Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods / Edition 3

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Overview

Focused on discussing what is considered to be "good" research, this text explains qualitative, qualitative, and mixed methods in detail, incorporating the viewpoints of vaious research paradigms into descriptions of these methods. Approximately 60% of the content in this Third Edition is new, with a number of current examples.

Key Features

• Discusses postpositivist, constructivist, transformative, and pragmatic paradigms

• Emphasizes conducting research in culturally complext communities throughout

• Provides a step-by-step overview of the entire rearch process

New to This Edition

• A Student site with links to flashcards, mini-cases, and SAGE journals articles at www.sagepub.com/mertensstudy

• New coverage on how to write a literature reiveiw and plan a dissertation

• New pedagogy throughout, including "Extending Your Thinking"

This is a core or supplemental text for research courses in departments of education, psychology, sociology, social work, and other human services disciplines.

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Editorial Reviews

Linda Pursley
Very comprehensive, yet accessible"
Frank D. Adams
“The organization of the text reflects the author’s intent, philosophy, and objectives . . . [Mertens] clearly presents approaches, descriptions, and many examples useful in conducting studies; she is to be commended for the thoroughness of her work.”
Linda A. Pursley
“Very comprehensive for beginning doctoral students . . . I wish more authors recognized the importance of addressing diverse perspectives and approaches.”
Cynthia J. Mac Gregor
“As a researcher, the presentation offers a fresh approach. It is critical to look at research from a transformative paradigm. Most methods texts do not even attempt to do this.”
Katrina L. Rodriguez
“Excellent descriptions, definitions, examples, and narrative about social science theory and the various paradigms. Mertens [first] breaks these challenging concepts into increments and then continues to use the paradigmatic language throughout the text. This allows students new to the material to contextualize methodology, method, and paradigm . . . This is useful as students grapple with understanding how each of these tenets differs and how they are interconnected. This text does the best job in explaining these challenging theories. Mertens’ use [of] a wide variety of social identities to provide her examples makes the text inclusive of a variety of diverse identities. It is also useful to see the differences between [research and evaluation] and to select methods appropriate to the intention of the inquiry.”
Cynthia J. MacGregor
“As a researcher, the presentation offers a fresh approach. It is critical to look at research from a transformative paradigm. Most methods texts do not even attempt to do this.”
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Product Details

  • ISBN-13: 9781412971904
  • Publisher: SAGE Publications
  • Publication date: 7/15/2009
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 528
  • Product dimensions: 6.90 (w) x 9.90 (h) x 1.10 (d)

Meet the Author

Donna M. Mertens is Professor in the Department of Education at Gallaudet University. She teaches research methods and program evaluation to deaf and hearing students at the MA and Ph D levels.

She conducts research and evaluation studies on such topics as improvement of special education services in international settings, planning for the inclusion of students with disabilities in neighborhood schools, enhancing the educational experiences of students with disabilities, preventing sexual abuse in residential schools for deaf students, improving access to the court systems for deaf and hard-of-hearing people, and improving the preparation of teachers of the deaf through appropriate use of instructional technology. Her research focuses on improving methods of inquiry by integrating the perspectives of those who have experienced oppression in our society. She draws on the writings of feminists, racial and ethnic minorities, people with disabilities, as well as indigenous peoples who have addressed the issues of power and oppression and their implications for research methodology.

Dr. Mertens has made numerous presentations at the meetings of the American Educational Research Association, American Evaluation Association, Association for College Educators of the Deaf and Hard of Hearing, International Sociological Association, International Mixed Methods Conference, American Psychological Association, African Evaluation Association, Canadian Evaluation Society, Visitors Studies Association, and other organizations that explore these themes. She served as president and board member of the American Evaluation Association from 1997 to 2002 and as a member of the Board of Trustees for the International Organization for Cooperation in Evaluation, 2002–2003. She is the editor for the Journal of Mixed Methods Research (with Max Bergman as coeditor).

Her publications include four edited volumes, Indigenous Pathways to Social Research (coedited with Fiona Cram and Bagele Chilisa, 2013), Handbook of Social Research Ethics (coedited with Pauline Ginsberg, 2009), Creative Ideas for Teaching Evaluation (1989), and Research and Inequality (coedited with Carole Truman and Beth Humphries, 2000), and several authored books, including Program Evaluation: A Comprehensive Guide (with Amy Wilson, 2012), Transformative Research and Evaluation (2009), Research and Evaluation Methods in Special Education (coauthored with John Mc Laughlin, 2004), and Parents and Their Deaf Children (coauthored with Kay Meadow-Orlans and Marilyn Sass Lehrer, 2003). She also publishes many chapters and articles in edited volumes, encyclopedias, handbooks, and journals, such as Journal of Mixed Methods Research, Qualitative Social Work, Eye on Psi Chi, Educational Researcher, International Journal of Mixed Methods Research, New Directions for Program Evaluation, American Journal of Evaluation, American Annals of the Deaf, Studies in Educational Evaluation, and Educational Evaluation and Policy Analysis.

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Table of Contents

Ch. 1 An introduction to research 1

Ch. 2 Evaluation 47

Ch. 3 Literature review and focusing the research 89

Ch. 4 Experimental and quasi-experimental research 123

Ch. 5 Causal comparative and correlational research 151

Ch. 6 Survey methods 173

Ch. 7 Single-case research 207

Ch. 8 Qualitative methods 225

Ch. 9 History and narrative study of lives 267

Ch. 10 Mixed methods research 293

Ch. 11 Sampling 309

Ch. 12 Data collection 351

Ch. 13 Data analysis, interpretation, and use 403

Appendix 451

References 457

Author index 491

Subject index 503

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