Literacy Research Methodologies

Second Edition

Edited by Nell K. Duke and Marla H. Mallette

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February 23, 2011
ISBN 9781609181628
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488 Pages
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This book has been replaced by Literacy Research Methodologies, Third Edition, ISBN 978-1-4625-4431-8.

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Table of Contents

1. Introduction, Marla H. Mallette and Nell K. Duke

2. Case Study Research, Diane M. Barone

3. Content Analysis: The Past, Present, and Future, James V. Hoffman, Melissa B. Wilson,Ramón A. Martínez, and Misty Sailors

4. Of Correlations and Causes: The Use of Multiple Regression Modeling, Anne E. Cunningham, Keith E. Stanovich, and Andrew Maul

5. Research Methods Unique to Digital Contexts: An Introduction to Virtual Ethnography, Christine M. Greenhow

6. Discourse Analysis: Conversation, Susan Florio-Ruane and Ernest Morrell

7. Discourse Analysis: Written Text, Susan R. Goldman and Jennifer Wiley

8. Ethnographic Research, Victoria Purcell-Gates

9. Experimental and Quasi-Experimental Design, Frank R. Vellutino and Christopher Schatschneider

10. Revisiting the Connection between Research and Practice Using Formative and Design Experiments, Barbara A. Bradley and David Reinking

11. Historical Research, Norman A. Stahl and Douglas K. Hartman

12. Developing Affective Instrumentation, William A. Henk, Michael C. McKenna, and Kristin Conradi

13. Meta-Analysis, Adriana G. Bus, Marinus H. van IJzendoorn, and Suzanne E. Mol

14. Mixed Research Techniques, Anthony J. Onwuegbuzie and Marla H. Mallette

15. Narrative Approaches: Exploring the Phenomenon and/or Method, M. Kristiina Montero and Rachelle D. Washington

16. Neuroimaging, Jack M. Fletcher, David L. Molfese, Panagiotis G. Simos, Andrew C. Papanicolaou, and Carolyn Denton

17. Single-Subject Experimental Design, Susan B. Neuman

18. Survey Research, James F. Baumann and James J. Bason

19. Verbal Protocols of Reading, Katherine Hilden and Michael Pressley

20. Toward a Pragmatics of Epistemology, Methodology, and Social Theory, Mark Dressman and Sarah J. McCarthey

21. Conclusion, Nell K. Duke and Marla H. Mallette

Appendix: Alphabetical Listing of the Exemplars


About the Editors

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Contributors

Diane M. Barone, EdD, Department of Educational Specialties, University of Nevada, Reno, Reno, Nevada

James J. Bason, PhD, Survey Research Center, University of Georgia, Athens, Georgia

James F. Baumann, PhD, Department of Learning, Teaching, and Curriculum, University of Missouri, Columbia, Missouri

Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas, Lawrence, Kansas

Adriana G. Bus, PhD, Department of Early Literacy, Graduate School of Education, Leiden University, The Netherlands

Kristin Conradi, MEd, Department of Reading Education, University of Virginia, Charlottesville, Virginia

Anne E. Cunningham, PhD, Department of Cognition and Development, Graduate School of Education, University of California, Berkeley, Berkeley, California

Carolyn Denton, PhD, Children's Learning Institute, Department of Pediatrics, University of Texas Health Science Center, Houston, Texas

Mark Dressman, PhD, Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign, Champaign, Illinois

Nell K. Duke, EdD, Departments of Teacher Education and Educational Psychology, College of Education, Michigan State University, East Lansing, Michigan

Jack M. Fletcher, PhD, Department of Psychology, University of Houston, Houston, Texas

Susan Florio-Ruane, EdD, Department of Teacher Education, College of Education, Michigan State University, East Lansing, Michigan

Susan R. Goldman, PhD, Department of Psychology and Education, University of Illinois at Chicago, Chicago, Illinois

Christine M. Greenhow, EdD, College of Education and the College of Information Studies, University of Maryland, College Park, Maryland

Douglas K. Hartman, PhD, Department of Literacy and Technology, College of Education, Michigan State University, East Lansing, Michigan

William A. Henk, EdD, College of Education, Marquette University, Milwaukee, Wisconsin

Katherine Hilden, PhD, School of Teacher Education and Leadership, Radford University, Radford, Virginia

James V. Hoffman, PhD, Departments of Curriculum and Instruction and Language and Literacy Studies, University of Texas at Austin, Austin, Texas

Marla H. Mallette, PhD, Department of Literacy Education, Southern Illinois University, Carbondale, Illinois

Ramí³n A. Martínez, PhD, Department of Language and Literacy Studies, University of Texas at Austin, Austin, Texas

Andrew Maul, PhD, School of Education, University of Oslo, Oslo, Norway

Sarah J. McCarthey, PhD, Department of Language and Literacy, University of Illinois at Urbana-Champaign, Champaign, Illinois

Michael C. McKenna, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, Virginia

Suzanne E. Mol, MSc, Department of Education and Child Studies, Leiden University, Leiden, The Netherlands

David L. Molfese, PhD, Department of Psychology, University of Houston, Houston, Texas

M. Kristiina Montero, PhD, Faculty of Education, Wilfrid Laurier University, Waterloo, Ontario, Canada

Ernest Morrell, PhD, Department of Urban Schooling, University of California, Los Angeles, Los Angeles, California

Susan B. Neuman, EdD, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan

Anthony J. Onwuegbuzie, PhD, Department of Educational Leadership and Counseling, Sam Houston State University, Huntsville, Texas

Andrew C. Papanicolaou, PhD, Division of Clinical Neurosciences, Department of Neurosurgery, University of Texas, Houston Health Science Center, Houston, Texas

Michael Pressley, PhD (deceased), Departments of Teacher Education and Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan

Victoria Purcell-Gates, PhD, Department of Language and Literacy Education, University of British Columbia, Vancouver, British Columbia, Canada

David Reinking, PhD, Department of Teacher Education, Clemson University, Clemson, South Carolina

Misty Sailors, PhD, Department of Literacy Education, University of Texas, San Antonio, San Antonio, Texas

Christopher Schatschneider, PhD, Department of Psychology, Florida State University, Tallahassee, Florida

Panagiotis G. Simos, PhD, Department of Psychology, University of Crete, Crete, Greece

Norman A. Stahl, PhD, Department of Literacy Education, Northern Illinois University, DeKalb, Illinois

Keith E. Stanovich, PhD, Department of Human Development and Applied Psychology, University of Toronto, Toronto, Ontario, Canada

Marinus H. van IJzendoorn, PhD, Department of Child and Family Studies, Graduate School of Education, Leiden University, Leiden, The Netherlands

Frank R. Vellutino, PhD, Department of Psychology, University at Albany, the State University of New York, Albany, New York

Rachelle D. Washington, PhD, Department of Language and Literacy, Clemson University, Clemson, South Carolina

Jennifer Wiley, PhD, Department of Psychology, University of Illinois at Chicago, Chicago, Illinois

Melissa B. Wilson, PhD, School of Education, University of the West Indies at Cave Hill, Cave Hill, Barbados

Audience

Researchers, instructors, and graduate students in literacy.

Course Use

Serves as a text in graduate-level courses such as Methods of Educational Research, Methods of Reading Research, and Research in Special Education.
Previous editions published by Guilford:

First Edition, © 2004
ISBN: 9781593850593
New to this edition: