This chapter provides an overview of educational research methods. It discusses how accountability standards under No Child Left Behind require schools to use scientific, reliable research to guide programs and classroom practices. The chapter outlines different types of research methods used in education, including qualitative and quantitative approaches. It also discusses the role of the scientific method in educational research. Researchers must ask questions, collect and analyze data, interpret their findings, and potentially explore new questions. Their philosophical views shape which research methods they employ. The chapter introduces key concepts to help understand the educational research process.

1. The College of St. Rose
CITE – EDA500
Research in Educational Administration
Chapter One – Overview
Judi Edwards McBride
November 9, 2009
Traditional approaches to behavior modification throughout the United States have long since been
measures that applied methods of discipline after an incident rather than before an incident (Carr,
2002). Measures ranging from spanking, both public and private, and punishment in various forms
have caused many agencies to step up over-site measures that allow them to become involved in the
safety of children. Parents themselves often face a challenge when disciplining their children.

2. A decline in self-discipline and social values among teenagers and youths has continually been on the
rise. This change in behavior has crossed over into the educational system. Yet today, in this vastly
changing world of NCLB and academic accountability, we see the trend shift from personal, individual
responsibility to school wide responsibility (Epstein, 1992). This new approach no longer clings to the
belief that parents are the major disciplinarians or have sole responsibility for the discipline of their
children. The true meaning of “it takes a village” is not really there either. Yet, schools are now being
held accountable and are jointly responsible with parents, for developing a positive home culture that
will eventually lead to a positive school culture.
In days gone by, typical conversation in public and private school has focused on the behavior of the
“problem child” or “bad kid”. But now, in today’s climate of accountability for learning and meeting
the needs of all students, no student can be overlooked. Gone are the days when the “good kids” are
ignored. They no longer get just a gold star. The “bad kids” can’t just be suspended either. In both
cases, specific recognition has to be given to the children working on task and behavior modifications
must be put in place for those that have challenges when it comes to behavior. Here in lies the
challenge for educators. How do we implement a program or programs that meet the needs of both
types of students? And, what type of research will guide our decision?
In chapter one of Methods in Educational Research: From Theory to Practice by Lodico, Spaulding and
Voegtle (2007), , we are given an opportunity to explore the various methods of research and
research techniques used in education. This review of educational research also describes NCBL and
the relationship between the educational research requirements needed to meet the accountability
standards set forth by the United States government.
As we approach chapter one, we are reminded of the need for educational research and the lack
there of in education. Among the many stakeholders, there is a consensus that educational research
would indeed support the effort being made in schools to meet the educational research
requirements of NCLB. What is that you might say? Well, according to NCLB, standards for
accountability have been put in place along with additional funding for schools that implement
programs that are “scientific and reliable”. According to Lodico, Spaulding and Voegtle, the 2001
NCLB act is a reauthorization of the Elementary and Secondary Education act of 1965 and calls for
more involvement in education by the federal government. The legislation outlined by the federal
government identifies specific areas where school must make significant, measurable adjustments in
order to get school funding from the federal government. Annual funding, academic progress,
school report cards, teacher quality, and reading first are the areas in which schools must comply.
Like traditional research, educational research also uses the scientific method. This research outlines
specific types of research and the ways in which they should be used. Inductive reasoning, deductive,
hypothetic- deductive, qualitative, and quantitative research are all methods of research used in
education. These research methods use hypothesis, theories and generalizations to begin the process
of scientific educational research. For the researcher, the scientific method involves asking a
question, collecting the data, analyzing the data, interpreting data and reporting the findings and
finally generating a new question to ask next.
Researchers, like educators, have different philosophical views. What it means for researchers is that
their approach to educational research and the methods used can be entirely different based on their
philosophical view. Social constructivism, advocacy, liberatory and pragmatism are also different

3. approaches to research used by educational researchers to guide their study. The underlying theory
is that your philosophy will determine the type of research and research approach you will use in the
process of determining what educational research method works best for you. As the approach to
research continues, basic research and applied research are also identified. Developing theories that
modify, refine and test are associated with basic research and applied research determines whether a
practice is effective or not.
The response to educational research is often through evaluation in the form of formative or
summative feedback. The formative feedback would allow for changes to be made throughout the
research process. Summative, on the other hand, would identify whether a task or goal was met at
the end of the research process.
There are many key terms and concepts that are introduced in chapter one. All of which lead to a
greater understanding of educational research and the process or processes used to guide the
different approaches used by researchers in the research process.
A good start, these first pages you can also go into talking about your building and the issues surrounding behavior that
you see in your building, then roll into the purpose statement, and then definitions and then your review of lit.