Research

Scenario
Best method to study the problem?
Qualitative – making explicit the implicit patterns, translator of society
metaphor: "mirror" for you, looking at yourself - do I really look like that, not universal, have to be as true as can, can't distort (fun house mirror)
1. exploratory, not a lot known
2. question = nature, understand phenomenon
3. researcher is tool
Quantitative,
Metaphor: "scale" measuring self, tells you you are i.e. obese, needs to be calibrated
1. lots known
2. can measure phenomenon, not necessarily measure
3. tool
4. Control for variables or factor them out with statistical analysis
- Single Subject – when you are trying to show a functional analysis, esp. special education
Action research – not valid, therefore choose single subject, intervention
Mixed
Historical – patterns in historical documents
Philosophical - what is the meaning of the terms, concepts under study


Texts
Creswell - Audrey
Patton
Strauss & Corbin
Lincoln & Guba
Kuhn – paradigm shift - Ann
MORE Kuhn - This is a link to a helpful outline I found a year ago: http://www.des.emory.edu/mfp/Kuhn.html - Christine

Gould, Stephen J. (1996). The Mismeasure of Man. New York: W.W. Norton & Co. - Sara

Acts of Inquiry in Qualitative Research – Brizuela - Ann

**Street Corner Society** - Dolores

Marzano, Robert J., Waters, Timothy, & McNulty, Brian A. School Leadership that Works: From Research to Results. Alexandria VA: Association for Supervision and Curriculum Development, 2005. - Sara

Durlak, Joseph. __Understanding Meta-Analysis__ - Sara

Gardner, Howard. Leadership and Research Themes in __Leading Minds: An Anatomy of Leadership__and Erik Erikson's Stage Theory --Sara


Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71 (2), 137-148.- Sara

Kern, L., Bambara, L., & Fogt, J. (2002). Class-Wide curricular modifications to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27(4), 317-326.

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. -Sara

Tankersley, M., Harjusola-Webb, S., & Landrum, T. J. (2008). Using single-subject research to establish the evidence base of special education. Intervention in School and Clinic, 44(2), 83-90-Sara

Thompson, B., Diamond, K. E., Mcwilliam, R., Snyder, P., & Snyder, S. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71(2), 181-194. - Sara

Harry, B., Klingner, J. K., & Hart, J. (2005). African american families under fire: Ethnographic views of family strengths. Remedial and Special Education, 26(2), 101.

Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71 (2), 195-207.-Sara

Bernstein, G. A., Bernat, D. H., Victor, A. M., & Layne, A. E. (2008). School-Based interventions for anxious children: 3-, 6-, and 12-month follow-ups. Journal of the American Academy of Child and Adolescent Psychiatry, 47 (9), 1039-1047.

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71 (2), 149-164.-Sara

Angell, M. E., Stoner, J. B., & Shelden, D. L. (2009). Trust in education professionals: Perspectives of mothers of children with disabilities. Remedial and Special Education, 30(3), 160-176- Sara