Quantitative Research in Education: A Primer

Quantitative Research in Education: A Primer is a brief and practical guide to conducting research in Education. It provides a reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research. Starting with the nature of research and science, it then turns to the meaning of concepts, variables, and research in education to cover the entire research process. The goal of this text is to dispel notions that quantitative research is too difficult, too statistical, and too theoretical, and generate interest and understanding in using this type of research creatively and effectively. Features: Demonstrates all concepts in the text with concrete examples specific to Education Examines the conceptual foundations of statistics in order to better understand quantitative research Charts allow students to select appropriate statistical techniques for given scenarios A brief set of exercises at the conclusion of each chapter allow for immediate practice of key concepts Provides particular strategies and techniques to help students understand the process of creating their own hypotheses

Table of Contents:
Preface Acknowledgements 1. The Nature of Research and Science Ways of Knowing Objectivity The Nature of Science The Scientific Approach Theory: A Scientific Concept Components of Theory Nature of Scientific Research Philosophy of Science Types of Quantitative Research Summary Check Your Understanding Key Terms References 2. Concepts, Variables, and Research Problems Concepts Variables Kinds of Variables Operationalizing Concepts Research Problems Summary Check Your Understanding Key Terms References 3. Conceptual Foundations of Statistics Measures of Central Tendencies Measures of Variability Normal Distribution Statistical Tests Populations and Samples Summary Check Your Understanding Key Terms References 4. Analyzing the Structure and Substance of Hypotheses Hypotheses Kinds of Hypotheses Imposter and Misconceived Hypotheses Finding Hypotheses in Research Studies Analyzing and Diagramming Hypotheses The Invisible Condition Summary Check Your Understanding Key Terms References 5. Generating Hypotheses Ideas for New Hypotheses Observing, Conceptualizing, and Hypothesizing More Theory-More Hypotheses Summary Check Your Understanding Key Terms References Appendix A: Elements of a Proposal Appendix B: Simple Writing Suggestions Glossary Index About the Author

About the Author :
Wayne K. Hoy received his B. S. from Lock Haven State College in 1959 and then taught mathematics at Cheltenham High School in Pennsylvania. He received his D. Ed. from The Pennsylvania State University in 1965 and began his professorial career at Oklahoma State University. He moved to Rutgers University in 1968, where he was a distinguished professor, department chair, and Associate Dean for Academic Affairs. In 1994, he joined the faculty at The Ohio State University as an endowed professor, The Novice G. Fawcett Chair in Educational Administration. In January of 2013, he retired and is now a professor emeritus at The Ohio State University. In 1973, he received the Lindback Foundation Award for Distinguished Teaching from Rutgers University; in 1987, he received the Alumni Award for Professional Research from the Rutgers University Graduate School of Education; in 1991, he received the Excellence in Education Award from The Pennsylvania State University; in 1992, he received the Meritorious Research Award from the Eastern Educational Research Association; in 1996, he became an alumni fellow of The Pennsylvania State University; in 2001 he received the Research Award from the Ohio State College of Education. He is past secretary-treasurer of the National Conference of Professors of Educational Administration (NCPEA) and past president of the University Council for Educational Administration (UCEA). In November 2003, he received the Roald Campbell Lifetime Achievement Award in Educational Administration and in 2009 he was elected a Fellow of the American Educational Research Association. He is the author, coauthor, or coeditor of 24 books in the fields of research and theory, educational administration, decision making, leadership, and instructional supervision. Three of his recent books are Instructional Leadership: A Research-based Guide to Learning in Schools (2013), with his wife Anita Woolfolk Hoy; Educational Administration: Theory, Research and Practice (2013), with Cecil Miskel; and Improving Instruction Through Supervision, Evaluation, and Professional Development (2014), with Michael DiPaola.