Jennifer J. Mueller, Nancy File, Andrew J. Stremmel

Understanding Research in Early Childhood Education

Quantitative and Qualitative Methods

• Gebundenes Buch

Produktbeschreibung

This second edition invites readers to be informed consumers of both quantitative and qualitative methods in early childhood research. The new edition includes updated examples and references as well as a new chapter on equity issues in research.

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Produktdetails

• Verlag: Routledge
• 2. Auflage
• Seitenzahl: 214
• Erscheinungstermin: 26. Februar 2024
• Englisch
• Abmessung: 260mm x 183mm x 16mm
• Gewicht: 607g
• ISBN-13: 9781032407272
• ISBN-10: 1032407271
• Artikelnr.: 69431087

Autorenporträt

Jennifer J. Mueller is Dean of the College of Education and Professor of Teacher Education at DePaul University, USA. Nancy File is Professor Emerita in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee, USA. Andrew J. Stremmel is Professor Emeritus in the School of Education, Counseling, and Human Development at South Dakota State University, USA. Iheoma U. Iruka is Research Professor in the Department of Public Policy at the University of North Carolina-Chapel Hill, USA. Kristin L. Whyte is Associate Professor of Education at Mt. Mary University, USA.

Inhaltsangabe

Acknowledgements. Chapter 1 Introduction. Part I Structures of Research.
Chapter 2 How Do We Know? A Primer on the Nature of Knowing in Early
Childhood Research by Kristin L. Whyte. Chapter 3 Advancing Equity in Early
Childhood Education Research by Iheoma U. Iruka. Chapter 4 The Culture and
Context of Research in Early Childhood Education. Chapter 5 Methodologies.
Chapter 6 Qualitative Research: Aims and Methods. Chapter 7 Understanding
Analyses in Qualitative Research. Chapter 8 Quantitative Research: Aims and
Methods. Chapter 9 Understanding Analyses in Quantitative Research. Part II
Asking Research Questions. Chapter 10 Research Questions about Children.
Chapter 11 Questions About Adults in Children's Lives. Chapter 12 Research
Questions About Curriculum and Classrooms. Chapter 13 Research Questions
About Institutions and Policy. Chapter 14 Teacher Research by Andrew J.
Stremmel. Part III Conclusion. Chapter 15 Research and Practice:
Potentials, Challenges, and Limitations. Glossary. References. Index

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Acknowledgements. Chapter 1 Introduction. Part I Structures of Research. Chapter 2 How Do We Know? A Primer on the Nature of Knowing in Early Childhood Research by Kristin L. Whyte. Chapter 3 Advancing Equity in Early Childhood Education Research by Iheoma U. Iruka. Chapter 4 The Culture and Context of Research in Early Childhood Education. Chapter 5 Methodologies. Chapter 6 Qualitative Research: Aims and Methods. Chapter 7 Understanding Analyses in Qualitative Research. Chapter 8 Quantitative Research: Aims and Methods. Chapter 9 Understanding Analyses in Quantitative Research. Part II Asking Research Questions. Chapter 10 Research Questions about Children. Chapter 11 Questions About Adults in Children's Lives. Chapter 12 Research Questions About Curriculum and Classrooms. Chapter 13 Research Questions About Institutions and Policy. Chapter 14 Teacher Research by Andrew J. Stremmel. Part III Conclusion. Chapter 15 Research and Practice: Potentials, Challenges, and Limitations. Glossary. References. Index

Rezensionen

Early Childhood Education (ECE), around the world, comprises contested themes about children, adults, classrooms, curricula, policies etc., which need robust, ethical research data to tackle. This book is a valuable tool for ECE students and professionals who are interested in undertaking and comprehending research while utterly considering equity issues.

Eleni Loizou, Professor, Department of Education, University of Cyprus.



Mueller and File offer a practical and critical guide for early childhood educators to interpret and engage in educational research. Throughout their text, they and their coauthors highlight how research can inform practice, create opportunities for deeper learning, and guide members of the early childhood community in working towards issues of equity while addressing their everyday practical needs and intellectual development.

Christopher P. Brown, Department of Educational Leadership and Policy, University of Texas at Austin