Conducting Educational Research
Caroll
Caroll
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CHAPTER 1<br />
18<br />
CHAPTER SELF-CHECK<br />
Having completed this chapter, you should be comfortable discussing the following:<br />
− the importance of educational research<br />
− what it takes to be an educational researcher<br />
− the typical format of an educational research paper<br />
− a comparison of qualitative and quantitative paradigms<br />
− the description of the following quantitative methodologies: experimental design,<br />
causal-comparative, correlational, survey, descriptive<br />
− the description of the following qualitative methodologies: grounded theory, ethnography,<br />
case study, phenomenology, historical research<br />
− mixed methods research<br />
− what constitutes action research<br />
CHAPTER REVIEW QUESTIONS<br />
1. What is the purpose of educational research?<br />
2. Why is it important that you understand the basics of conducting educational<br />
research?<br />
3. How is a typical research paper organized? What is included in each chapter?<br />
4. What are the major differences between qualitative and quantitative research?<br />
5. The text describes five main types of quantitative research. What are these?<br />
Provide a brief description of each.<br />
6. The text also describes five main types of qualitative research. What are these?<br />
Provide a brief description of each.<br />
7. Is it possible to mix qualitative and quantitative methodologies in the same<br />
research study? Why or why not?<br />
8. Compare and contrast action research with qualitative and quantitative schools<br />
of research.<br />
REFERENCES<br />
Bodgan, R. C., & Biklen, S. K. (2006). Qualitative research for education: An introduction to theory<br />
and methods (5th ed.). Boston: Allyn and Bacon.<br />
Borko, H., Liston, D., & Whitcomb, J. A. (2007). Genres of empirical research in teacher education.<br />
Journal of Teacher Education, 58(1), 3–11.<br />
Christen, R. S. (2003). Hip hop learning: Graffiti as an educator of urban teenagers. <strong>Educational</strong><br />
Foundations, 17(4), 57–82.<br />
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of<br />
research on teaching (3rd ed., pp. 119–161). New York: Macmillan.<br />
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic.<br />
Gardner, H. (1999). Intelligence reframed. Multiple intelligences for the 21st century. New York: Basic<br />
Books.<br />
McTaggart, R., (1989). 16 tenets of participatory action research. A paper presented at the Third World<br />
Encounter on Participatory <strong>Research</strong>, Managua, Nicaragua. Retrieved from http://www.caledonia.org.<br />
uk/par.htm