Part One: The Context Of Educational Research Part Two: Planning Educational Research Part Three: Styles Of Educational Research Part Four: Strategies And Instruments For Data Collection And Researching Part Five: Data Analysis

Research Methods in Education

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part r...

https://www.jstor.org/stable/pdfplus/1176100.pdf

Stories of Experience and Narrative Inquiry

The measurement of meaning

Some 70 years after its development in Frankfurt, Germany, critical theory retains its ability to disrupt and hallenge the status quo. In the process, it elicits highlycharged emotions of all types—fierce loyalty from its roponents, vehement hostility from its detractors. Such vibrantly polar reactions indicate at the very least that critical theory still matters. We can be against critical theory or for it, but, especially at the present historical uncture, we cannot be without it.

Rethinking Critical Theory and Qualitative Research

I. INTRODUCTION. 1. The Nature of Educational Research II. PLANNING A RESEARCH STUDY. 2. The Research Process: From Proposal to Final Report 3. Ethics and Site Relations 4. Reviewing the Literature III. RESEARCH METHODS. 5. Statistical Techniques 6. Selecting a Sample 7. Collecting Research Data with Tests and Self-Report Measures 8. Collecting Research Data with Questionnaires and Interviews 9. Collecting Research Data through Observation and Content Analysis IV. QUANTITATIVE RESEARCH DESIGN. 10. Nonexperimental Research: Descriptive and Causal-Comparative Designs 11. Nonexperimental Research: Correlational Designs 12. Experiment Research: Designs, Part 1 13. Experimental Research: Designs, Part 2 V. APPROACHES TO QUALITATIVE RESEARCH. 14. Case Study Research 15. Qualitative Research Traditions 16. Historical Research VI. APPLICATIONS OF RESEARCH. 17. Evaluation Research 18. Action Research

Educational research, an introduction

Educational research: An introduction, 6th ed.

I. THE CONTRIBUTIONS OF EDUCATIONAL RESEARCH. 1. Using Research to Improve Educational Practice. II. THE RESEARCH LITERATURE ON EDUCATION. 2. Conducting a Review of the Research Literature. 3. Using Primary Sources to Search the Literature. 4. Reading Secondary Sources. III. QUANTITATIVE RESEARCH IN EDUCATION. 5. Reading Reports of Quantitative Research Studies. 6. Statistical Analysis of Research Data. 7. Descriptive and Causal-Comparative Research. 8. Correlational Research. 9. Experimental Research. IV. QUALITATIVE RESEARCH IN EDUCATION. 10. Case Studies in Qualitative Research. 11. Ethnographic Research. 12. Critical-Theory-Based Research. 13. Historical Research. V. APPLICATIONS OF RESEARCH METHODOLOGY. 14. Evaluation Research. 15. Action Research. Self-Check Test Answers. Appendix 1: Preliminary Sources that Index the Education Literature. Appendix 2: Clearinghouses and Support Components. Appendix 3: Publications Containing Secondary Source Reviews of the Education Literature. Appendix 4: Questions for Evaluating Quantitative Research. Appendix 5: Questions for Evaluating Qualitative Research. Glossary. Name Index. Subject Index.

Applying educational research : a practical guide

This study surveys the use of questions in the classroom over a fifty-year period. It reveals that the main trend has been the development of techniques to describe questions used by teachers. The present state of research knowledge deals with the incidence of teachers' questions, the relative frequencies with which various types of questions are asked, and taxonomies describing questions which teachers ask. Suggested contributions which can be made by researchers interested in improving the quality of classroom teaching include development of taxonomies based on the types of questions which should be asked; identification of desired changes in student behavior; determination of whether new questioning strategies have the impact on student behavior which is claimed for them; implementation of effective teacher-training programs in the strategy and use of questioning techniques; and the fostering of inservice training programs in questioning skills. (See related document CS 000 186.) (Several pages may be light.) (Author/TO) TEACHER EDUCATION DIVISION U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING II POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY PUBLICATION SERIES FILMED FROM BEST AVAILABLE COPY THE USE OF QUESTIONS IN TEACHING

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Meredith D. Gall

Papers

Educational research, an introduction

Educational research: An introduction, 6th ed.

Applying educational research : a practical guide

The Use of Questions in Teaching

Synthesis of Research on Teachers' Questioning.