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| Reprinted Studies, by Chapter | |
| Preface | |
| The Contributions of Educational Research | p. 1 |
| The Goal of This Book | p. 1 |
| The Authors' Assumptions | p. 1 |
| A Study Strategy | p. 2 |
| Using Research to Improve Educational Practice | p. 5 |
| Characteristics of Educational Research | p. 5 |
| Benefits and Drawbacks of Educational Research | p. 8 |
| Methods of Making Educational Decisions | p. 9 |
| Sources of Educational Information | p. 19 |
| Locating Educational Information | p. 21 |
| Preliminary, Primary, and Secondary Sources | p. 22 |
| Steps in Reviewing Educational Research Literature | p. 23 |
| Computer Searches of Preliminary Sources | p. 46 |
| Advantages of a Computer Search | p. 47 |
| Where to Conduct a Computer Search | p. 48 |
| Steps in Conducting a Computer Search | p. 50 |
| Focusing the Scope of Your Search | p. 59 |
| Developing Computer Search Skills | p. 64 |
| Reviewing Primary Sources and Writing a Report | p. 67 |
| Types of Primary Sources | p. 67 |
| Obtaining Primary Sources | p. 70 |
| Reading and Note Taking | p. 72 |
| Writing a Report of Your Findings | p. 76 |
| Evaluating and Synthesizing Research Evidence | p. 83 |
| Evaluating Research Reports | p. 87 |
| Sections of a Research Report | p. 87 |
| The Introductory Section | p. 89 |
| Research Hypotheses, Questions, and Objectives | p. 92 |
| The Research Procedures | p. 96 |
| The Research Results and Discussion | p. 105 |
| Educational Measures | p. 109 |
| Kinds of Measures Used in Educational Research | p. 110 |
| Characteristics of Educational Measures | p. 119 |
| Sources of Information about Measures | p. 130 |
| Computer Searches for Test Information | p. 135 |
| Statistical Analysis | p. 142 |
| Types of Scores | p. 143 |
| Descriptive Statistics | p. 146 |
| Inferential Statistics | p. 153 |
| Synthesis of Research Findings | p. 166 |
| Characteristics of a Research Synthesis | p. 166 |
| Advantages of Reading Research Syntheses | p. 167 |
| Criteria for Evaluating Research Syntheses | p. 168 |
| Three Types of Research Synthesis | p. 170 |
| Sample Research Synthesis: Can Comprehension Be Taught? Quantitative Synthesis of "Metacognitive" Studies | p. 177 |
| Types of Educational Research | p. 191 |
| Qualitative Research | p. 193 |
| How Qualitative Research Differs from Quantitative Research | p. 194 |
| Types of Qualitative Research | p. 202 |
| Evaluation of Qualitative Research | p. 208 |
| Sample Case Study: Does the "Art of Teaching" Have a Future? | p. 209 |
| Descriptive Research | p. 218 |
| The Importance of Descriptive Research | p. 218 |
| Survey Research | p. 219 |
| Direct Observation | p. 222 |
| Sample Descriptive Study: Learning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades | p. 223 |
| Causal-Comparative Research | p. 247 |
| The Purpose of Causal-Comparative Research | p. 247 |
| Similarities between Causal-Comparative and Correlational Research | p. 251 |
| Sample Causal-Comparative Study: Classroom Behavior of Good and Poor Readers | p. 251 |
| Correlational Research | p. 263 |
| Purpose of Correlational Research | p. 263 |
| Bivariate and Multivariate Correlation | p. 266 |
| Interpreting Correlation Coefficients | p. 269 |
| Statistical and Practical Significance of Correlation Coefficients | p. 271 |
| Relationship Studies and Prediction Studies in Correlational Research | p. 272 |
| Sample Relationship Study: Relation between Types of Aggression and Sociometric Status: Peer and Teacher Perceptions | p. 272 |
| Sample Prediction Study: Predictive Validity of an Abbreviated Version of the Printing Performance School Readiness Test | p. 284 |
| Experimental Research | p. 298 |
| The Characteristics of Experimental Research | p. 298 |
| Experimental Designs | p. 305 |
| Sample Experimental Study: Modified Reciprocal Teaching in a Regular Classroom | p. 307 |
| Quasi-experimental Research | p. 316 |
| Sample Quasi-experimental Study: Teacher Clarifying Behaviors: Effects on Student Achievement and Perceptions | p. 321 |
| Sample Single-Subject Study: A Self-monitoring Package for Teaching Subtraction with Regrouping to Students with Learning Disabilities | p. 341 |
| Evaluation Research | p. 356 |
| Advantages of Using Published Evaluations to Make an Educational Decision | p. 356 |
| Types of Phenomena That Can Be Evaluated through Evaluation Research | p. 357 |
| Major Characteristics and Uses of Evaluation Research in Education | p. 359 |
| Criteria for Judging an Educational Evaluation Study | p. 363 |
| Comparison of Quantitative and Qualitative Models of Evaluation Research | p. 366 |
| Sample Evaluation Study: Improving Elementary Classroom Management: A School-based Training Program for Beginning the Year | p. 367 |
| Action Research | p. 390 |
| Purpose of Action Research | p. 390 |
| The Steps in Action Research | p. 392 |
| Examples of Action Research | p. 392 |
| Differences between Formal Research and Action Research | p. 397 |
| When Action Research Is Appropriate | p. 400 |
| Sample Action Research Study: Changing Content Instruction through Action Research | p. 401 |
| Application Problems: Suggested Answers | p. 411 |
| Appendix 1: Manual Search Record Form for Searching a Preliminary Source | p. 423 |
| Appendix 2: Computer Search Record Form | p. 425 |
| Appendix 3: Form for Evaluating a Quantitative Research Report | p. 427 |
| Appendix 4: Form for Evaluating a Qualitative Research Report | p. 431 |
| Name Index | p. 435 |
| Subject Index | p. 439 |
| Table of Contents provided by Blackwell. All Rights Reserved. |
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