Conducting Educational Research - Tuckman, Bruce W.

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Résumé :
Part I. Introduction Chapter 1: The Role of Research What Is Research? Validity in Research Internal and External Validity Dealing With Reality Survey Research Characteristics of the Research Process Some Ethical Considerations Self Evaluations Part II. Fundamental Steps of Research Chapter 2: Selecting a Problem Characteristics of a Problem Narrowing the Range of Problems Classroom Research Problems Another Problem Framework Programmatic Research as a Source of Problems Specific Considerations in Choosing a Problem Chapter 3: Reviewing the Literature The Purpose of the Review Literature Review Sources Conducting a Literature Search Reviewing and Abstracting Writing the Literature Review Chapter 4: Identifying and Labeling Variables A Research Question and Its Variables The Independent Variable The Dependent Variable The Relationship Between Independent and Dependent Variables The Moderator Variable Control Variables Intervening Variables The Combined Variables Some Considerations for Variable Choice Chapter 5: Constructing Hypotheses and Meta-Analyses Formulating Hypotheses Hypotheses Based on Conceptualizing Going From Theory to Hypotheses: An Example Meta-Analysis: Constructing Hypotheses by Synthesizing Past Research Some Further Illustrations Testing a Hypothesis Chapter 6: Constructing Operational Definitions of Variables Why Have Operational Definitions? Basing an Operational Definition on Observable Criteria Alternative Ways of Generating Operational Definitions The Criterion of Exclusiveness Operational Definitions and the Research Process The Research Spectrum Part III. Types of Research Chapter 7: Applying Design Criteria: Internal and External Validity The Control Group Factors Affecting Internal Validity or Certainty Factors Affecting External Validity or Generality Controlling for Participant Bias: Equating Experimental and Control Groups Controlling for Experience Bias: Equating Experimental and Control Conditions Overall Control of Participant and Experience Bias Appraising the Success of the Manipulation Chapter 8: Experimental Research Designs A Shorthand for Displaying Designs Pre-Experimental Designs (Non-designs) True Experimental Designs Factorial Designs Quasi-Experimental Designs Ex Post Facto Designs Designs to Control for External Validity Based on Reactive Effects Chapter 9: Correlational and Casual-Comparative Research Correlational and Casual-Comparative Research Correlational Research Steps to Conducting a Correlational Study Casuaul-Comparative Research Longitudinal Research Threats to Internal and External Validity for the Three Designs Chapter 10: Identifying and Describing Procedures for Observation and Measurement Test Reliability Test Validity Types of Measurement Scales Ordinal Scales Describing Test Performances Standardized, or Norm-Referenced, Tests Criterion-Referenced Tests Constructing a Paper-and-Pencil Performance Test Constructing a Scale Constructing an Observation Recording Device Chapter 11: Constructing and Using Questionnaires, Interviews, and Survey Research What is Survey Research? What Do Questionnaires and Interviews Measure? Question Formats: How to Ask the Questions Response Modes: How to Answer the Questions Constructing a Questionnaire or Interview Schedule Sampling Procedures Procedures for Administrating a Questionnaire Conducting an Interview Study Coding and Scoring Part IV. Concluding Steps of Research Chapter 12 Carrying Out Statistical Analyses Measures of Central Tendency and Variability Coding and Rostering Data Choosing the Appropriate Statistical Test Carrying Out Parametric Statistical Tests Correlation and Regression Analyses Carrying Out Nonparametric Statistical Tests Chapter 13: Writing a Research Report The Research Proposal The Introduction Section The M...

Biographie:
Bruce W. Tuckman is professor of educational psychology at the Ohio State University, where he is also Founding Director of the Walter E. Dennis Learning Center. Tuckman is an American Psychologist, who has carried out seminal research into the theory of group dynamics. In 1965, he published a model of group development called Tuckman's Stages, with stages of Forming, Storming, Norming, and Performing. In 1977, he added a fifth stage named Adjourning. Tuckman's current scholarly interest focuses on the topic of motivation: its manifestation in the form of self-regulatory behavior, and its absence in the form of procrastination, particularly as applied to the behavior of studying. He is building a model linking motivational factors to school achievement, and is examining specific interventions that enhance the self-regulatory behavior of students. He is also interested in study strategies that help students learn from text....

Sommaire:

Bruce W. Tuckman is professor of educational psychology at the Ohio State University, where he is also Founding Director of the Walter E. Dennis Learning Center. Tuckman is an American Psychologist, who has carried out seminal research into the theory of group dynamics. In 1965, he published a model of group development called Tuckman's Stages, with stages of Forming, Storming, Norming, and Performing. In 1977, he added a fifth stage named Adjourning. Tuckman's current scholarly interest focuses on the topic of motivation: its manifestation in the form of self-regulatory behavior, and its absence in the form of procrastination, particularly as applied to the behavior of studying. He is building a model linking motivational factors to school achievement, and is examining specific interventions that enhance the self-regulatory behavior of students. He is also interested in study strategies that help students learn from text.

Brian E. Harper is associate professor of educational psychology at Cleveland State University. A former classroom teacher in the Philadelphia , Pennsylvania public school district, Dr. Harper completed his doctoral work at The Ohio State University in Educational Psychology. His research interests include African American racial identity development and motivational psychology, particularly as it applies to students in urban settings. His current work focuses on African American students and the factors that promote or inhibit academic self-regulation.