Understanding and Interpreting Educational Research
Ronald C. Martella, J. Ron Nelson, Robert L. Morgan, and Nancy E. Marchand-Martella
Request a free digital professor copy on VitalSource ?Pedagogical Features
- An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples.
- Research example boxes showing how studies are designed to address particular research questions.
- In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions.
- Electronic Instructor's Resource Manual with Test Bank, provided separately—includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.
“Each chapter in this book is well organized, with good examples, suggested readings, and other helpful materials.”
—Hisako Matsuo, PhD, Department of Sociology and Anthropology, Saint Louis University
“Unlike many other texts, this book covers each topic with consistent depth. Great features include a thorough chapter on program evaluation, which many texts don't offer; coverage of reliability and validity early in the book (I love the section on things to consider about measurement devices!); and the best presentation of qualitative research that I have seen in any text. I like how qualitative research and quantitative research are presented separately instead of being merged in a confusing fashion. I will definitely consider adopting this text.”
—Melody Whiddon, PhD, College of Education, Florida International University
“This accessible book does the best job of any text I've seen of making the dynamic nature of research designs come to life for educational researchers. I teach two research methods classes—one for doctoral students and the others for master's students—and I will use this book for both. It covers the right material, has a solid structure within chapters, and includes some nuts-and-bolts material not available in other texts.”
—Eleazar Vasquez III, PhD, BCBA-D, Exceptional Education Program, University of Central Florida
“This book is an easy read, full of good examples and well-thought-out approaches. The authors have brought extensive experience to bear on creating a very effective text. I look forward to using this text in my graduate course in research for speech-language pathologists.”
—Anthony P. Salvatore, PhD, Director, Speech-Language Pathology Program, and Chair, Department of Rehabilitation Sciences, University of Texas, El Paso
“This clear, detailed volume provides a comprehensive look at the elements that help novice researchers become more critical consumers of research. I like the graphic organizers and the use of discussion questions and exercises. These tools help the instructor ensure that students understand the topics and allow for a variety of different learning styles. When I teach educational research courses, I often have to locate related articles on my own; I appreciate that the authors have taken the time to provide related articles. This text is just the right level for my graduate students.”
—Tracy M. Walker, PhD, Department of Doctoral Studies, Virginia State University
“This text delivers exactly what it claims: it teaches students how to consume and understand research. The comprehensive coverage of all types of empirical inquiry is truly impressive and second to none. Advanced undergraduates and graduate students at the master’s and doctoral levels will greatly appreciate the book's treatment of both the fundamentals and nuances of most types of research designs. This text will enlighten and more than satisfy the most inquisitive educational research consumer.”
—Edward J. Sabornie, PhD, Graduate Program in Special Education, North Carolina State University
Table of Contents
I. UNDERSTANDING RESEARCH1. Thinking Critically about Research
Objectives
Overview
How Important Is Critical Thinking?
What Are the Elements to Becoming a Critical Research Consumer?
What Are Science and the Scientific Method?
What Are the Purposes of Science?
What Is a Scientific Theory?
What Are the Types of Scientific Logic?
In What Ways Do We Gain Information?
What Are Constraint Levels in Educational and Psychological Research?
What Are the Differences between Basic and Applied Research?
What Is Replication Research?
Summary
Discussion Questions
II. CRITICAL ISSUES IN RESEARCH
2. Fundamental Issues for Interpreting Research
Objectives
What Is Variability?
What Is Internal Validity and Its Threats?
What Is External Validity and Its Threats?
What Are Statistical and Social Validities?
Summary
Discussion Questions
Interpretation Exercises
3. Reliability, Validity, and Interobserver Agreement
Objectives
Overview
What Are Reliability and Validity Issues in Quantitative Research?
How Do Researchers Assess the Reliability of Measurement Devices?
How Do Researchers Determine the Validity of Measurement Devices?
What Are Reliability and Validity Issues in Qualitative Research?
What Is Interobserver Agreement?
What Are the Methods of Establishing Interobserver Agreement?
What Are the Factors That Influence Interobserver Agreement?
What Are the Factors to Consider When Assessing Measurement Devices in the Context of a
Study?
Summary
Discussion Questions
Practice Exercises
III. QUANTITATIVE RESEARCH METHODS
4. Basic Statistical Concepts and Sampling Procedures
Objectives
Overview
What Are the Scales of Measurement?
What Is a Univariate Frequency Distribution?
How Can We Describe Data Sets?
What Role Do Hypotheses Play in Research?
What Are Parametric and Nonparametric Tests of Statistical Significance?
What Is Statistical Significance?
What Are Type I and Type II Errors and Power?
What Are the Types of Statistical Significance Testing Methods?
What Are the Different Sampling Methods?
What Are the Sampling Decisions Researchers Make?
What Is Sampling Error?
Summary
Discussion Questions
5. Experimental Designs
Objectives
Overview
What Are True Experimental Designs?
What Are the Most Common True Experimental Designs?
What Are Factorial Experimental Designs?
What Are Quasi-Experimental Designs?
What Are the Common Quasi-Experimental Designs?
What Are Preexperimental Designs?
What Are the Types of Preexperimental Designs?
When Should Researchers Use Each Experimental Research Design?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Threats to Internal Validity Form
Threats to External Validity Form
6. Causal-Comparative Research
Objectives
Overview
What Is the Causal-Comparative Research Method?
What Should Researchers Consider When Designing a Causal-Comparative Research Study?
Can the Causal-Comparative Approach Be Combined with Factorial Designs?
When Should Researchers Use the Causal-Comparative Research Design?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Threats to Internal Validity Form
Threats to External Validity Form
7. Correlational Research
Objectives
Overview
What Is the Correlational Research Method?
What Are the Issues in Designing a Correlational Study?
What Are the Statistical Procedures Used in Correlational Research?
When Should Researchers Use the Correlational Research Method?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Threats to Internal Validity Form
Threats to External Validity Form
8. Survey Research Methods
Objectives
Overview
What Are the Purposes of Survey Research?
What Are the Different Types of Surveys?
What Are the Factors in Choosing a Survey Method?
How Is Survey Research Designed?
When Should Researchers Use Survey Research?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Threats to Survey Validity Form
IV. QUALITATIVE RESEARCH METHODS
9. Basic Understandings in Qualitative Research
Objectives
Overview
What Are the Characteristics of Qualitative Research?
What Are the Differences between Qualitative and Quantitative Research?
What Are Qualitative Research Procedures?
What Is Understanding in Qualitative Research?
What Are the Evaluative Criteria for Judging the Reliability and Validity of Qualitative Research?
What Are the Types of Triangulation Methods?
How Are Qualitative Data Analyzed?
Summary
Discussion Questions
10. Data Collection and Designs in Qualitative Research
Objectives
Overview
What Are Field-Oriented Studies?
What Is Historical Research?
What Are Mixed-Methods Studies?
When Should Researchers Use Each Qualitative Research Design?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Qualitative Research Examination Form
V. SINGLE-CASE RESEARCH METHODS
11. Withdrawal and Associated Designs
Objectives
Overview
What Are Graphing Methods in Withdrawal Designs?
What Are Withdrawal and Associated Designs?
When Should Researchers Use Each Withdrawal and Associated Design?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Threats to Internal Validity Form
Threats to External Validity Form
12. Multiple-Baseline Designs
Objectives
Overview
What Are Graphing Methods in Multiple-Baseline Designs?
What Are Multiple-Baseline Designs?
When Should Researchers Use Each Multiple-Baseline Design?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Threats to Internal Validity Form
Threats to External Validity Form
13. Additional Single-Case Designs
Objectives
Overview
What Is a Changing-Criterion Design?
What Is a Multitreatment Design?
What Is an Alternating Treatments Design?
What Are Combination Designs?
When Should Researchers Use Each of the Additional Single-Case Designs?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Threats to Internal Validity Form
Threats to External Validity Form
VI. EVALUATION RESEARCH
14. Program Evaluation
Objectives
Overview
What Are the Goals and Objectives of Program Evaluation?
What Are the Types of Program Evaluations?
How Is a Program Evaluation Conducted?
When Should Program Evaluations Be Conducted?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
15. Evaluating the Literature
Objectives
Overview
What Are the Purposes of Research Syntheses?
What Are Systematic and Unsystematic Research Syntheses?
What Are The Considerations For Conducting Research Syntheses?
How Do Researchers Plan and Execute Research Syntheses?
When Should Researchers Conduct Research Syntheses?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
VII. ACTION RESEARCH
16. Action Research: Moving from Critical Research Consumer to Researcher
Objectives
Overview
What Is Action Research?
What Are the Characteristics of Action Research?
How Are Quantitative Methods Used in Action Research?
How Are Qualitative Methods Used in Action Research?
How Are Single-Case Methods Used in Action Research?
How Are Survey, Historical, and Program Evaluation Research Methods Used in Action Research?
What Are the Ethical Principles and Codes of Conduct for Research?
How Does One Write a Research Article?
How Are Articles Submitted for Publication?
When Should One Conduct Action Research?
Summary
Discussion Questions
ILLUSTRATIVE ARTICLE EXAMPLE
Research Example Questions
Additional Research Examples
Glossary
About the Authors
Ronald C. Martella, PhD, is Professor of Special Education at Eastern Washington University. He has over 26 years of experience working with at-risk populations and provides technical assistance to numerous states and districts on positive behavior support/behavior management for students with or without disabilities. Dr. Martella has over 150 professional publications, including several literacy programs and interventions.J. Ron Nelson, PhD, is Professor at the University of Nebraska–Lincoln. He has over 20 years of experience in the field of special education as a teacher, technical assistance provider, and professor. A recipient of the Distinguished Initial Career Research Award from the Council for Exceptional Children, Dr. Nelson has more than 150 publications that focus on serving children at risk of school failure and on research issues. He has developed a number of behavior and literacy interventions.
Robert L. Morgan, PhD, is Professor in the Department of Special Education and Rehabilitation at Utah State University and serves as the Head of the Severe Disabilities Teacher Preparation Program and Chair of the Undergraduate Committee. He worked in schools, adult residential facilities, and supported employment programs for 11 years. Dr. Morgan's research interests and more than 100 publications address issues including transition from school to adult roles and applied behavior analysis.
Nancy E. Marchand-Martella, PhD, is Professor of Special Education at Eastern Washington University. She has over 26 years of experience working with at-risk populations, including serving as a consultant for the Washington Improvement and Implementation Network and the Washington State Striving Readers Grant, and as a Reading First panel member. Dr. Marchand-Martella has over 160 professional publications, including several literacy programs and interventions.
Audience
Students in education, psychology, and related social and behavioral science fields; also of interest to practitioners who are consumers of research.Course Use
Serves as a text in upper-division undergraduate and graduate-level courses providing an introduction to research methods in practitioner-related fields.Pedagogical Features:
- An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples.
- Research example boxes showing how studies are designed to address particular research questions.
- In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions.
- Electronic Instructor's Resource Manual with Test Bank, provided separately—includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.