This book educates students to become intelligent consumers of educational research and introduces basic research principles to those who may eventually use research in their work.
Principles for conducting research and criteria for evaluating its overall credibility are presented in a concise manner, with numerous excerpts from published studies, to enable students to learn to read, understand, and evaluate research, and judge the usefulness of the findings for educational practice. There is extensive use of aides to facilitate student learning, including chapter objectives, roadmaps and concept maps, study questions, consumer tips, over 150 examples from published articles (also includes full length articles), and author reflections. The Sixth Edition includes a more extensive presentation of experimental and quasi-experimental design, consistent with the current emphasis on conducting “scientific research,” qualitative data analysis, effect size, and two new chapters devoted to mixed-method studies and action research.
Surveys academic research, the process that creates it, and the procedures for locating and measuring it, for advanced undergraduate and graduate students, with the goal of educating students to become intelligent consumers of educational research. Introduces basic principles of quantitative and qualitative research, reviews distinctive characteristics of methodologies including descriptive, experimental, and single subject, and offers some 50 excerpts from published works. Includes chapter outlines, study questions, sample test questions, and answers. Annotation c. Book News, Inc., Portland, OR (booknews.com)
James H. McMillan is professor and chair of foundations of education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in education program. He is also director of the Metropolitan Educational Research Consortium, a partnership of Virginia Commonwealth University and seven Richmond-area school divisions that conducts and disseminates action and applied research. His current research interests include classroom and large-scale assessment. He has recently published the third edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educational research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educational Measurement: Issues and Practice.