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For courses in Research Methods in Education.
Understanding and Evaluating Research, third edition, is a supplemental textbook appropriate for all courses in educational research. A reader, this text contains quantitative and qualitative educational research articles from a variety of professional journals. With each article is a sample article analysis and exercises that help students become better consumers of research. The third edition is greatly enhanced by the inclusion of a new chapter on “Mixed Method Designs” and two mixed-method studies, revised and expanded discussion of qualitative methods, more emphasis given to randomized designs, revision of research typology, and features eight new articles.
- Sales Rank: #100438 in Books
- Brand: McMillan, James H./ Wergin, Jon F.
- Published on: 2009-07-12
- Original language: English
- Number of items: 1
- Dimensions: 10.60" h x .70" w x 8.30" l, .95 pounds
- Binding: Paperback
- 216 pages
From the Back Cover
For courses in Research Methods in Education.
Understanding and Evaluating Research, fourth edition, is a market leading textbook appropriate for all courses in educational research. A reader, this text contains quantitative and qualitative educational research articles from a variety of professional journals. With each article is a sample article analysis and exercises that help students become better consumers of research. The fourth edition is greatly enhanced by the inclusion of new articles, advance organizers, annotations to explain different sections, revised discussion of research typology, and an appendix with answer to evaluation criteria questions. Those features together with the two mixed-method studies, revised and expanded discussion of qualitative methods, more emphasis given to randomized designs, revision of research typology, and updated articles make this a must have book for understanding and evaluating research.
Readers gain useful insight on how to classify research studies, and present criteria by which all educational research should be judged.
Includes characteristics of mixed-method designs and the criteria for how this type of research should be evaluated.
Selected articles have been published within the past five years, representing a diverse range of topics found in education (e.g., educational administration, counseling, special education, curriculum, adult education, early childhood education).
About the Author
James H. McMillan is Professor and Chair of the Department of Foundations of Education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in Education program. He is also Executive Director of the Metropolitan Educational Research Consortium, a partnership of Virginia Commonwealth University and eight Richmond-area school divisions that conducts and disseminates applied research. His current research interests include classroom and large-scale formative assessment. He has recently published the fifth edition of "Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction" and edited "Formative Classroom Assessment: Theory into Practice". He has authored three educational research methods textbooks and published numerous articles in journals, including the "American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, "and "Educational Measurement: Issues and Practice."
Jon F. Wergin is professor of educational studies in the Ph.D. Program in Leadership and Change at Antioch University. He received his Ph.D. in educational psychology in 1973 from the University of Nebraska-Lincoln. For nearly 30 years he held faculty positions at Virginia Commonwealth University (VCU), serving in both administrative and faculty roles, and won awards for both teaching (1996) and scholarship (1998). As a faculty member in the School of Education he taught courses in adult and higher education and coordinated the Preparing Future Faculty for the Professions program through VCU's Graduate School. In 1992, he took a leave from VCU to be the founding director of the Forum on Faculty Roles and Rewards within the American Association for Higher Education (AAHE), and continued an active association with AAH until its demise in 2004, focusing his scholarship on evaluation and change in academic departments. His monograph "The Collaborative Department" (1994) was the first published by AAHE under the auspices of the Forum. His other books and monographs include Educating Professionals (1993, with L. Curry), which won the best Scholarly Publication award from Division I of the American Educational Research Association; Analyzing Faculty Workload (1994): "Analyzing and Evaluating Educational Research" (1996, 2001, and 2005, with J. McMillan): and "Departmental Assessment: How Some Campuses are Effectively Evaluating the Collective Work of Faculty" (AAHE, 2000, with J. N. Swingen), Which reports the results of a national survey of departmental assessment practices of the Pew Charitable Trusts. He has also published numerous journal articles on such topics as professional education, assessment, and the restructuring of faculty work, including two articles in Change magazine on accreditation and student learning (2005). His most recent book is "Departments That Work: Creating and Sustaining Cultures of Excellence in Academic Departments" (Anker, 2003).
Dr. Wergin is past Divisional vice president of the American Educational Research Association (Division I, Education in the Professions), and has served as chief evaluator of two national centers for research in higher education. In 2003, he completed work on a project funded by the Pew Chartable Trusts aimed at integrating efforts to assess student learning by the eight regional accrediting associations. He is a member of the National Academy for Higher Education Leadership, and has consulted with scores of national associations, accrediting bodies, and colleges and universities on issues related to evaluation and change in higher education.
Excerpt. © Reprinted by permission. All rights reserved.
Organization
The purpose of this book is to help students become better and more informed consumers of published educational research studies. Many students' only direct exposure to research methods will be in introductory research classes or classes that include a research component. Many students will approach the content with dread or, at best, resignation. "Why should I have to learn about research methods if I'm never going to do this kind of work myself?" they ask. Our response is simple. Practicing professionals, whether teachers, principals, or counselors, need to be able to read, understand, and evaluate research studies. They need to approach research data with a critical eye—to discriminate sound arguments from specious ones, to discern appropriate uses of statistics from those meant to mislead or obfuscate. As professionals they should not have to depend on others' assessments of the credibility or usefulness of research; they should be able to read, critique, and evaluate research information themselves.
This book provides students with a systematic approach for first identifying whether an article or report should be considered "research," then understanding the type of research, and, finally, utilizing criteria by which studies of each type should be judged. This approach is illustrated with published articles from various journals. With each article we include questions that will help students learn how to apply appropriate criteria, both for the case at hand and for other studies of its type, and provide answers to illustrate the thinking of informed consumers. By the end of the book we hope that students will have developed a way of thinking about published research and a greater sense of confidence in their ability to read it profitably.
Understanding and Evaluating Educational Research is not meant to supplant the main text for an introductory research class, but rather to serve as a supplement to it, especially in classes where a major focus is on understanding research. Research articles have been organized to be consistent with the methodological classification found in most introductory research texts. The writing uses nontechnical language for the research novice. Important terms and concepts are boldfaced. Organization
The organization of the second edition remains unchanged. In the first chapter we lay out our typology, suggest how the reader might use it to classify research studies, and present criteria by which all educational research should be judged. Succeeding chapters present the research types one at a time, describe their peculiar characteristics, and present criteria by which each type ought to be evaluated. In the final chapter we discuss action-oriented research and practitioner research studies that transcend the categories. New to This Edition
The second edition includes the following enhancements: The number of articles has been increased to 14 Analytical research methods are now included Discussion of qualitative methods and designs has been expanded Descriptive quantitative nonexperimental designs are now included Greater emphasis is placed on graphic presentations of data A Credibility Scorecard is included for each article
Our criteria for selecting the published articles included the following: Publication date. Most articles have been published within the past five years. Topic. The articles represent the diversity of topics found in education (e.g., educational administration, counseling, special education, curriculum, adult education, early childhood education). Relevance. The articles are interesting, relevant, and useful. Level of difficulty. The articles range from easily understood to moderate levels of difficulty. Journals. The articles come from a wide variety of journals. Acknowledgments
We are most appreciative of the support and expertise of the Merrill/Prentice Hall staff in preparing and publishing this book. We are also grateful to our students who have provided helpful suggestions on the choice of articles, on the introductory sections to each chapter, and on changes made to the second edition. We also wish to thank our reviewers: John Bonfadini, George Mason University; Joe Cornett, Texas Tech University; Karen Ford, Ball State University; Michael Gardner, University of Utah; Andrea Guillaume, California State University, Fullerton; Joseph Maxwell, George Mason University; Carmen Montecinos, Northern Iowa; Tamara B. Murdock, University of Missouri; and Karen Westburg, University of Connecticut.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Great text!!
By Angela A. Edwards
This item was received very quickly. The text looks brand new, has no marks, or bends on the pages or anything. The text itself is a great book, it has several different articles of educational research to help pre-service and in service teachers analyze.
0 of 0 people found the following review helpful.
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By Dr. Milton A. Walters
This book provides students with the insights they need to apply cutting edge theory to daily practice.
Dr. Milton A. Walters
0 of 0 people found the following review helpful.
Introductory
By Shuting Zheng
Using it for professional seminar! The example articles are good to read and evaluate! Introductory book for 1st graduate students!
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