Anastasia Kitsantas & Timothy Cleary 
Essentials of Research Methods for Educators 

Essentials of Research Methods for Educators provides future teachers, specialists, administrators and educational leaders with a textbook and a resource that goes beyond the classroom to use in your career. With a focus on the wide variety of data available to educators and the importance of data literacy for all those involved in education, this book presents research methods in a relatable educational context with a variety of concrete examples. The authors use their expertise in educational psychology to optimize learning. The structure of the book breaks down research into discrete steps with the ‘Let′s See It, ‘ ‘Let′s Do It, ‘ and ‘You Do It’ steps for each chapter so students feel motivated to complete their research projects. By covering qualitative, quantitative, and mixed methods research, with additional chapters on action research and program evaluation, students get a complete picture of the current research methods landscape. This highly scaffolded book supports future educational leaders in incorporating research and methods into their work and life.

Table des matières

Chapter 1: Introduction to Research

Chapter 2: Reviewing the Literature

Chapter 3: Research Design: The What, When, and How of Research

Chapter 4: Non-Experimental Research Designs

Chapter 5: Experimental Research Designs

Chapter 6: Qualitative Research Designs

Chapter 7: Mixed Methods Research Designs

Chapter 8: Action Research for Educators

Chapter 9: Program Evaluation

Chapter 10: Sampling and Measurement Learning Objectives

Chapter 11: Data Collection

Chapter 12: Descriptive Statistics

Chapter 13: Inferential Statistics

Chapter 14: Qualitative Analysis

Chapter 15: Communicating Research

Chapter 16: Using Research to Guide Practice

A propos de l’auteur

Suzanne E. Hiller, Ph D, has worked in the field of education as a practitioner, professor, researcher, and evaluator for over three decades. Notably, she was the Teacher Naturalist with the Smithsonian Institution’s National Museum of Natural History. She has served as an assistant professor teaching educational psychology, program evaluation, research, and preservice teacher courses in curriculum and assessment. While affiliated with Wingate University, she was the Director of the Graduate Education Program and the Director of Multidisciplinary Studies in Education with Hood College. Currently, she is the Executive Director of the Blue Swallow Farm Foundation, an organization dedicated to promoting inclusive, authentic experiences in outdoor education through research and training while motivating students in STEM careers. In light of this mission, Suzanne E. Hiller has been working with educators, administrators, researchers, and scientists on a variety of projects related to professional development, curriculum development, and research, with a particular emphasis on outdoor classrooms and citizen science. Most recently, she has conducted a series of research studies on the impact of water quality programs on student STEM achievement, career motivation, environmental attitudes, and social-emotional well-being. Through this type of research, professional development on designing and utilizing About the Authors xxxi outdoor classrooms, curriculum resources for educators, and mentorship and support for doctoral students, she continues to encourage growing interest in providing students with exposure in STEM activities within natural settings. In support of educational research at large, Suzanne E. Hiller has served on the editorial board for the International Journal of Mathematical Education in Science and Technology and the Journal of Experimental Education. She has also been a reviewer for a variety of journals, such as Learning and Individual Differences; Learning, Culture, and Social Interaction; and Heliyon. She has written one book on using metacognitive and self-regulatory strategies to promote student science achievement and coedited one book on fostering STEM career motivation through citizen science. Her background in motivation and self-regulation was particularly relevant as a co-principal investigator on a grant from the Maryland Governor’s Emergency Relief Fund to provide assistance for teachers during the recent health crisis. Using an online format, the program serviced