This document provides summaries of different research study designs by briefly describing examples of each design type. The designs included are: experimental, correlational, survey, grounded theory, ethnographic, narrative research, mixed methods, and action research. For each example a few key details are given such as the research topic, methodology used, and findings or purpose of the study to illustrate how it fits the particular design classification.

1. Experimental Design:
Ysseldyke, J., Spicuzza, R., Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A.
(2003). Using a curriculum-based instructional management system to enhance math
achievement in urban schools. Journal of Education for Students Placed at Risk, 8(2),
247-265. Retrieved July 10, 2009, Academic Search Complete database.
The authors of this article conducted their research based on a computerized curriculum-
based instructional management system called Accelerated Math (AM). The students in
the AM group showed significant increase in math tests scores when suggested
intervention strategies were fully implemented. This research identifies positive effects
of a computer software package that accelerated the math achievement of at risk students
when used properly and fully. This research is a good example of an experimental design
due to the inclusion of a controlled experiment. There was a group of students who used
to AM, while a similar group did not use the strategies of the AM program. Therefore,
this experiment included a dependent variable and an independent variable making it an
experimental design.
Correlational Design:
Passolunghi, M., Mammarella, I., & Altoè, G. (2008). Cognitive abilities as precursors of
the early acquisition of mathematical skills during first through second grades.
Developmental Neuropsychology, 33(3), 229-250. doi:10.1080/87565640801982320.
The researchers in this study wanted to determine precursors of mathematical

2. achievement in young children. They used path analysis and a longitudinal model to test
72 children in first grade and then followed them to second grade to be tested again. The
students were tested on phonology, short-term memory, counting competence, and
working memory. In first grade the students were also tested on verbal and performance
IQ as well. The researchers discovered with the longitudinal model that the students’
working memory in both grades predicted the students’ achievement in mathematics. The
final results showed that working memory can be a mediator in predicting mathematics
achievement in young school age children. This is an example of a correlational design
because there are two or more variables being tested to see if they influence each other.
There is also the opportunity to predict outcomes of the relationship between the
variables.
Survey Design:
Penuel, W. R., Boscardin, C. K., Masyn, K., & Crawford, V. M. (2007). Teaching with
student response systems in elementary and secondary education settings: survey study.
Educational Technology Research & Development, 55(4), 315-346.
doi:10.1007/s11423-006-9023-4. Retrieved July 8, 2009, Academic Search Complete
database.
In this article, an online survey was given to 498 elementary and secondary educators
about how they use student response systems in their classrooms. The authors studied the
teachers’ goals for the response systems, their instructional strategies and the effects of
the response systems they have seen within each of their classrooms. Based on the

3. comments made by several of the teachers, it was evident that the response systems can
be used in multiple content areas and for teaching and/or assessing. This research would
be classified as a survey design because the researchers are evaluating whether or not a
strategy or program tool is effective in the classroom and they seek their answers from
the teachers themselves through an online questionnaire. More specifically, this research
can be considered a cross-sectional survey design due to it taking place at one single
time.
Grounded Theory Design:
Skeat, J., & Perry, A. (2008). Grounded theory as a method for research in speech and
language therapy. International Journal of Language & Communication Disorders, 43(2),
95-109. Retrieved from E-Journals database.
The authors of this article seek to explain the importance of qualitative research in the
field of speech and language therapy and its usefulness to the profession. According to
the article, not much qualitative research exists in this area and the researchers seek to
create a theory that grounded theory design does in fact have a lot to offer to the speech
and language therapy field. This article reflects a grounded theory design in that the
authors are seeking to generate their own theory that grounded theory design is beneficial
to speech and language therapists and qualitative research.

4. Ethnographic Design:
Siegel, C. (2005). An ethnographic inquiry of cooperative learning implementation.
Journal of School Psychology, 43(3), 219-239. doi:10.1016/j.jsp.2005.04.005.
This study included five middle school science and math teachers who were trained in a
certain program and their variations in implementing cooperative learning. The author
was seeking to determine if cooperative learning experiences are the answer to the
socialization and achievement crisis. The author used the ethnographic design to study
this problem by persistent observations and interpretation of the actual act of cooperative
learning taking place. By studying the smaller group so closely and persistently, some of
the findings can be applied to the larger group, thus explaining the ethnographic
approach.
Narrative Research Design:
Russell, C., & Timmons, S. (2009). Life story work and nursing home residents with
dementia. Nursing Older People, 21(4), 28-32. Retrieved from Academic Search
Complete database.
The researchers in this study used a narrative research design to gain insights into the
lives of people suffering from dementia. The authors listened to five different individuals
with dementia talk about their lives and what they remember about themselves. The
authors learned that people with dementia are unique individuals and not a homogeneous
group. Narrative research seeks to report the stories of individual people who wish to

5. share the stories and this article does just that of these five people.
Mixed Methods Design:
Wright, R., Guadagno, B., & Powell, M. (2009). An evaluation of a self-initiated practice
exercise for investigative interviewers of children. International Journal of Police Science
& Management, 11(3), 366-376. doi:10.1350/ijps.2009.11.3.141.
For this study, there were 40 investigative interviewers who were recruited to take part in
a distance education class about practicing proper techniques in interviewing. The
participants were required to do pre-post measure of performance (a quantitative
approach) and create and maintain a practice diary (a qualitative approach). The results
showed the need for careful monitoring and evaluation of all of the practices that the
interviewers should adhere to. The authors of the study used both qualitative and
quantitative analyses making this a prime example of a mixed methods research design.
Action Research Design:
Sullivan, M. (2005). Teaching mathematics to college students with mathematics-related
learning disabilities: report from the classroom. Learning Disability Quarterly, 28(3),
205-220. Retrieved from Academic Search Complete database.
The author of this study had a very specific educational problem that needed solving,

6. “How would college students who have mathematics-related LD perform in a course
where making sense of mathematics is a critical component, where explaining one’s work
is expected, and where discourse among member s if common practice?” Therefore, this
study is an example of an action research design. The author designed her class around
helping the three LD students make sense of the mathematics she was teaching.