Introduction to Research in Education (with InfoTrac ) / Edition 7

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Overview

Become a more competent consumer and producer of research with INTRODUCTION TO RESEARCH IN EDUCATION with InfoTrac®! Known for its exceptionally clear writing style and comprehensive coverage, this education text helps you master the basic competencies necessary to understand and evaluate the research of others. The authors familiarize you with common research problems in a step-by-step manner through examples that clarify complex concepts and strong end-of-chapter exercises. This text is a must read for anyone planning to conduct their own research or interpret the research of others.

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Editorial Reviews

Booknews
An introduction to the basic concepts needed (primarily at the graduate level) both for understanding and evaluating others' research and for planning and conducting original research with a minimum of assistance. The sixth edition provides expanded coverage of qualitative research and ethical issues, including a new chapter on analyzing qualitative research, and revised coverage of statistical analysis, with an emphasis on interpretation rather than computation. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780534555375
  • Publisher: Cengage Learning
  • Publication date: 8/1/2005
  • Edition description: 7TH
  • Edition number: 7
  • Pages: 688
  • Product dimensions: 8.04 (w) x 10.20 (h) x 1.14 (d)

Meet the Author

In addition to being a co-author of all eight editions of INTRODUCTION TO RESEARCH IN EDUCATION, Donald Ary has co-authored two books in statistics, INTRODUCTION TO STATISTICS: PURPOSES AND PROCEDURES (With L. C. Jacobs), and ANALYZING QUANTITATIVE BEHAVIORAL OBSERVATION DATA (with H. K. Suen), and one in educational psychology READINGS IN CLASSROOM LEARNING AND PERCEPTION (with R. J. Mueller and E. C. McCormick). He has written chapters for three books, published 35 journal articles, six of them in Behavioral Assessment. He has presented 30 papers at professional conferences, including 12 at the American Educational Research Association, and six at the Association for Behavioral Analysis. He has taught research design, statistics, measurement and educational psychology, first at Indiana University, then at Northern Illinois University. There he was director of the Educational Psychology and Special Education Research Office and served as interim chair of the Department of Educational Psychology, Counseling and Special Education. He served as consultant to various educational offices in Illinois and to the Bureau of Elementary and Secondary Education, U.S. Office of Education. He served on the editorial board of Research in Developmental Disabilities. Dr. Ary has a B.S. in education from Wilmington College of Ohio, an M.S. in education from Syracuse University, and a Ph.D. from the University of Iowa. He was a graduate assistant at both Syracuse and Iowa. He was an elementary teacher for three years in Ohio and seven years with the U.S. Department of Defense Dependents' Schools in England.

Lucy Cheser Jacobs has a B.S. in chemistry from Catharine Spalding College in KY, M.S. and Ph.D. in educational psychology from Indiana University-Bloomington. She received a John H. Edwards fellowship during graduate study. Lucy Jacobs taught research methodology, statistics, measurement, and educational psychology courses at Indiana University. She served as Director of the Bureau of Evaluative Studies for several years where she conducted institutional research studies. Before beginning graduate studies, she taught high school chemistry for three years in KY. She has co-authored INTRODUCTION TO RESEARCH IN EDUCATION (8 editions) and INTRODUCTION TO STATISTICS (both with D. Ary) and DEVELOPING AND USING TESTS EFFECTIVELY (with C. Chase). She held membership in AERA and NCME and presented papers at their annual conferences.

Christine K. Sorensen is the Dean of the College of Education at the University of Hawaii at Manoa. She holds a bachelors degree in speech from the University of Houston and masters and doctoral degrees from Iowa State University in professional studies in education. Prior to coming to the University of Hawaii, she served from 2001 to 2007 as Dean of the College of Education at Northern Illinois University, where she began her professorial career in 1996. Earlier in her career Dr. Sorensen was a research and evaluation specialist at the Research Institute for Studies in Education at Iowa State. While in that position, she was involved in conducting research in schools across the state as well as leading and participating in regional and national studies. She was the lead evaluation specialist on projects funded by such agencies as the U.S. Department of Education, the National Science Foundation (NSF), the Kellogg Foundation, the National Institute for Standards and Technology (NIST), and the Fund for the Improvement of Post Secondary Education (FIPSE). Dr. Sorensen has an extensive record in grants (more than a dozen funded) including multimillion dollar federal grants related to teacher education and to technology. Her research areas have focused on technology integration in education. Dr. Sorensen has taught courses in research, evaluation, and higher education, and she has expertise in both quantitative and qualitative methods of research.

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Table of Contents

Part I. FOUNDATIONS: THE SCIENTIFIC APPROACH IN EDUCATION. 1. The Nature of Scientific Inquiry. 2. The Scientific Approach in Education. Part II. RESEARCH BACKGROUND. 3. The Research Problem. 4. Reviewing the Literature. 5. The Hypothesis. Part III. STATISTICAL ANALYSIS. 6. Descriptive Statistics. 7. Sampling and Inferential Statistics. Part IV. FUNDAMENTALS. 8. Tools of Research. 9. Validity and Reliability. Part V. RESEARCH METHODS. 10. Experimental Research. 11. Experimental Research Design. 12. Ex Post Facto Research. 13. Correlation Research. 14. Survey Research. 15. Qualitative Research: Defining, Selecting, and Planning. Part VI. COMMUNICATING RESEARCH. 16. Qualitative Research: Data Analysis, Rigor, and Reporting. 17. Action Research. 18. Guidelines for Writing Research Proposals. 19. Interpreting and Reporting Results of Quantitative Research.

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  • Anonymous

    Posted February 16, 2009

    Intro to Grad as a student

    As with any educational text, it is best to be overviewed with a professor/Instructor. If you chose to read and study on your own there is no doubt to be unanswered questions and much difficulty. If you are only using the book for review then you should be fine.

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