Quantitative Research in Education 2/e

Wayne K. Hoy received his B. S. from Lock Haven State College in 1959 and then taught mathematics at Cheltenham High School in Pennsylvania. He received his D. Ed. from The Pennsylvania State University in 1965 and began his professorial career at Oklahoma State University. He moved to Rutgers University in 1968, where he was a distinguished professor, department chair, and Associate Dean for Academic Affairs. In 1994, he joined the faculty at The Ohio State University as an endowed professor, The Novice G. Fawcett Chair in Educational Administration. In January of 2013, he retired and is now a professor emeritus at The Ohio State University. In 1973, he received the Lindback Foundation Award for Distinguished Teaching from Rutgers University; in 1987, he received the Alumni Award for Professional Research from the Rutgers University Graduate School of Education; in 1991, he received the Excellence in Education Award from The Pennsylvania State University; in 1992, he received the Meritorious Research Award from the Eastern Educational Research Association; in 1996, he became an alumni fellow of The Pennsylvania State University; in 2001 he received the Research Award from the Ohio State College of Education. He is past secretary-treasurer of the National Conference of Professors of Educational Administration (NCPEA) and past president of the University Council for Educational Administration (UCEA). In November 2003, he received the Roald Campbell Lifetime Achievement Award in Educational Administration and in 2009 he was elected a Fellow of the American Educational Research Association. He is the author, coauthor, or coeditor of 24 books in the fields of research and theory, educational administration, decision making, leadership, and instructional supervision. Three of his recent books are Instructional Leadership: A Research-based Guide to Learning in Schools (2013), with his wife Anita Woolfolk Hoy; Educational Administration: Theory, Research and Practice (2013), with Cecil Miskel; and Improving Instruction Through Supervision, Evaluation, and Professional Development (2014), with Michael DiPaola. Curt M. Adams is an associate professor of educational leadership and policy studies at the University of Oklahoma and co-director of the Oklahoma Center for Educational Policy. In 2014 he was awarded the Linda Clarke Anderson Presidential Professorship for outstanding contribution to the University, field, and community through research, teaching, and service. He conducts research on the social-psychology of school systems, performance measurement, accountability, and improvement science. He is past founder and director of the San Miguel School of Tulsa, a nonprofit, gratuitous school based on the Lasallian charism of serving socially deprived students and families. Recent publications include: Self-regulatory climate: A positive attribute of schools (Journal of Educational Research); Self-regulatory climate: A social resource for student regulation and achievement (Teachers College Record); Revisiting the collective trust effect in urban elementary schools (Educational Administration Quarterly); Collective trust: A social indicator of instructional capacity (Journal of Educational Administration); Parent social networks and parent responsibility: Implications for school leadership (Journal of School Leadership); and Collective trust: Why schools can't improve without it (Teachers College Press).

Chapter 1: The Nature of Research and Science Ways of Knowing Objectivity The Nature of Science The Scientific Approach Theory: A Scientific Concept Components of Theory The Nature of Scientific Research Types of Quantitative Research Chapter 2: Concepts, Variables, and Research Problems Concepts Variables Operationalizing Concepts Research Problems Chapter 3: Conceptual Foundations of Statistics Measures of Central Tendencies Measures of Variability Normal Distribution Populations and Samples Statistical Tests Chapter 4: Analyzing the Structure and Substance of Hypotheses Hypotheses Kinds of Hypotheses Imposter and Misconceived Hypotheses Finding Hypotheses in Research Studies Analyzing and Diagramming Hypotheses The Invisible Condition: "Other Things Being Equal" Chapter 5: Generating Hypotheses Ideas for New Hypotheses Observing, Conceptualizing, and Hypothesizing Searching for Theoretical Underpinnings More Theory: More Hypotheses Chapter 6: Practical Applications Collective Trust Organizational Climate Guidelines for Improvement

"This text will definitely be useful in providing students with a solid orientation to research design particularly in quantitative research" -- Gail T. Schneider "Precision, precision, precision! I think this is a must have companion text for graduate students who have to complete a thesis or dissertation. The author does an outstanding job of cataloging and describing difficult research methods terms in a clear and concise way." -- Farzin Madjidi "Greatest strength is the comprehensiveness of the treatment" -- Barbara Y. LaCosta "A reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research" -- Megan Tschannen-Moran