Handbook of Complementary Methods in Education Research

by Green, Judith L.; Camilli, Gregory; Elmore, Patricia B.

• ISBN13: 9780805859324
• ISBN10: 0805859322
• Edition: 3rd
• Format: Hardcover
• Copyright: 2006-04-05
• Publisher: Lawrence Erlbau

Summary

TheHandbook of Complementary Methods in EducationResearchis a successor volume to AERA's earlier and highly acclaimed editions ofComplementary Methods for Research in Education. More than any book to date (including its predecessors), this new volume brings together the wide range of research methods used to study education and makes the logic of inquiry for each method clear and accessible. Each method is described in detail, including its history, its research design, the questions that it addresses, ways of using the method, and ways of analyzing and reporting outcomes. Key features of this indispensable book include the following: Foundations SectionPart I is unique among research books. Its three chapters examine common philosophical, epistemological, and ethical issues facing researchers from all traditions, and frames ways of understanding the similarities and differences among traditions. Together they provide a tripartite lens through which to view and compare all research methods. Comprehensive CoveragePart II (the heart of the book) presents 35 chapters on research design and analysis. Each chapter includes a brief historical overview of the research tradition, examines the questions that it addresses, and presents an example of how the approach can be used. Programs of ResearchPart III examines how research programs connected to eight specific lines of inquiry have evolved over time. These chapters examine phenomena such as classroom interaction; language research; issues of race, culture, and difference; policy analysis; program evaluation; student learning; and teacher education. Complementary MethodsAs the title suggests, a central mission of this book is to explore the compatibility of different research methods. Which methods can be productively brought together and for what purposes? How and on what scale can they be made compatible and what phenomena are they best suited to explore? FlexibilityThe chapters in Parts II and III are largely independent. Therefore, selected portions of the book can be used in courses devoted to specific research methods and perspectives or to particular areas of education. Likewise, established researchers interested in acquiring new techniques or greater expertise in a given methodology will find this an indispensable reference volume. This handbook is appropriate for any of the following audiences: faculty teaching and graduate students studying education research, education researchers and other scholars seeking an accessible overview of state-of-the-art knowledge about specific methods, policy analysts and other professionals needing to better understand research methods, and academic and research libraries serving these audiences.

Table of Contents

Introduction to the Volume
Preface	p. xi
Acknowledgments	p. xiii
Introduction to the Handbook: What's Complementary About Complementary Methods?	p. xv
On Reading and Using the Volume: Notes to Students	p. xxi
Acknowledgment of Advisors and Reviewers	p. xxv
Foundations	p. 1
Philosophies of Educational Research	p. 3
Epistemology and Educational Research	p. 33
The Ethics of Educational Research	p. 57
Introduction to Design and Analysis	p. 75
Analyzing the Multidimensionality of Texts in Education	p. 77
Arts-Based Educational Research	p. 95
Case Study Methods	p. 111
Cross-Case Analysis	p. 123
Curriculum Assessment	p. 141
Data Modeling: Structural Equation Modeling	p. 161
Definition and Analysis of Data from Videotape: Some Research Procedures and Their Rationales	p. 177
Design Experiments	p. 193
Developmental Research: Theory, Method, Design and Statistical Analysis	p. 207
Discourse-in-Use	p. 227
Empirical Bayes	p. 243
Estimation	p. 259
Ethnography	p. 279
Finding Patterns with Field Notes	p. 297
Generalizability Theory	p. 309
Historical Research in Education	p. 323
Historical Studies: Groups/Institutions	p. 333
Interviewing in Educational Research	p. 357
Introduction to Measurement Theory	p. 371
Item Response Theory	p. 385
Linear Regression and Hierarchical Linear Models	p. 411
Meta-Analysis: The Quantitative Synthesis of Research Findings	p. 427
The Microgenetic Method: Current Work and Extensions to Classroom Research	p. 439
Multiple Methodology in Education Research	p. 457
Narrative Inquiry	p. 477
Philosophical Inquiry	p. 489
Practitioner Inquiry: Blurring the Boundaries of Research and Practice	p. 503
Probability and Hypothesis Testing	p. 519
Quasi-Experimental Design	p. 539
Randomized Experiments in Educational Research	p. 551
Representing Qualitative Data	p. 567
Research Synthesis: Effect Sizes	p. 583
Statistical Graphics: A Guidepost for Scientific Discovery	p. 605
Survey Methods in Educational Research	p. 623
Survey Sampling	p. 641
Programs of Research	p. 655
Language and Literacy Research: Multiple Methods and Perspectives	p. 657
Official and Unofficial Stories: Getting at the Impact of Policy on Educational Practice	p. 681
Policy Analysis: Studying Policy Implementation	p. 701
Program Evaluation: A Democratic Practice	p. 711
Researching the Complexity of Classroom Interaction	p. 727
Researching Race, Culture, and Difference: Epistemological Challenges and Possibilities	p. 773
Theoretical and Practical Advances Through Research on Learning	p. 795
Programs of Research in Teacher Education	p. 823
Author Index	p. 833
Subject Index	p. 853
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