGHT EXAMINE 328
EXAMPLE OF AN EXPERIMENTAL STUDY 330
C}P} CORRELATIONAL DESIGNS 337
WHAT IS CORRELATIONAL RESEARCH, WHEN 00 YOU USE IT, AND HOW DID IT
DEVELOP? 338
WBEN DO YOU USECORRELATIONAL RESEARCH? 338.
HOW DID CORRELATIONAL RESEARCH DEVELOP? 338
WHAT ARE THE TYPES OF CORRELATIONAL DESIGNS? 339
TBE EXPLANATORY DESIGN 340. TBE PREDICTION DESIGN 341 WHAT ARE THE KEY
CHARACTERISTICS OF CORRELATIONAL DESIGNS? 342
DISPLAYS OF SCORES 342 ASSOCIATIONS BETWEEN SCORES 345. MULTIPLE
VARIABLE ANALYSIS 348
POTENTIAL ETHICAL ISSUES IN CONDUCTING CORRELATIONAL RESEARCH 353
WHAT ARE THE STEPS IN CONDUCTING A CORRELATIONAL STUDY? 354
STEP 1. DETERMINE IF A CORRELATIONAL STUDY BEST ADDRESSES THE RESEARCH
PROBLEM 354. STEP 2. IDENTIFY INDIVIDUALS TO STUDY 355. STEP 3. IDENTIFY
TWO OR MORE MEASURES FOR EACH INDIVIDUAL IN THE STUDY 355 STEP 4.
COLLECT DATA AND MONITOR POTENTIALTBREATS 355. STEP 5. ANALYZE THE DATA
AND REPRESENT THE RESULTS 356. STEP 6. INTERPRET THE
RESULTS 357
HOW 00 YOU EVALUATE A CORRELATIONAL STUDY? 357
KEY IDEAS IN THE CHAPTER 358
TBE DEFINITION, USE, AND DEVELOPMENT OF CORRELATIONAL
RESEARCH 358. TYPES OF CORRELATIONAL DESIGNS 358. KEY CHARACTERISTICS OF
CORRELATIONAL DESIGNS 358. ETHICALISSUES IN CONDUCTING CORRELATIONAL
RESEARCH 358. STEPS IN CONDUCTING A
CORRELATIONAL STUDY 359. CRITERIA FOR EVALUATING A CORRELATIONAL STUDY
359
USEFUL INFORMATION FOR PRODUCERS OF RESEARCH 359
USEFUL INFORMATION FOR CONSUMERS OF RESEARCH 359
ADDITIONAL RESOURCES YOU MIGHT EXAMINE 359
EXAMPLE OF A CORRELATIONAL STUDY 361
CL~ SURVEY DESIGNS 375
WHAT IS SURVEY RESEARCH, WHEN 00 YOU USE IT, AND HOW DID IT DEVELOP? 376
WBEN DO YOU USESURVEY RESEARCH? 376. HOW DID SURVEY RESEARCH DEVELOP?
376
WHAT ARE THE TYPES OF SURVEY DESIGNS? 377
CROSS-SECTIONAL SURVEY DESIGNS 377. LONGITUDINAL SURVEY DESIGNS 379
WHAT ARE THE KEY CHARACTERISTICS OF SURVEY RESEARCH? 380
SAMPLINGFROM A POPULATION 381. QUESTIONNAIRES AND INTERVIEWS 382.
INSTRUMENT DESIGN 385 * RESPONSE RATE 390
HOW 00 YOU CONSTRUCT AND ANALYZE A MAILED QUESTIONNAIRE? 392
TBE COVER LETTER 392. OVERALL QUESTIONNAIRE CONSTRUCTION 398. DATA
ANALYSIS OF A RESEARCH QUESTIONNAIRE 398
HOW 00 YOU DESIGN AND CONDUCT AN INTERVIEW SURVEY? 398
STANCE OF THE INTERVIEWER 399 TRAINING OF INTERVIEWERS 399. STEPS IN
INTERVIEWING 400 A TELEPHONE INTERVIEW GUIDE 400
WHAT ARE POTENTIAL ETHICAL ISSUES IN SURVEY RESEARCH? 402
WHAT ARE THE STEPS IN CONDUCTING SURVEY RESEARCH? 403
IMAGE 7
XIV CONTENTS
STEP 1. DECIDE IF A SURVEY IS THE BEST DESIGN TO USE 403 STEP 2.
IDENTIFY THE RESEARCH QUESTIONS OR HYPOTHESES 403 STEP 3. IDENTIFY THE
POPULATION, THE SAMPLING FRAME, AND THE SAMPIE 403 STEP 4.
DETERMINE THE SURVEY DESIGN AND DATA COLLECTION PROCEDURES 404 STEP 5.
DEVELOP OR LOCATE AN INSTRUMENT 404 STEP 6. ADMINISTER THE INSTRUMENT
404 * STEP 7. ANALYZE THE DATA TO ADDRESS THE RESEARCH QUESTIONS OR
HYPOTHESES 404 STEP 8. WRITE THE REPORT 404 HOW DO YOU EVALUATE SURVEY
RESEARCH? 404 KEY IDEAS IN THE CHAPTER 405
DEFINING SURVEY RESEARCH, WBEN TO USEIT, AND
HOW IT DEVELOPED 405 TYPES OF SURVEY DESIGNS 405 KEY CHARAETERISTICS
OF SURVEY RESEARCH 405 CONSTRUCTING AND USING A MAILED QUESTIONNAIRE
406 DESIGNING AND CONDUCTING
AN INTERVIEW SURVEY 406 POTENTIAL ETHICAL ISSUES IN SURVEY RESEARCH
406 STEPS IN CONDUCTING SURVEY RESEARCH 406 CRITERIA FOR EVALUATING
SURVEY RESEARCH 406 USEFUL INFORMATION FOR PRODUCERS OF RESEARCH 407
USEFUL INFORMATION FOR CONSUMERS OF RESEARCH 407
ADDITIONAL RESOURCES YOU MIGHT EXAMINE 407
EXAMPLE OF A SURVEY STUDY 409
CL~ GROUNDED THEORY DESIGNS 422
WHAT IS GROUNDED THEORY RESEARCH, WHEN SHOULD YOU USE IR, AND HOW DID IR
DEVELOP? 423
WBEN DO YOU USE GROUNDED 1BEORY? 423 HOW DID GROUNDED 1BEORY DEVELOP?
423 TYPES OF GROUNDED THEORY DESIGNS 424 1BE SYSTEMATIC DESIGN 424 1BE
EMERGING
DESIGN 428 1BE CONSTRUCTIVIST DESIGN 429 * CHOOSING AMONG THE DESIGNS
430 THE KEY CHARACTERISTICS OF GROUNDED THEORY RESEARCH 431
A PROCESS APPROACH 431 1BEORETICAL SAMPLING 432 CONSTANT COMPARATIVE
DATA ANALYSIS 434 * A CORE CATEGORY 435 1BEORY GENERATION 436 MEMOS
438 POTENTIAL ETHICAL ISSUES IN GROUNDED THEORY
RESEARCH 439
WHAT ARE THE STEPS IN CONDUCTING GROUNDED THEORY RESEARCH? 440
STEP 1. DECIDE IF A GROUNDED 1BEORY DESIGN BEST ADDRESSES THE RESEARCH
PROBLEM 440 STEP 2. IDENTIFYA PROCESS TO STUDY 440 STEP 3. SEEK
APPROVAL AND ACCESS 441 STEP 4. CONDUCT
1BEORETICAL SAMPLING 441 STEP 5. CODE THE DATA 441 STEP 6.
USESELECTIVE CODING AND DEVELOP THE 1BEORY 442 STEP 7. VALIDATE YOUR
1BEORY 442 STEP 8. WRITE A GROUNDED 1BEORY RESEARCH REPORT 442 HOW DO
YOU EVALUATE GROUNDED THEORY RESEARCH? 442
KEY IDEAS IN THE CHAPTER 443
WBAT IS GROUNDED 1BEORY, WBEN TO USEIT, AND HOW IT
DEVELOPED 443 1BREE TYPES OF GROUNDED 1BEORY DESIGNS 443 KEY
CHARACTERISTICS OF GROUNDED 1BEORY RESEARCH 443 POTENTIAL ETHICAL
ISSUES IN GROUNDED 1BEORY RESEARCH 444 STEPS IN
CONDUCTING A GROUNDED 1BEORY STUDY 444 EVALUATING THE QUALITY OF A
GROUNDED 1BEORY STUDY 444 USEFUL INFORMATION FOR PRODUCERS OF RESEARCH
444 USEFULLNFORMATION FOR CONSUMERS OF RESEARCH 444
ADDITIONAL RESOURCES YOU MIGHT EXAMINE 445
EXAMPLE OF A GROUNDED THEORY STUDY 446
C14 ETHNOGRAPHIE DESIGNS 461
WHAT IS ETHNOGRAPHIE RESEARCH, WHEN SHOULD YOU USE IR, AND HOW DID IT
DEVELOP? 462
WBEN DO YOU CONDUCT AN ETHNOGRAPHY? 462 HOW DID ETHNOGRAPHIC RESEARCH
DEVELOP? 462 WHAT ARE THE TYPES OF ETHNOGRAPHIE DESIGNS? 464 REALIST
ETHNOGRAPHIES 464 CASE STUDIES 465
CRITICAL ETHNOGRAPHIES 466 WHAT ARE THE KEY CHARACTERISTICS OF
ETHNOGRAPHIE RESEARCH? 468
CULTURAL 1BEMES 468 A CULTURE-SHARING GROUP 469 SHARED PATTERNS OF
BEHAVIOR, BELIEF, AND LANGUAGE 470 FIELDWORK 470 DESCRIPTION, 1BEMES,
AND INTERPRETATION 472 CONTEXT OR
SETTING 473 RESEARCHER REFLEXIVITY 474 ETHICAL ISSUES IN CONDUCTING
ETHNOGRAPHIE RESEARCH 474 WHAT ARE THE STEPS IN CONDUCTING AN
ETHNOGRAPHY? 475
STEP 1. IDENTIFY INTENT AND THE TYPE OF DESIGN, AND RELATE INTENT TO
YOUR RESEARCH PROBLEM 477 STEP 2. DISCUSS APPROVAL AND ACCESS
CONSIDERATIONS 477 STEP 3. USEAPPROPRIATE DATA COLLECTION PROCEDURES
477
* STEP 4. ANALYZE AND INTERPRET DATA WITHIN A DESIGN 478 STEP 5. WRITE
THE REPORT CONSISTENT WITH YOUR DESIGN 480 HOW DO YOU EVALUATE AN
ETHNOGRAPHY? 480
KEY IDEAS IN THE CHAPTER 481
DEFINING ETHNOGRAPHIC RESEARCH, ITS USE,AND ITS
DEVELOPMENT 481 1BREE TYPES OF ETHNOGRAPHIC DESIGNS 481 POTENTIAL
ETHICALLSSUES IN
IMAGE 8
CONTENTS XV
ETHNOGRAPHIC RESEARCH 481 STEPS IN CONDUCTING AN ETHNOGRAPHY 481
CRITERIA/OR EVALUATING AN ETHNOGRAPHY STUDY 482 USEFUL INFORMATION FOR
PRODUCERS OF RESEARCH 482
USEFUL INFORMATION FOR CONSUMERS OF RESEARCH 483
ADDITIONAL RESOURCES YOU MIGHT EXAMINE 483
EXAMPLE OF AN ETHNOGRAPHIE STUDY 485
C}5 NARRATIVE RESEARCH DESIGNS 501
WH AT IS NARRATIVE RESEARCH, WHEN DO YOU USE IT, AND HOW DID IT DEVELOP?
502
WHEN DO YOU USENARRATIVE RESEARCH? 502 HOW DID NARRATIVE RESEARCH
DEVELOP? 502
WHAT ARE THE TYPES OF NARRATIVE DESIGNS? 503 WHO WRITES OR RECORDS THE
STORY? 504 HOW MUCH 0/ A LIFE IS RECORDED AND PRESENTED? 504 WHO
PROVIDES THE STORY? 504 IS A THEORETICAL LENS BEING USED? 505 CAN
NARRATIVE FORMS BE
COMBINED? 505 WHAT ARE THE KEY CHARACTERISTICS OF NARRATIVE DESIGNS? 505
INDIVIDUAL EXPERIENCES 507 CHRONOLOGY O/THE EXPERIENCES 508 COLLECTING
INDIVIDUAL STORIES 508 RESTORYING 509 CODING/OR THEMES 511 * CONTEXT
OR SETTING 512
COLLABORATING WITH PARTICIPANTS 512
WHAT ARE SOME POTENTIAL ETHICAL ISSUES IN GATHERING STORIES? 512
WHAT ARE THE STEPS IN CONDUCTING NARRATIVE RESEARCH? 513
STEP 1. IDENTIFY A PHENOMENON TO EXPLORE THAT ADDRESSES AN EDUCATIONAL
PROBLEM 514 STEP 2. PURPOSE/ULLY SELECT AN INDIVIDUAL FROM WHOM YOU CAN
LEARN ABOUT THE PHENOMENON 515 STEP 3. COLLECT
THE STORY FROM THAT INDIVIDUAL 515 STEP 4. RESTORY OR RETELL THE
INDIVIDUAL S STORY 515 STEP 5. COLLABORATE WITH THE
PARTICIPANT-STORYTELLER 515 STEP 6. WRITE A STORY ABOUT THE
PARTICIPANT S EXPERIENCES 516 STEP 7. VALIDATE THE ACCURACY 0/
THE REPORT 516 HOW DO YOU EVALUATE NARRATIVE RESEARCH? 516 KEY IDEAS IN
THE CHAPTER 516
WHAT IS NARRATIVE RESEARCH, WHEN IS LT USED, AND
HOW DID IT DEVELOP? 516 THE TYPES 0/ NARRATIVE DESIGNS 51 7 * THE KEY
CHARACTERISTICS 0/ NARRATIVE DESIGNS 51 7 * POTENTIAL ETHICAL ISSUES IN
GATHERING STORIES 517 STEPS IN CONDUCTING A NARRATIVE
STUDY 517 EVALUATING A NARRATIVE STUDY 517 USEFUL INFORMATION FOR
PRODUCERS OF RESEARCH 517
USEFULLNFORMATION FOR CONSUMERS OF RESEARCH 518
ADDITIONAL RESOURCES YOU MIGHT EXAMINE 518
EXAMPLE OF A NARRATIVE STUDY 521
C}6 MIXED METHODS DESIGNS 534
WHAT IS MIXED METHODS RESEARCH, WHEN IS IT USED, AND HOW DID IT DEVELOP?
535
WHEN DO YOU CONDUCT A MIXED METHODS STUDY? 535 HOW DID MIXED METHODS
RESEARCH DEVELOP? 536 WHAT ARE THE TYPES OF MIXED METHODS DESIGNS? 539
THE CONVERGENT PARALLEL DESIGN 540 THE
EXPLANATORY SEQUENTIAL DESIGN 542 THE EXPLORATORY SEQUENTIAL DESIGN
543 THE EMBEDDED DESIGN 544 THE TRANSFORMATIVE DESIGN 546
MULTIPHASE DESIGN 547 WHAT ARE THE KEY CHARACTERISTICS OF MIXED METHODS
DESIGNS? 548
PROVIDE A RATIONALE /OR THE DESIGN 548 INCLUDE COLLECTING QUANTITATIVE
AND QUALITATIVE DATA 548 CONSIDER PRIORITY 548 CONSIDER SEQUENCE 549
MATCH THE DATA ANALYSIS TO A DESIGN 550 DIAGRAM THE PROCEDURES 553 WHAT
ARE SOME POTENTIAL ETHICAL ISSUES IN MIXED METHODS
RESEARCH? 553
WHAT ARE THE STEPS IN CONDUCTING A MIXED METHODS STUDY? 554
STEP 1. DETERMINE IJ A MIXED METHODS STUDY IS FEASIBLE 554 STEP 2.
IDENTIFY A RATIONALE /OR MIXING METHODS 555 STEP 3. IDENTIFY A DATA
COLLECTION STRATEGY 555 STEP 4. DEVELOP QUANTITATIVE,
QUALITATIVE, AND MIXED METHODS QUESTIONS 556 STEP 5. COLLECT
QUANTITATIVE AND QUALITATIVE DATA 556 STEP 6. ANALYZE DATA SEPARATELY,
CONCURRENTLY OR BOTH 556 STEP 7. WRITE THE REPORT
AS A ONE- OR TWO-PHASE STUDY OR A MULTIPLE-PHASE STUDY 557 HOW DO YOU
EVALUATE A MIXED METHODS STUDY? 557 KEY IDEAS IN THE CHAPTER 557
MIXED METHOD RESEARCH, ITS USE, AND ITS
DEVELOPMENT 557 TYPES 0/ MIXED METHODS DESIGNS 558 KEY CHARACTERISTICS
0/ MIXED METHODS RESEARCH 558 POTENTIAL ETHICAL ISSUES IN MIXED METHODS
RESEARCH 558 STEPS USED IN CONDUCTING
MIXED METHODS RESEARCH 558 EVALUATING A MIXED METHODS STUDY 559 USEFUL
INFORMATION FOR PRODUCERS OF RESEARCH 559 USEFUL INFORMATION FOR
CONSUMERS OF RESEARCH 559
ADDITIONAL RESOURCES YOU MIGHT EXAMINE 560
EXAMPLE OF A MIXED METHODS STUDY 561
IMAGE 9
XVI
CONTENTS
APPENDICES 603
AUTHOR INDEX 639
SUBJECT INDEX 643
631
STRATEGIES FOR DEFENDING A RESEARCH PROPOSAL 615
DETERMINE SIZE USING SAM PIE SIZE TABLES 609
617
USEFUL INFORMATION FOR PRODUCERS OF RESEARCH 593 USEFUL INFORMATION FOR
CONSUMERS OF RESEARCH 593
ADDITIONAL RESOURCES YOU MIGHT EXAMINE 594
EXAMPLE OF AN ACTION RESEARCH STUDY 596
GLOSSARY
A~DIX ANSWERS TO THE CHAPTER STUDY
QUESTIONS 605
REFERENCES
AENDIX COMMONLY USED STATISTICS IN EDUCATIONAL RESEARCH 613
ABDIX NONNORMAL DISTRIBUTION 614
C}PF ACTION RESEARCH DESIGNS 576
WHAT IS ACTION RESEARCH, WHEN DO YOU USE IT, AND HOW DID IT DEVELOP? 577
WHEN DO YOU USEACTION RESEARCH? 577. HOW DID ACTION RESEARCH DEVELOP?
577 WHAT ARE THE TYPES OF ACTION RESEARCH DESIGNS? 579 PRACTICAL ACTION
RESEARCH 579. PARTICIPATORY
ACTION RESEARCH 582 WHAT ARE THE KEY CHARACTERISTICS OF ACTION RESEARCH?
586
A PRACTICAL FOCUS 586. 1BE TEACHER-RESEARCHER S OWN PRACTICES 586.
COLLABORATION 586. ADYNAMIE PROCESS 587 A PLAN OF ACTION 587. 5HARING
RESEARCH 587 WHAT ARE SO ME POTENTIAL ETHICAL ISSUES IN ACTION
RESEARCH? 588
WHAT ARE THE STEPS IN CONDUCTING AN ACTION RESEARCH STUDY? 589
5TEP 1. DETERMINE IF ACTION RESEARCH IS THE BEST DESIGN TO USE 589. 5TEP
2. IDENTIF.Y A PROBLEM TO 5TUDY 589. 5TEP 3. IOCATE RESOURCES TO HELP
ADDRESS THE PROBLEM 589. 5TEP 4. IDENTIFY INFORMATION YOU WILL NEED 589.
5TEP 5. IMPLEMENT
THE DATA COLLECTION 590 5TEP 6. ANALYZE THE DATA 591. 5TEP 7. DEVELOP A
PLANFOR ACTION 591. 5TEP 8. IMPLEMENT THE PLAN AND REFLECT 591 HOW DO
YOU EVALUATE AN ACTION RESEARCH STUDY? 591
KEY IDEAS IN THE CHAPTER 592
DEFINITION OF ACTION RESEARCH, ITS USE, AND ITS DEVELOPMENT 592. TYPES
OF ACTION RESEARCH DESIGNS 592. KEY CHARACTERISTICS OF ACTION RESEARCH
592 POTENTIAL ETHICAL ISSUES IN ACTION
RESEARCH 592. 5TEPS IN CONDUCTING AN ACTION RESERCD JT T& 5.9.5
E{/!TTNG N ACTTON RESEARCH 5TUDY 593
|
| any_adam_object | 1 |
| author | Creswell, John W. 1945- |
| author_GND | (DE-588)133331512 |
| author_facet | Creswell, John W. 1945- |
| author_role | aut |
| author_sort | Creswell, John W. 1945- |
| author_variant | j w c jw jwc |
| building | Verbundindex |
| bvnumber | BV037199105 |
| callnumber-first | L - Education |
| callnumber-label | LB1028 |
| callnumber-raw | LB1028 |
| callnumber-search | LB1028 |
| callnumber-sort | LB 41028 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DF 2500 |
| classification_tum | SOZ 710f EDU 510f |
| ctrlnum | (OCoLC)772634486 (DE-599)BVBBV037199105 |
| dewey-full | 370.7/2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.7/2 |
| dewey-search | 370.7/2 |
| dewey-sort | 3370.7 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Soziologie |
| edition | 4. ed |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02245nam a2200577zc 4500</leader><controlfield tag="001">BV037199105</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20150414 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">110201s2014 xxud||| |||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780132613941</subfield><subfield code="9">978-0-13-261394-1</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0132613948</subfield><subfield code="9">0-13-261394-8</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)772634486</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV037199105</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-703</subfield><subfield code="a">DE-29</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-91</subfield><subfield code="a">DE-19</subfield><subfield code="a">DE-384</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LB1028</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">370.7/2</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DF 2500</subfield><subfield code="0">(DE-625)19541:761</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">SOZ 710f</subfield><subfield code="2">stub</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">EDU 510f</subfield><subfield code="2">stub</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Creswell, John W.</subfield><subfield code="d">1945-</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)133331512</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Educational research</subfield><subfield code="b">planning, conducting, and evaluating quantitative and qualitative research</subfield><subfield code="c">John W. Creswell</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">4. ed</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Harlow</subfield><subfield code="b">Pearson</subfield><subfield code="c">2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">671 S.</subfield><subfield code="b">graph. Darst.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Pearson new internatinal edition</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Erziehung</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield><subfield code="x">Research</subfield><subfield code="x">Methodology</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Methodologie</subfield><subfield code="0">(DE-588)4139716-2</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Methode</subfield><subfield code="0">(DE-588)4038971-6</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Bildungsforschung</subfield><subfield code="0">(DE-588)4122926-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Pädagogik</subfield><subfield code="0">(DE-588)4044302-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Forschung</subfield><subfield code="0">(DE-588)4017894-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Pädagogik</subfield><subfield code="0">(DE-588)4044302-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Forschung</subfield><subfield code="0">(DE-588)4017894-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Methodologie</subfield><subfield code="0">(DE-588)4139716-2</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="8">1\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="1" ind2="0"><subfield code="a">Bildungsforschung</subfield><subfield code="0">(DE-588)4122926-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2="1"><subfield code="a">Methode</subfield><subfield code="0">(DE-588)4038971-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">V:DE-604</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021113383&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-021113383</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield></record></collection> |
| id | DE-604.BV037199105 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:53:12Z |
| institution | BVB |
| isbn | 9780132613941 0132613948 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-021113383 |
| oclc_num | 772634486 |
| open_access_boolean | |
| owner | DE-703 DE-29 DE-355 DE-BY-UBR DE-91 DE-BY-TUM DE-19 DE-BY-UBM DE-384 |
| owner_facet | DE-703 DE-29 DE-355 DE-BY-UBR DE-91 DE-BY-TUM DE-19 DE-BY-UBM DE-384 |
| physical | 671 S. graph. Darst. |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Pearson |
| record_format | marc |
| series2 | Pearson new internatinal edition |
| spelling | Creswell, John W. 1945- Verfasser (DE-588)133331512 aut Educational research planning, conducting, and evaluating quantitative and qualitative research John W. Creswell 4. ed Harlow Pearson 2014 671 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Pearson new internatinal edition Erziehung Education Research Methodology Methodologie (DE-588)4139716-2 gnd rswk-swf Methode (DE-588)4038971-6 gnd rswk-swf Bildungsforschung (DE-588)4122926-5 gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Forschung (DE-588)4017894-8 gnd rswk-swf Pädagogik (DE-588)4044302-4 s Forschung (DE-588)4017894-8 s Methodologie (DE-588)4139716-2 s 1\p DE-604 Bildungsforschung (DE-588)4122926-5 s Methode (DE-588)4038971-6 s 2\p DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021113383&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Creswell, John W. 1945- Educational research planning, conducting, and evaluating quantitative and qualitative research Erziehung Education Research Methodology Methodologie (DE-588)4139716-2 gnd Methode (DE-588)4038971-6 gnd Bildungsforschung (DE-588)4122926-5 gnd Pädagogik (DE-588)4044302-4 gnd Forschung (DE-588)4017894-8 gnd |
| subject_GND | (DE-588)4139716-2 (DE-588)4038971-6 (DE-588)4122926-5 (DE-588)4044302-4 (DE-588)4017894-8 |
| title | Educational research planning, conducting, and evaluating quantitative and qualitative research |
| title_auth | Educational research planning, conducting, and evaluating quantitative and qualitative research |
| title_exact_search | Educational research planning, conducting, and evaluating quantitative and qualitative research |
| title_full | Educational research planning, conducting, and evaluating quantitative and qualitative research John W. Creswell |
| title_fullStr | Educational research planning, conducting, and evaluating quantitative and qualitative research John W. Creswell |
| title_full_unstemmed | Educational research planning, conducting, and evaluating quantitative and qualitative research John W. Creswell |
| title_short | Educational research |
| title_sort | educational research planning conducting and evaluating quantitative and qualitative research |
| title_sub | planning, conducting, and evaluating quantitative and qualitative research |
| topic | Erziehung Education Research Methodology Methodologie (DE-588)4139716-2 gnd Methode (DE-588)4038971-6 gnd Bildungsforschung (DE-588)4122926-5 gnd Pädagogik (DE-588)4044302-4 gnd Forschung (DE-588)4017894-8 gnd |
| topic_facet | Erziehung Education Research Methodology Methodologie Methode Bildungsforschung Pädagogik Forschung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021113383&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT creswelljohnw educationalresearchplanningconductingandevaluatingquantitativeandqualitativeresearch |