Quantitative Research in Education

A Primer
2. Auflage 2015
ISBN: 978-1-4833-7641-7
Verlag: Sage Publications, Inc

Buch, Englisch, 176 Seiten, Format (B × H): 191 mm x 235 mm, Gewicht: 341 g

“The book provides a reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research…”

—Megan Tschannen-Moran, The College of William & Mary

Quantitative Research in Education: A Primer, Second Edition is a brief and practical text designed to allay anxiety about quantitative research. Award-winning authors Wayne K. Hoy and Curt M. Adams first introduce readers to the nature of research and science, and then present the meaning of concepts and research problems as they dispel notions that quantitative research is too difficult, too theoretical, and not practical. Rich with concrete examples and illustrations, the Primer emphasizes conceptual understanding and the practical utility of quantitative methods while teaching strategies and techniques for developing original research hypotheses.

The Second Edition includes suggestions for empirical investigation and features a new section on self-determination theory, examples from the latest research, a concluding chapter illustrating the practical applications of quantitative research, and much more. This accessible Primer is perfect for students and researchers who want a quick understanding of the process of scientific inquiry and who want to learn how to effectively create and test ideas.

Autoren/Hrsg.

Hoy, Wayne K.

Adams, Curt M.

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Forschungsmethodik, Wissenschaftliche Ausstattung

Inhaltsverzeichnis

Chapter 1: The Nature of Research and Science
Ways of Knowing
Objectivity
The Nature of Science
The Scientific Approach
Theory: A Scientific Concept
Components of Theory
The Nature of Scientific Research
Types of Quantitative Research
Chapter 2: Concepts, Variables, and Research Problems
Concepts
Variables
Operationalizing Concepts
Research Problems
Chapter 3: Conceptual Foundations of Statistics
Measures of Central Tendencies
Measures of Variability
Normal Distribution
Populations and Samples
Statistical Tests
Chapter 4: Analyzing the Structure and Substance of Hypotheses
Hypotheses
Kinds of Hypotheses
Imposter and Misconceived Hypotheses
Finding Hypotheses in Research Studies
Analyzing and Diagramming Hypotheses
The Invisible Condition: “Other Things Being Equal”
Chapter 5: Generating Hypotheses
Ideas for New Hypotheses
Observing, Conceptualizing, and Hypothesizing
Searching for Theoretical Underpinnings
More Theory: More Hypotheses
Chapter 6: Practical Applications
Collective Trust
Organizational Climate
Guidelines for Improvement

Über Autor(innen)

Adams, Curt M.
Curt M. Adams is an associate professor of educational leadership and policy studies at the University of Oklahoma and co-director of the Oklahoma Center for Educational Policy. In 2014 he was awarded the Linda Clarke Anderson Presidential Professorship for outstanding contribution to the University, field, and community through research, teaching, and service. He conducts research on the social-psychology of school systems, performance measurement, accountability, and improvement science. He is past founder and director of the San Miguel School of Tulsa, a nonprofit, gratuitous school based on the Lasallian charism of serving socially deprived students and families. Recent publications include: Self-regulatory climate: A positive attribute of schools (Journal of Educational Research); Self-regulatory climate: A social resource for student regulation and achievement (Teachers College Record); Revisiting the collective trust effect in urban elementary schools (Educational Administration Quarterly); Collective trust: A social indicator of instructional capacity (Journal of Educational Administration); Parent social networks and parent responsibility: Implications for school leadership (Journal of School Leadership); and Collective trust: Why schools can’t improve without it (Teachers College Press).

Hoy, Wayne K.
Wayne K. Hoy received his B. S. from Lock Haven State College in 1959 and then taught mathematics at Cheltenham High School in Pennsylvania. He received his D. Ed. from The Pennsylvania State University in 1965 and began his professorial career at Oklahoma State University. He moved to Rutgers University in 1968, where he was a distinguished professor, department chair, and Associate Dean for Academic Affairs. In 1994, he joined the faculty at The Ohio State University as an endowed professor, The Novice G. Fawcett Chair in Educational Administration. In January of 2013, he retired and is now a professor emeritus at The Ohio State University. In 1973, he received the Lindback Foundation Award for Distinguished Teaching from Rutgers University; in 1987, he received the Alumni Award for Professional Research from the Rutgers University Graduate School of Education; in 1991, he received the Excellence in Education Award from The Pennsylvania State University; in 1992, he received the Meritorious Research Award from the Eastern Educational Research Association; in 1996, he became an alumni fellow of The Pennsylvania State University; in 2001 he received the Research Award from the Ohio State College of Education. He is past secretary-treasurer of the National Conference of Professors of Educational Administration (NCPEA) and past president of the University Council for Educational Administration (UCEA). In November 2003, he received the Roald Campbell Lifetime Achievement Award in Educational Administration and in 2009 he was elected a Fellow of the American Educational Research Association. He is the author, coauthor, or coeditor of 24 books in the fields of research and theory, educational administration, decision making, leadership, and instructional supervision. Three of his recent books are Instructional Leadership: A Research-based Guide to Learning in Schools (2013), with his wife Anita Woolfolk Hoy; Educational Administration: Theory, Research and Practice (2013), with Cecil Miskel; and Improving Instruction Through Supervision, Evaluation, and Professional Development (2014), with Michael DiPaola.