Conducting Educational Research

PREFACE
We designed this book for use by preservice and inservice teachers completing an
education masters program. Most university programs require the completion of
a mid-level research project. These projects are more in-depth than an undergraduate
senior-level capstone, but not as intense an undertaking as required by a doctorallevel
research study. Some, though not most, may be thesis-level work.
We have found that these preservice teachers have unique needs for educational
research instruction. Typically, the fifth year students already possess a bachelor’s
degree. Some are older and dissatisfied with their current career choices. Others
were uncertain of their career options as undergraduates. All have decided to enter
the teaching profession. These students tend to have limited classroom experience,
are not familiar with educational research, probably have not used statistics outside
an introductory undergraduate class, and in all likelihood know nothing about
qualitative design.
Similarly, inservice teachers and administrators also seek a master’s degree in
education. Students in these thesis and non-thesis option degree programs tend to
be practicing teachers, with strong classroom experience. However, like the 5 th year
students, they are typically not familiar with educational research (relying on
practitioner articles), and also are not fluent in statistical or qualitative methods.
Both groups of students are learning about educational research methods and
designing and conducting their own initial research project while they are taking
other coursework and have heavy responsibilities as classroom teachers, administrators
or student teachers. Their comfort level with research is generally not
high, which makes juggling work, school, and personal responsibilities even more
difficult.
When it comes to coursework on research, preservice and inservice teachers
both need the same basics: (a) an understanding of why educational research is
important to them in their professional lives; (b) instruction on being critical
consumers of educational research; and (c) guiding direction on designing, conducting,
and reporting on their own research. We have designed this text to meet those
goals. Specifically, the book provides:
– the background needed for preservice and inservice teachers and administrators
to appreciate the importance of educational research in their daily professional
lives (outside of degree requirements).
– instruction in all aspects of a typical five-chapter research design (introduction;
literature review; methodology; results; conclusion/discussion/implications),
with guidance to actually write a five chapter research report.
– the tools needed to locate and review published educational research.
– instruction on common qualitative methodologies.
– instruction on the types of quantitative methodologies masters-level candidates
would be most likely to use.
– ways to engage the student in a reflection plan for the future.
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