Conducting Educational Research

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PREFACE We designed this book for use by preservice and inservice teachers completing an education masters program. Most university programs require the completion of a mid-level research project. These projects are more in-depth than an undergraduate senior-level capstone, but not as intense an undertaking as required by a doctorallevel research study. Some, though not most, may be thesis-level work. We have found that these preservice teachers have unique needs for educational research instruction. Typically, the fifth year students already possess a bachelor’s degree. Some are older and dissatisfied with their current career choices. Others were uncertain of their career options as undergraduates. All have decided to enter the teaching profession. These students tend to have limited classroom experience, are not familiar with educational research, probably have not used statistics outside an introductory undergraduate class, and in all likelihood know nothing about qualitative design. Similarly, inservice teachers and administrators also seek a master’s degree in education. Students in these thesis and non-thesis option degree programs tend to be practicing teachers, with strong classroom experience. However, like the 5 th year students, they are typically not familiar with educational research (relying on practitioner articles), and also are not fluent in statistical or qualitative methods. Both groups of students are learning about educational research methods and designing and conducting their own initial research project while they are taking other coursework and have heavy responsibilities as classroom teachers, administrators or student teachers. Their comfort level with research is generally not high, which makes juggling work, school, and personal responsibilities even more difficult. When it comes to coursework on research, preservice and inservice teachers both need the same basics: (a) an understanding of why educational research is important to them in their professional lives; (b) instruction on being critical consumers of educational research; and (c) guiding direction on designing, conducting, and reporting on their own research. We have designed this text to meet those goals. Specifically, the book provides: – the background needed for preservice and inservice teachers and administrators to appreciate the importance of educational research in their daily professional lives (outside of degree requirements). – instruction in all aspects of a typical five-chapter research design (introduction; literature review; methodology; results; conclusion/discussion/implications), with guidance to actually write a five chapter research report. – the tools needed to locate and review published educational research. – instruction on common qualitative methodologies. – instruction on the types of quantitative methodologies masters-level candidates would be most likely to use. – ways to engage the student in a reflection plan for the future. xv
PREFACE The text leads preservice and inservice teachers and administrators step- by- step through the process of educational research, providing actual classroom examples and showing the relevance of the materials. We strived to include the essentials without being overwhelming. Ultimately, we hope the text will help teachers and administrators see both the value of becoming life-long critical consumers of educational research and the merits of using research in helping them to become teacher leaders and change agents in their own professional settings. Features of this Text: The following key features appear in each chapter of the text: – Concept Map: Each chapter of the book begins with a concept map providing a visual outline of the chapter. – Chapter Overview: The chapter overview provides a brief description of the content of the chapter. – Key Terms: Key terminology appears in boldface on first introduction in the text. Definitions appear in the comprehensive glossary at the end of the text. – Figures and Tables: Figures and tables supplement the text for clarification and elucidation of key concepts. – Examples: Numerous student examples appear throughout the text and are designed to insure relevancy to a classroom professional. – Next Steps: Each chapter closes with a lead-in to the next chapter. – Chapter Self-Check: The self-checklist at the end of each chapter is designed to help students determine their understanding of key concepts. – Chapter Review Questions: End-of-chapter questions help reinforce learning and measure students’ understanding of the material presented in the chapter. These questions are available for use by the student or by the instructor as an outcomes assessment. Supporting Materials: The website that accompanies this text http://teaching.up.edu/<strong>Research</strong>Primer provides both the students and instructors using this book with a variety of online resources, materials, and activities they can use to strengthen and enrich their understanding or presentation of the topics in the text. xvi
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Conducting Educational Research

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