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Research Literacy: A Primer for Understanding and Using Research by Beaudry, Je
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Parametry przedmiotu
- Stan
- Book Title
- Research Literacy: A Primer for Understanding and Using Research
- ISBN
- 9781462524624
O tym produkcie
Product Identifiers
Publisher
Guilford Publications
ISBN-10
1462524621
ISBN-13
9781462524624
eBay Product ID (ePID)
215346533
Product Key Features
Number of Pages
380 Pages
Publication Name
Research Literacy : a Primer for Understanding and Using Research
Language
English
Publication Year
2016
Subject
Methodology, Decision-Making & Problem Solving, Nursing / Research & Theory, Research
Type
Not Available
Subject Area
Reference, Social Science, Education, Medical
Format
Trade Paperback
Dimensions
Item Height
0.8 in
Item Weight
23.6 Oz
Item Length
10 in
Item Width
7 in
Additional Product Features
LCCN
2015-033613
Reviews
"I like the concept maps and the end-of-chapter resources and performance tasks."--Norma K. Clark, PhD, former director, Graduate Programs in Education, Delaware State University "The authors succinctly and logically summarize the salient features and designs most commonly aligned with qualitative researchers. They provide appropriate examples of scholarly work to illustrate the various designs."--Susan Kushner Benson, PhD, Department of Educational Foundations and Leadership, University of Akron "This is a good introduction-to-research text, particularly for students not interested in doing research. The material on critiquing research articles is first-rate. You could depend on a student being able to critique a research article after successfully completing a course using this text."--Marilyn Petty Glick, PhD, Instructor, Department of Education, Indiana University Kokomo "The emphasis on research literacy is essential in training forward-thinking educators. Most students at the master's level will not be engaged in deep experimental research, but as future practitioners, they will need to understand the published research and conduct 'in-house' studies. That is where this book can serve its most important function. The discussion of sampling (often the weakest link in a research study) is very good. The final chapter, on doing reviews--a frequently overlooked topic--brings everything together and serves as an excellent synthesis."--Louis Berry, PhD, School of Education (Emeritus), University of Pittsburgh "At last, we have a clearly written and extremely accessible book on research--both qualitative and quantitative--for students and others reading (and doing) research! Readers learn all the conventions of research that people usually have to discover on their own, such as how to cite people, use APA style, and even how to list references. The book explains when and how a researcher would use both qualitative and quantitative methods, including ways to use them together. The chapter on ethnography provides one of the best descriptions of this method and its complexities that I have seen."--Ann Lieberman, EdD, Senior Scholar, Stanford Center for Opportunity Policy in Education, Stanford University "As a teacher educator, I am concerned that my students develop the ability to understand just what the research in their field does and does not say, and the implications for practice. This very useful text will serve that goal. It is appropriate for introductory educational research courses for both preservice and inservice education students. I appreciate that the text is designed for readers with a variety of cognitive styles, and that it uses visual representations and concept maps to explain research processes. It discusses the assumptions and methodologies employed by different research designs and provides a great understanding of the limitations of descriptive research (especially test reports) to drive policy."--Katherine K. Merseth, EdD, Senior Lecturer and Director of Teacher Education, Harvard Graduate School of Education, "At last, we have a clearly written and extremely accessible book on research--both qualitative and quantitative--for students and others reading (and doing) research! Readers learn all the conventions of research that people usually have to discover on their own, such as how to cite people, use APA style, and even how to list references. The book explains when and how a researcher would use both qualitative and quantitative methods, including ways to use them together. The chapter on ethnography provides one of the best descriptions of this method and its complexities that I have seen."--Ann Lieberman, EdD, Senior Scholar, Stanford Center for Opportunity Policy in Education, Stanford University "As a teacher educator, I am concerned that my students develop the ability to understand just what the research in their field does and does not say, and the implications for practice. This very useful text will serve that goal. It is appropriate for introductory educational research courses for both preservice and inservice education students. I appreciate that the text is designed for readers with a variety of cognitive styles, and that it uses visual representations and concept maps to explain research processes. It discusses the assumptions and methodologies employed by different research designs and provides a great understanding of the limitations of descriptive research (especially test reports) to drive policy."--Katherine K. Merseth, EdD, Senior Lecturer and Director of Teacher Education, Harvard Graduate School of Education "The emphasis on research literacy is essential in training forward-thinking educators. Most students at the master's level will not be engaged in deep experimental research, but as future practitioners, they will need to understand the published research and conduct 'in-house' studies. That is where this book can serve its most important function. The discussion of sampling (often the weakest link in a research study) is very good. The final chapter, on doing reviews--a frequently overlooked topic--brings everything together and serves as an excellent synthesis."--Louis Berry, PhD, School of Education (Emeritus), University of Pittsburgh "This is a good introduction-to-research text, particularly for students not interested in doing research. The material on critiquing research articles is first-rate. You could depend on a student being able to critique a research article after successfully completing a course using this text."--Marilyn Petty Glick, PhD, Instructor, Department of Education, Indiana University Kokomo "I like the concept maps and the end-of-chapter resources and performance tasks."--Norma K. Clark, PhD, former director, Graduate Programs in Education, Delaware State University "The authors succinctly and logically summarize the salient features and designs most commonly aligned with qualitative researchers. They provide appropriate examples of scholarly work to illustrate the various designs."--Susan Kushner Benson, PhD, Department of Educational Foundations and Leadership, University of Akron, "I like the concept maps and the end-of-chapter resources and performance tasks."--Norma K. Clark, Director, Graduate Programs in Education, Delaware State University "The authors succinctly and logically summarize the salient features and designs most commonly aligned with qualitative researchers. They provide appropriate examples of scholarly work to illustrate the various designs."--Susan Kushner Benson, PhD, Department of Educational Foundations and Leadership, University of Akron "This is a good introduction-to-research text, particularly for students not interested in doing research. The material on critiquing research articles is first -rate. You could depend on a student being able to critique a research article after successfully completing a course using this text."--Marilyn Petty Glick, PhD, Instructor, Department of Education, Indiana University Kokomo "The emphasis on research literacy is essential in training forward-thinking educators. Most students at the master's level will not be engaged in deep experimental research, but as future practitioners, they will need to understand the published research and conduct 'in-house' studies. That is where this book can serve its most important function. The discussion of sampling (often the weakest link in a research study) is very good. The final chapter, on doing reviews--a frequently overlooked topic--brings everything together and serves as an excellent synthesis."--Louis Berry, PhD, School of Education (Emeritus), University of Pittsburgh, "I like the concept maps and the end-of-chapter resources and performance tasks."--Norma K. Clark, PhD, former director, Graduate Programs in Education, Delaware State University "The authors succinctly and logically summarize the salient features and designs most commonly aligned with qualitative researchers. They provide appropriate examples of scholarly work to illustrate the various designs."--Susan Kushner Benson, PhD, Department of Educational Foundations and Leadership, University of Akron "This is a good introduction-to-research text, particularly for students not interested in doing research. The material on critiquing research articles is first -rate. You could depend on a student being able to critique a research article after successfully completing a course using this text."--Marilyn Petty Glick, PhD, Instructor, Department of Education, Indiana University Kokomo "The emphasis on research literacy is essential in training forward-thinking educators. Most students at the master's level will not be engaged in deep experimental research, but as future practitioners, they will need to understand the published research and conduct 'in-house' studies. That is where this book can serve its most important function. The discussion of sampling (often the weakest link in a research study) is very good. The final chapter, on doing reviews--a frequently overlooked topic--brings everything together and serves as an excellent synthesis."--Louis Berry, PhD, School of Education (Emeritus), University of Pittsburgh
Dewey Edition
23
Illustrated
Yes
Dewey Decimal
001.4/2
Table Of Content
I. Introduction to Research and Information Literacy 1. Introduction to Research Literacy 2. Information Literacy: Accessing and Searching Digital Resources II. Qualitative Research 3. Qualitative Research: Introduction and Overview 4. Ethnography 5. Other Qualitative Designs III. Quantitative Research: The Basics 6. Introduction to Quantitative Research 7. Descriptive Statistics and Data Displays IV. Experimental Research 8. Introduction to Experimental Research 9. Factorial Designs: Between-Group and Repeated-Measures Designs 10. Single-Subject Research and Designs V. Nonexperimental Research 11. Nonexperimental Group Comparisons 12. Correlations Research VI. Mixing and Creating Methods 13. Mixed Methods Research 14. Program Evaluation and Teacher Evaluation 15. Practitioner Research VII. Research Reviews 16. Professional Research Reviews 17. Writing a Student Review Essay Appendix. Sample Answers to Review Questions
Intended Audience
Scholarly & Professional
Synopsis
Preparing students to become informed, critical consumers of research, this accessible text builds essential skills for understanding research reports, evaluating the implications for evidence-based practice, and communicating findings to different audiences. It demystifies qualitative, quantitative, and mixed methods designs and provides ......, Preparing students to become informed, critical consumers of research, this accessible text builds essential skills for understanding research reports, evaluating the implications for evidence-based practice, and communicating findings to different audiences. It demystifies qualitative, quantitative, and mixed methods designs and provides step-by-step procedures for judging the strengths and limitations of any study. Excerpts from real research reports are used as opportunities to develop methodological knowledge and practice analytic skills. Based on sound pedagogic principles, the text is structured for diverse learning styles: visual learners (concept maps, icons), active learners (building-block exercises and templates for writing), and story learners (examples, reading guides, and reflections). User-Friendly Features *Rubrics, checklists of steps to take, and reading guides that walk students through analyzing different types of research articles. *Journal abstracts with questions that home in on key aspects of a study. *Exemplars of each type of study, with descriptions of methodological and design choices. *End-of-chapter skills-building exercises that lead up to writing a research review essay. *Chapter appendices featuring sample responses to the exercises., Preparing students to become informed, critical consumers of research, this accessible text builds essential skills for understanding research reports, evaluating the implications for evidence-based practice, and communicating findings to different audiences. It demystifies qualitative, quantitative, and mixed methods designs and provides step-by-step procedures for judging the strengths and limitations of any study. Excerpts from real research reports are used as opportunities to develop methodological knowledge and practice analytic skills. Based on sound pedagogic principles, the text is structured for diverse learning styles: visual learners (concept maps, icons), active learners (building-block exercises and templates for writing), and story learners (examples, reading guides, and reflections). Pedagogical Features *Rubrics, checklists of steps to take, and reading guides that walk students through analyzing different types of research articles. *Journal abstracts with questions that home in on key aspects of a study. *Exemplars of each type of study, with descriptions of methodological and design choices. *End-of-chapter skills-building exercises that lead up to writing a research review essay. *Chapter appendices featuring sample responses to the exercises.
LC Classification Number
Q180.55.M4B385 2016
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