Handbook of Research Design in Mathematics and Science Education

Table of contents

• Title Page 3
• Contents 5
• Preface 9
• I The Need to Address Priority Problems 11
• 1: Purposes and Assumptions of This Book 17
• ACKNOWLEDGMENTS 33
• 2: Trends and Shifts in Research Methods 35
• 3: Research Agendas: Identifying Priority Problems and Developing Useful Theoretical Perspectives 45
• Summary 60
• Appendix I: The National Science Foundation's Program for Research on Teaching & Learning 61
• 4: The Impact of Standards-based Reform on Methods of Research in Schools 73
• Summary 85
• 5: Improving Research and Systemic Reform Toward Equity and Ouality 87
• Conclusion 105
• II Reflecting on Instruments and Methods 107
• 6: Formulating Operational Definitions of Desired Outcomes of Instruction in Mathematics and Science Education 113
• Summary and Conclusions 143
• Appendix A: Quality Assurance Guide 145
• Appendix B The Softball Problem 146
• 7: Progress in Research: The Interplay Among Theory, Research Questions, and Measurement Techniques 151
• Concluding Remarks 167
• ACKNOWLEDGMENTS 168
• 8: The Corruption of a Research Design: A Case Study of a Curriculum Innovation Project 169
• Summary 188
• III Teaching Experiments 191
• 9: Multitiered Teaching Experiments 197
• 10: Transformative Teaching Experiments Through Conjecture-Driven Research Design 231
• Conclusion 264
• 11: Teaching Experiment Methodology: Underlying Principles and Essential Elements 267
• 12: Conducting Teaching Experiments in Collaboration With Teachers 307
• Conclusion 332
• ACKNOWLEDGMENTS 333
• 13: Research on the Development of Mathematics Teachers: The Teacher Development Experiment 335
• Conclusions 358
• IV Classroom-Based Research 361
• 14: Working on the Inside: Using One's Own Practice as a Site for Studying Teaching and Learning 365
• ACKNOWLEDGMENTS 402
• 15: Paradigms for Teacher-Centered, Classroom-Based Research 403
• Conclusions 426
• ACKNOWLEDGMENTS 427
• 16: Action Research as a Research Methodology for the Study of the Teaching and Learning of Science 429
• ACKNOWLEDGMENTS 455
• 17: Integrating a Naturalistic Paradigm Into Research on Mathematics and Science Cognition and Learning 457
• 18: Interpretive Research in Science Education 487
• Conclusions 509
• V Clinical Methods 513
• 19: A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research 517
• Conclusion 544
• 20: Analysis of Clinical Interviews: Foundations and Model Viability 547
• Conclusion 588
• ACKNOWLEDGMENTS 589
• 21: Principles for Developing Thought-Revealing Activities for Students and Teachers 591
• Appendix A 635
• Appendix B 639
• 22: Videorecording as Theory 647
• 23: Iterative Refinement Cycles for Videotape Analyses of Conceptual Change 665
• Summary 684
• Appendix 685
• 24: Choosing and Using Video Equipment for Data Collection 709
• Conclusion 729
• ACKNOWLEDGMENTS 729
• VI Curriculum Design as Research 733
• 25: Mathematics Curriculum Development as a Scientific Endeavor 737
• Conclusion 760
• ACKNOWLEDGMENT 760
• 26: Designing Effective Software 761
• Conclusions 775
• 27: Technology Design as Educational Research: Interweaving Imagination, Inquiry, and Impact 777
• Conclusion 795
• ACKNOWLEDGMENTS 797
• 28: The Role of Historical Studies in Mathematics and Science Educational Research 799
• Conclusions 812
• ACKNOWLEDGMENTS 813
• VII Toward Assessment Design 815
• 29: Subgroup Differences on the GRE Quantitative Test Based on the Underlying Cognitive Processes and Knowledge 821
• Conclusions 849
• ACKNOWLEDGMENTS 853
• Appendix A 854
• Appendix B 856
• 30: Cautions and Considerations: Thoughts on the Implementation and Evaluation of Innovation in Science Education 859
• Conclusion 876
• 31: Assessing Learning as Emergent Phenomena: Moving Constructivist Statistics Beyond the Bell Curve 877
• 32: When Using the Mean is Meaningless: Examples from Probability Theory and Cardiology 913
• Summary 925
• ACKNOWLEDGMENT 926
• References 927
• Author Index 971
• Subject Index 979

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