Handbook of Research Design in Mathematics and Science Education / Edition 1

Hardcover (Print)
Buy New
Buy New from BN.com
$246.29
Used and New from Other Sellers
Used and New from Other Sellers
from $169.15
Usually ships in 1-2 business days
(Save 36%)
Other sellers (Hardcover)
  • All (5) from $169.15   
  • New (3) from $239.54   
  • Used (2) from $169.15   

Overview

The Handbook of Research Design in Mathematics and Science Education is based on results from an NSF-supported project (REC 9450510) aimed at clarifying the nature of principles that govern the effective use of emerging new research designs in mathematics and science education. A primary goal is to describe several of the most important types of research designs that:

• have been pioneered recently by mathematics and science educators;

• have distinctive characteristics when they are used in projects that focus on mathematics and science education; and

• have proven to be especially productive for investigating the kinds of complex, interacting, and adapting systems that underlie the development of mathematics or science students and teachers, or for the development, dissemination, and implementation of innovative programs of mathematics or science instruction.

The volume emphasizes research designs that are intended to radically increase the relevance of research to practice, often by involving practitioners in the identification and formulation of the problems to be addressed or in other key roles in the research process. Examples of such research designs include teaching experiments, clinical interviews, analyses of videotapes, action research studies, ethnographic observations, software development studies (or curricula development studies, more generally), and computer modeling studies. This book's second goal is to begin discussions about the nature of appropriate and productive criteria for assessing (and increasing) the quality of research proposals, projects, or publications that are based on the preceding kind of research designs. A final objective is to describe such guidelines in forms that will be useful to graduate students and others who are novices to the fields of mathematics or science education research.

The NSF-supported project from which this book developed involved a series of mini conferences in which leading researchers in mathematics and science education developed detailed specifications for the book, and planned and revised chapters to be included. Chapters were also field tested and revised during a series of doctoral research seminars that were sponsored by the University of Wisconsin's OERI-supported National Center for Improving Student Learning and Achievement in Mathematics and Science. In these seminars, computer-based videoconferencing and www-based discussion groups were used to create interactions in which authors of potential chapters served as "guest discussion leaders" responding to questions and comments from doctoral students and faculty members representing more than a dozen leading research universities throughout the USA and abroad.

A Web site with additional resource materials related to this book can be found at http://www.soe.purdue.edu/smsc/lesh/

This internet site includes directions for enrolling in seminars, participating in ongoing discussion groups, and submitting or downloading resources which range from videotapes and transcripts, to assessment instruments or theory-based software, to publications or data samples related to the research designs being discussed.

Read More Show Less

Product Details

  • ISBN-13: 9780805832815
  • Publisher: Taylor & Francis
  • Publication date: 1/1/2000
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 1000
  • Lexile: 1420L (what's this?)
  • Product dimensions: 7.40 (w) x 10.10 (h) x 2.30 (d)

Table of Contents

Contents: Preface. Part I: The Need to Address Priority Problems. R. Lesh, B. Lovitts, A.E. Kelly, Purposes and Assumption of This Book. A.E. Kelly, R. Lesh, Trends and Shifts in Research Methods. R. Lesh, B. Lovitts, Research Agendas: Identifying Priority Problems and Developing Useful Theoretical Perspectives. T.A. Romberg, A. Collins, The Impact of Standards-Based Reform on Methods of Research in Schools. J. Confrey, Improving Research and Systemic Reform Towards Equity and Quality. Part II: Reflecting on Instruments and Methods. R. Lesh, D. Clarke, Formulating Operational Definitions of Desired Outcomes of Instruction in Mathematics and Science Education. J.P. Mestre, Progress in Research: The Interplay Among Theory, Research Questions, and Measurement Techniques. H.F. Cline, E.B. Mandinach, The Corruption of a Research Design: A Case Study of a Curriculum Innovation Project. Part III: Teaching Experiments. R. Lesh, A. Kelly, Multitiered Teaching Experiments. J. Confrey, A. Lachance, Transformative Teaching Experiments Through Conjecture-Driven Research Design. L.P. Steffe, P.W. Thompson, Teaching Experiment Methodology: Underlying Principles and Essential Elements. P. Cobb, Conducting Teaching Experiments in Collaboration With Teachers. M.A. Simon, Research on the Development of Mathematics Teachers: The Teacher Development Experiment. Part IV: Classroom-Based Research. D.L. Ball, Working on the Inside: Using One's Own Practice as a Site for Studying Teaching and Learning. H.M. Doerr, P.P. Tinto, Paradigms for Teacher-Centered Classroom-Based Research. A. Feldman, J. Minstrell, Action Research as a Research Methodology for the Study of the Teaching and Learning of Science. J.N. Moschkovich, M.E. Brenner, Integrating a Naturalistic Paradigm Into Research on Mathematics and Science Cognition and Learning. K. Tobin, Interpretive Research in Science Education. Part V: Clinical Methods. G.A. Goldin, A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research. J. Clement, Analysis of Clinical Interviews: Foundations and Model Viability. R. Lesh, M. Hoover, B. Hole, A. Kelly, T. Post, Principles for Developing Thought-Revealing Activities for Students and Teachers. R. Hall, Videorecording as Theory. R. Lesh, R. Lehrer, Iterative Refinement Cycles for Videotape Analyses of Conceptual Change. J. Roschelle, Choosing and Using Video Equipment for Data Collection. Part VI: Curriculum Design as Research. M.T. Battista, D.H. Clements, Mathematics Curriculum Development as a Scientific Endeavor. D. Clements, M.T. Battista, Designing Effective Software. J. Roschelle, N. Jackiw, Technology Design as Educational Research: Interweaving Imagination, Inquiry, and Impact. D. Dennis, The Role of Historical Studies in Mathematics and Science Educational Research. Part VII: Toward Assessment Design. K.K. Tatsuoka, G.M. Boodoo, Subgroup Differences on the GRE Quantitative Test: Based on the Underlying Cognitive Processes and Knowledge. S.M.A. Cooper, Cautions and Considerations: Thoughts on the Implementation and Evaluation of Innovation in Science Education. W.M. Stroup, U. Wilensky, Assessing Learning as Emergent Phenomena: Moving Constructivist Statistics Beyond the Bell Curve. L. Liebovitch, A. Todorov, M. Wood, K. Ellenbogen, When Using the Mean Is Meaningless: Examples From Probability Theory and Cardiology.

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)