Über den Autor
Donna M. Mertens is Professor in the Department of Education at Gallaudet University. She teaches research methods and program evaluation to deaf and hearing students at the MA and PhD levels.
She conducts research and evaluation studies on such topics as improvement of special education services in international settings, planning for the inclusion of students with disabilities in neighborhood schools, enhancing the educational experiences of students with disabilities, preventing sexual abuse in residential schools for deaf students, improving access to the court systems for deaf and hard-of-hearing people, and improving the preparation of teachers of the deaf through appropriate use of instructional technology. Her research focuses on improving methods of inquiry by integrating the perspectives of those who have experienced oppression in our society. She draws on the writings of feminists, racial and ethnic minorities, people with disabilities, as well as indigenous peoples who have addressed the issues of power and oppression and their implications for research methodology.
Dr. Mertens has made numerous presentations at the meetings of the American Educational Research Association, American Evaluation Association, Association for College Educators of the Deaf and Hard of Hearing, International Sociological Association, International Mixed Methods Conference, American Psychological Association, African Evaluation Association, Canadian Evaluation Society, Visitors Studies Association, and other organizations that explore these themes. She served as president and board member of the American Evaluation Association from 1997 to 2002 and as a member of the Board of Trustees for the International Organization for Cooperation in Evaluation, 2002-2003. She is the editor for the Journal of Mixed Methods Research (with Max Bergman as coeditor).
Her publications include four edited volumes, Indigenous Pathways to Social Research (coedited with Fiona Cram and Bagele Chilisa, 2013), Handbook of Social Research Ethics (coedited with Pauline Ginsberg, 2009), Creative Ideas for Teaching Evaluation (1989), and Research and Inequality (coedited with Carole Truman and Beth Humphries, 2000), and several authored books, including Program Evaluation: A Comprehensive Guide (with Amy Wilson, 2012), Transformative Research and Evaluation (2009), Research and Evaluation Methods in Special Education (coauthored with John McLaughlin, 2004), and Parents and Their Deaf Children (coauthored with Kay Meadow-Orlans and Marilyn Sass Lehrer, 2003). She also publishes many chapters and articles in edited volumes, encyclopedias, handbooks, and journals, such as Journal of Mixed Methods Research, Qualitative Social Work, Eye on Psi Chi, Educational Researcher, International Journal of Mixed Methods Research, New Directions for Program Evaluation, American Journal of Evaluation, American Annals of the Deaf, Studies in Educational Evaluation, and Educational Evaluation and Policy Analysis.
Chapter 1. An Introduction to Research
Chapter 2. Evaluation
Chapter 3. Literature Review and Focusing the Research
Chapter 4. Experimental and Quasi-Experimental Research
Chapter 5. Causal Comparative and Correlational Research
Chapter 6. Survey Methods
Chapter 7. Single-Case Research
Chapter 8. Qualitative Methods
Chapter 9. History and Narrative Study of Lives
Chapter 10. Mixed Methods Research
Chapter 11. Sampling
Chapter 12. Data Collection
Chapter 13. Data Analysis, Interpretation, and Use
Focused on fully discussing what is considered to be "good" research, Research and Evaluation in Education and Psychology explains quantitative, qualitative, and mixed methods, and incorporates the viewpoints of various research paradigms into its descriptions of these methods. The work covers four major paradigms: postpositivist, constructivist, transformative, and pragmatic. Special emphasis is provided on conducting research in culturally complex communities, based on the perspectives of feminists, ethnic/racial minorities, and people with disabilities. In each chapter, Donna M. Mertens carefully explains a step of the research process, from the literature review to analysis and reporting. Additionally, she includes a sample study and abstract in each chapter to illustrate the concepts discussed in that section of the book. Now in its third edition, Research and Evaluation in Education and Psychology is perfect as a core text for research courses in departments of education, psychology, and sociology, as well as social work and other human services disciplines. It can be used by itself or in conjunction with other texts focusing on specific methodologies.
Explains quantitative, qualitative, and mixed methods in detail
Covers four major paradigms: Postpositivist, constructivist, transformative, and pragmatic
Emphasizes conducting research in culturally complex communities, based on the perspectives of feminist, ethnic/racial minorities, and people with disabilities
Offers a step-by-step overview of the research process from literature review to analysis and reporting
Presents sample studies and abstracts in each chapter to illustrate concepts
New to this Edition
Accompanied with a Student Web site with links to flashcards, mini-cases, and SAGE journal articles
Produced in an attractive 2-color format
Includes thoroughly updated examples and references to current developments in research methods, evaluation and cultural issues throughout the text
Presents more details on mixed methods design
Incorporates the third edition of the Program Evaluation Standards
Presents universal design principles in data collection
Offers more examples throughout the text
Provides more ideas on how to write a literature review and to plan a dissertation
Contains more pedagogy including "Extending Your Thinking" added throughout
Gives additional depth to the pragmatic paradigm presented in Chapter 1