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Informationen zum Autor 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. Klappentext Conducting Educational Research is geared to help graduate students understand and apply the most important principles of scholarly investigation. The clarity of the text and the numerous practical examples help to reinforce important concepts and key ideas, increasing the efficacy of the text for even the most inexperienced student-researchers. Zusammenfassung Conducting Educational Research is geared to help graduate students understand and apply the most important principles of scholarly investigation. The clarity of the text and the numerous practical examples help to reinforce important concepts and key ideas! increasing the efficacy of the text for even the most inexperienced student-researchers. Inhaltsverzeichnis Part I. IntroductionChapter 1: The Role of ResearchWhat Is Research?Validity in ResearchInternal and External ValidityDealing With RealitySurvey ResearchCharacteristics of the Research ProcessSome Ethical ConsiderationsSelf EvaluationsPart II. Fundamental Steps of ResearchChapter 2: Selecting a ProblemCharacteristics of a ProblemNarrowing the Range of ProblemsClassroom Research ProblemsAnother Problem FrameworkProgrammatic Research as a Source of ProblemsSpecific Considerations in Choosing a ProblemChapter 3: Reviewing the LiteratureThe Purpose of the ReviewLiterature Review SourcesConducting a Literature SearchReviewing and AbstractingWriting the Literature ReviewChapter 4: Identifying and Labeling VariablesA Research Question and Its VariablesThe Independent VariableThe Dependent VariableThe Relationship Between Independent and Dependent VariablesThe Moderator VariableControl VariablesIntervening VariablesThe Combined VariablesSome Considerations for Variable ChoiceChapter 5: Constructing Hypotheses and Meta-AnalysesFormulating HypothesesHypotheses Based on ConceptualizingGoing From Theory to Hypotheses: An ExampleMeta-Analysis: Constructing Hypotheses by Synthesizing Past ResearchSome Further IllustrationsTesting a HypothesisChapter 6: Constructing Operational Definitions of VariablesWhy Have Operational Definitions?Basing an Operational Definition on Observable CriteriaAlternative Ways of Generating Operational DefinitionsThe Criterion of ExclusivenessOperational Definitions and the Research ProcessThe Research SpectrumPart III. Types of ResearchChapter 7: Applying Design Criteria: Internal and Ext...
