Jason Jabbari, Yung Chun, Wenrui Huang, Stephen Roll
October 2023
Researchers found that program acceptance was significantly associated with increased earnings and probabilities of working in a science, technology, engineering, and math (STEM) profession.
Robert R. Martinez, Jr., James M. Ellis
September 2023
Researchers found that STEM-CR involves four related yet distinct dimensions of Think, Know, Act, and Go. Results also demonstrated soundness of these STEM-CR dimensions by race and gender (key learning skills and techniques/Act).
Rosemary J. Perez, Rudisang Motshubi, Sarah L. Rodriguez
April 2023
Researchers found that because participants did not attend to how racism and White supremacy fostered negative climate, their strategies (e.g., increased recruitment, committees, workshops) left systemic racism intact and (un)intentionally amplified labor for racially minoritized graduate students and faculty champions who often led change efforts with little support.
Kathleen Lynch, Lily An, Zid Mancenido
, July 2022
Researchers found an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes.
Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley
, May 2022
Researchers address this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors.
Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow
, May 2022
Researchers found that the more place-based workforce development adolescents reported, the higher their expectancy beliefs, STEM career interest, and rural community aspirations.
Matthew H. Rafalow, Cassidy Puckett
May 2022
Researchers found that educational resources, like digital technologies, are also sorted by schools.
Pamela Burnard, Laura Colucci-Gray, Carolyn Cooke
April 2022
This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sciences are not separate or even separable endeavors.
Salome Wörner, Jochen Kuhn, Katharina Scheiter
, April 2022
Researchers conclude that for combining real and virtual experiments, apart from the individual affordances and the learning objectives of the different experiment types, especially their specific function for the learning task must be considered.
Seung-hyun Han, Eunjung Grace Oh, Sun “Pil” Kang
April 2022
Researchers found that the knowledge sharing mechanism and student learning outcomes can be explained in terms of their social capital within social networks.
Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Christopher Klager, Lydia Bradford, I-Chien Chen, Quinton Baker, Israel Touitou, Deborah Peek-Brown, Rachel Marias Dezendorf, Sarah Maestrales, Kayla Bartz
March 2022
Researchers found that improving secondary school science learning is achievable with a coherent system comprising teacher and student learning experiences, professional learning, and formative unit assessments that support students in “doing” science.
Paulo Tan, Alexis Padilla, Rachel Lambert
, March 2022
Researchers found that studies continue to avoid meaningful intersectional considerations of race and disability.
Ta-yang Hsieh, Sandra D. Simpkins
March 2022
Researchers found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation.
Jonté A. Myers, Bradley S. Witzel, Sarah R. Powell, Hongli Li, Terri D. Pigott, Yan Ping Xin, Elizabeth M. Hughes
, February 2022
Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies.
Grace A. Chen, Ilana S. Horn
, January 2022
The findings from this review highlight the interconnectedness of structures and individual lives, of the material and ideological elements of marginalization, of intersectionality and within-group heterogeneity, and of histories and institutions.
Victor R. Lee, Michelle Hoda Wilkerson, Kathryn Lanouette
December 2021
Researchers offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.
Ido Davidesco, Camillia Matuk, Dana Bevilacqua, David Poeppel, Suzanne Dikker
December 2021
This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation.
Guan K. Saw, Charlotte A. Agger
December 2021
Researchers found that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation.
Kyle M. Whitcomb, Sonja Cwik, Chandralekha Singh
November 2021
Researchers found that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students.
Lana M. Minshew, Amanda A. Olsen, Jacqueline E. McLaughlin
, October 2021
Researchers found that the CA framework is a useful and effective model for supporting faculty in cultivating rich learning opportunities for STEM graduate students.
Xin Lin, Sarah R. Powell
, October 2021
Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance.
Christine L. Bae, Daphne C. Mills, Fa Zhang, Martinique Sealy, Lauren Cabrera, Marquita Sea
, September 2021
This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes.
Toya Jones Frank, Marvin G. Powell, Jenice L. View, Christina Lee, Jay A. Bradley, Asia Williams
August/September 2021
Researchers found that teachers’ experiences of microaggressions accounted for most of the variance in our modeling of teachers’ thoughts of leaving the profession.
Ebony McGee, Yuan Fang, Yibin (Amanda) Ni, Thema Monroe-White
August 2021
Researchers found that 40.7% of the respondents reported that their career plans have been affected by Trump’s antiscience policies, 54.5% by the COVID-19 pandemic.
Martha Cecilia Bottia, Roslyn Arlin Mickelson, Cayce Jamil, Kyleigh Moniz, Leanne Barry
, May 2021
Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed.
Iris Daruwala, Shani Bretas, Douglas D. Ready
April 2021
Researchers describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning.
Michael A. Gottfried, Jay Plasman, Jennifer A. Freeman, Shaun Dougherty
March 2021
Researchers found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities.
Ebony Omotola McGee
December 2020
This manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces.
Miray Tekkumru-Kisa, Mary Kay Stein, Walter Doyle
November 2020
The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago.
Elizabeth S. Park, Federick Ngo
November 2020
Researchers found that lower math placement may have supported women, and to a lesser extent URM students, in completing transferable STEM credits.
Karisma Morton, Catherine Riegle-Crumb
August/September 2020
Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed.
Qi Zhang, Jessaca Spybrook, Fatih Unlu
, July 2020
Researchers consider strategies to maximize the efficiency of the study design when both student and teacher effects are of primary interest.
Jennifer Lin Russell, Richard Correnti, Mary Kay Stein, Ally Thomas, Victoria Bill, Laurie Speranzo
, July 20, 2020
Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice—deep and specific prelesson planning conversations—and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking.
Maithreyi Gopalan, Kelly Rosinger, Jee Bin Ahn
, April 21, 2020
The overarching purpose of this chapter is to explore and document the growth, applicability, promise, and limitations of quasi-experimental research designs in education research.
Thomas M. Philip, Ayush Gupta
, April 21, 2020
By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics.
Steve Graham, Sharlene A. Kiuhara, Meade MacKay
, March 19, 2020
This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning.
Janina Roloff, Uta Klusmann, Oliver Lüdtke, Ulrich Trautwein
, January 2020
Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.
: Contemporary Views on STEM Subjects and Language With English Learners
Okhee Lee, Amy Stephens
, 2020
With the release of the consensus report , the authors highlight foundational constructs and perspectives associated with STEM subjects and language with English learners that frame the report.
Angela Calabrese Barton and Edna Tan
, 2020
This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways.
Day Greenberg, Angela Calabrese Barton, Carmen Turner, Kelly Hardy, Akeya Roper, Candace Williams, Leslie Rupert Herrenkohl, Elizabeth A. Davis, Tammy Tasker
, 2020
Researchers report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis.
Tatiana Melguizo, Federick Ngo
, 2020
This study explores the extent to which “college-ready” students, by high school standards, are assigned to remedial courses in college.
Karisma Morton and Catherine Riegle-Crumb
, 2020
Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed.
Jonathan D. Schweig, Julia H. Kaufman, and V. Darleen Opfer
, 2020
Researchers found that there are both substantial fluctuations in students’ engagement in these practices and reported cognitive demand from day to day, as well as large differences across teachers.
David Blazar and Casey Archer
, 2020
Researchers found that exposure to “ambitious” mathematics practices is more strongly associated with test score gains of English language learners compared to those of their peers in general education classrooms.
Megan Hopkins, Hayley Weddle, Maxie Gluckman, Leslie Gautsch
, December 2019
Researchers show how both researchers and practitioners facilitated research use.
Adrianna Kezar, Samantha Bernstein-Sierra
, October 2019
Findings suggest that Association of American Universities’ influence was a powerful motivator for institutions to alter deeply ingrained perceptions and behaviors.
Denis Dumas, Daniel McNeish, Julie Sarama, Douglas Clements
, October 2019
While students who receive a short-term intervention in preschool may not differ from a control group in terms of their long-term mathematics outcomes at the end of elementary school, they do exhibit significantly steeper growth curves as they approach their eventual skill level.
Jessica Thompson, Jennifer Richards, Soo-Yean Shim, Karin Lohwasser, Kerry Soo Von Esch, Christine Chew, Bethany Sjoberg, Ann Morris
, September 2019
Researchers used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives.
Ross E. O’Hara, Betsy Sparrow
, September 2019
Results indicate that interventions that target psychosocial barriers experienced by community college STEM students can increase retention and should be considered alongside broader reforms.
Ran Liu, Andrea Alvarado-Urbina, Emily Hannum
, September 2019
Findings reveal disparate national patterns in gender gaps across the performance distribution.
Adam Kirk Edgerton
, September 2019
Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, the author investigates the decline in the popularity of K–12 standards-based reform.
Amy Noelle Parks
, September 2019
The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways.
Rajeev Darolia, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, Junpeng Yan
, September 30, 2019
Researchers found that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment.
Laura A. Davis, Gregory C. Wolniak, Casey E. George, Glen R. Nelson
, August 2019
The findings point to variation in informational quality across dimensions ranging from clarity of language use and terminology, to consistency and coherence of visual displays, which accompany navigational challenges stemming from information fragmentation and discontinuity across pages.
Juan E. Saavedra, Emma Näslund-Hadley, Mariana Alfonso
, August 12, 2019
Researchers present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country.
F. Chris Curran, James Kitchin
, July 2019
Researchers found suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement.
Kathleen Lynch, Heather C. Hill, Kathryn E. Gonzalez, Cynthia Pollard
, June 2019
Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers’ content knowledge, pedagogical content knowledge, and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice.
Elizabeth Stearns, Martha Cecilia Bottia, Jason Giersch, Roslyn Arlin Mickelson, Stephanie Moller, Nandan Jha, Melissa Dancy
, June 2019
Researchers found that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration.
Nicole Shechtman, Jeremy Roschelle, Mingyu Feng, Corinne Singleton
, May 2019
As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, the findings provide a relevant caution.
Colleen M. Ganley, Robert C. Schoen, Mark LaVenia, Amanda M. Tazaz
, March 2019
Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math.
Felicia Moore Mensah
, February 2019
The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers.
Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, Jiesi Guo, James Conigrave, Marjorie Seaton
, February 2019
Researchers evaluated STEM coursework selection by women and men in senior high school and university, controlling achievement and expectancy-value variables.
Yasemin Copur-Gencturk, Debra Plowman, Haiyan Bai
, January 2019
The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning.
Rebecca Colina Neri, Maritza Lozano, Louis M. Gomez
, 2019
Researchers found that teacher resistance to CRE as a multilevel learning problem stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it.
Russell T. Warne, Gerhard Sonnert, and Philip M. Sadler
, 2019
Researchers investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM.
Catherine Riegle-Crumb, Barbara King, and Yasmiyn Irizarry
, 2019
Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.
Eben B. Witherspoon, Paulette Vincent-Ruz, and Christian D. Schunn
, 2019
Researchers found that high-performing women often graduate with lower paying, lower status degrees.
Bruce Fuller, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, and Isabel García Valdivia
, 2019
This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010.
Rebekka Darner
, 2019
Drawing from motivated reasoning and self-determination theories, this essay builds a theoretical model of how negative emotions, thwarting of basic psychological needs, and the backfire effect interact to undermine critical evaluation of evidence, leading to science denial.
Okhee Lee
, 2019
As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards.
Mark C. Long, Dylan Conger, and Raymond McGhee, Jr.
, 2019
The authors offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses.
Yasemin Copur-Gencturk, Joseph R. Cimpian, Sarah Theule Lubienski, and Ian Thacker
, 2019
Results indicate that teachers are not free of bias, and that teachers from marginalized groups may be susceptible to bias that favors stereotype-advantaged groups.
Geoffrey B. Saxe and Joshua Sussman
, 2019
Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms.
Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters
, 2019
The authors discuss whether it would have been appropriate to test for nominally equivalent outcomes, given that the study was initially conceived and designed to test for significant differences, and that the conclusion of no difference was not solely based on a null hypothesis test.
Soobin Kim, Gregory Wallsworth, Ran Xu, Barbara Schneider, Kenneth Frank, Brian Jacob, Susan Dynarski
, 2019
Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes.
Dario Sansone
, December 2018
Researchers found that students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students.
Ebony McGee
, December 2018
The authors argues that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs.
Barbara Means, Haiwen Wang, Xin Wei, Emi Iwatani, Vanessa Peters
, November 2018
Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation.
Paulo Tan, Kathleen King Thorius
, November 2018
Results indicate identity and power tensions that worked against equitable practices.
Caesar R. Jackson
, November 2018
This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU).
Tuan D. Nguyen, Christopher Redding
, September 2018
The results highlight the importance of recruiting qualified STEM teachers to work in high-poverty schools and providing supports to help them thrive and remain in the classroom.
Joseph A. Taylor, Susan M. Kowalski, Joshua R. Polanin, Karen Askinas, Molly A. M. Stuhlsatz, Christopher D. Wilson, Elizabeth Tipton, Sandra Jo Wilson
, August 2018
The meta-analysis examines the relationship between science education intervention effect sizes and a host of study characteristics, allowing primary researchers to access better estimates of effect sizes for a priori power analyses. The results of this meta-analysis also support programmatic decisions by setting realistic expectations about the typical magnitude of impacts for science education interventions.
Brian A. Burt, Krystal L. Williams, Gordon J. M. Palmer
, August 2018
Three factors are identified as helping them persist from year to year, and in many cases through completion of the doctorate: the role of family, spirituality and faith-based community, and undergraduate mentors.
Anna-Lena Rottweiler, Jamie L. Taxer, Ulrike E. Nett
, June 2018
Suppression improved mood in exam-related anxiety, while distraction improved mood only in non-exam-related anxiety.
Gabriel Estrella, Jacky Au, Susanne M. Jaeggi, Penelope Collins
, April 2018
Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs.
Heather C. Hill, Mark Chin
, April 2018
In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes.
Darrell M. Hull, Krystal M. Hinerman, Sarah L. Ferguson, Qi Chen, Emma I. Näslund-Hadley
, April 20, 2018
Both quantitative and qualitative evidence suggest students within this culture respond well to this relatively simple and inexpensive intervention that departs from traditional, expository math instruction in many developing countries.
Erika C. Bullock
, April 2018
The author reviews CME studies that employ intersectionality as a way of analyzing the complexities of oppression.
Angela Calabrese Barton, Edna Tan
, March 2018
Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities’ rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience.
Sabrina M. Solanki, Di Xu
, March 2018
Researchers found that having a female instructor narrows the gender gap in terms of engagement and interest; further, both female and male students tend to respond to instructor gender.
Susanne M. Jaeggi, Priti Shah
, February 2018
These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development.
Danyelle T. Ireland, Kimberley Edelin Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, Kamilah M. Woodson
, 2018
Researchers found that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education.
Ann Y. Kim, Gale M. Sinatra, Viviane Seyranian
, 2018
Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings.
Guan Saw, Chi-Ning Chang, and Hsun-Yu Chan
, 2018
Results indicated that female, Black, Hispanic, and low SES students were less likely to show, maintain, and develop an interest in STEM careers during high school years.
Di Xu, Sabrina Solanki, Peter McPartlan, and Brian Sato
, 2018
This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and noncognitive outcomes at a large public 4-year institution.
Christina S. Chhin, Katherine A. Taylor, and Wendy S. Wei
, 2018
Data showed that IES has not funded any direct replications that duplicate all aspects of the original study, but almost half of the funded grant applications can be considered conceptual replications that vary one or more dimensions of a prior study.
Okhee Lee
, 2018
As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science.
Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters
, 2018
Researchers found no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed.
Colleen M. Ganley, Casey E. George, Joseph R. Cimpian, Martha B. Makowski
, December 2017
Researchers found that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors.
James P. Spillane, Megan Hopkins, Tracy M. Sweet
, December 2017
This article examines the relationship between teachers’ instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education.
Susan A. Yoon, Sao-Ee Goh, Miyoung Park
, December 6, 2017
Results revealed needs in five areas of research: a need to diversify the knowledge domains within which research is conducted, more research on learning about system states, agreement on the essential features of complex systems content, greater focus on contextual factors that support learning including teacher learning, and a need for more comparative research.
Candace Walkington, Virginia Clinton, Pooja Shivraj
, November 2017
Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear to differentially positively impact struggling students.
Rebecca L. Matz, Benjamin P. Koester, Stefano Fiorini, Galina Grom, Linda Shepard, Charles G. Stangor, Brad Weiner, Timothy A. McKay
, November 2017
Biology, chemistry, physics, accounting, and economics lecture courses regularly exhibit gendered performance differences that are statistically and materially significant, whereas lab courses in the same subjects do not.
Adam V. Maltese, Christina S. Cooper
, August 2017
The results reveal that although there is no singular pathway into STEM fields, self-driven interest is a large factor in persistence, especially for males, and females rely more heavily on support from others.
Brian R. Belland, Andrew E. Walker, Nam Ju Kim
, August 2017
Scaffolding has a consistently strong effect across student populations, STEM disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional and educational levels.
Di Xu, Shanna Smith Jaggars
, July 2017
The findings indicate a robust negative impact of online course taking for both subjects.
Maisie L. Gholson, Charles E. Wilkes
, June 2017
This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002).
Sarah Theule Lubienski, Emily K. Miller, and Evthokia Stephanie Saclarides
, November 2017
Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scholarly works than women across many fields, with differences largest in natural/biological sciences and engineering.
David Blazar, Cynthia Pollard
, October 2017
Drawing on classroom observations and teacher surveys, researchers find that test preparation activities predict lower quality and less ambitious mathematics instruction in upper-elementary classrooms.
Nicole M. Joseph, Meseret Hailu, Denise Boston
, June 2017
This integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes.
Benjamin L. Wiggins, Sarah L. Eddy, Daniel Z. Grunspan, Alison J. Crowe
, May 2017
Researchers describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive) in this ecological classroom environment.
Sean Gehrke, Adrianna Kezar
, May 2017
This study examines how involvement in four cross-institutional STEM faculty communities of practice is associated with local departmental and institutional change for faculty members belonging to these communities.
Lawrence Ingvarson, Glenn Rowley
, May 2017
This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level.
Will Tyson, Josipa Roksa
, April 2017
This study examines how course grades and course rigor are associated with math attainment among students with similar eighth-grade standardized math test scores.
Anne K. Morris, James Hiebert
, March 2017
Researchers investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation.
Laura M. Desimone, Kirsten Lee Hill
, March 2017
Researchers use data from a randomized controlled trial of a middle school science intervention to explore the causal mechanisms by which the intervention produced previously documented gains in student achievement.
Okhee Lee
, March 2017
This article focuses on how the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed.
Cory Koedel, Diyi Li, Morgan S. Polikoff, Tenice Hardaway, Stephani L. Wrabel
, February 2017
Researchers estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California.
Mary Kay Stein, Richard Correnti, Debra Moore, Jennifer Lin Russell, Katelynn Kelly
, January 2017
Researchers argue that large-scale, standards-based improvements in the teaching and learning of mathematics necessitate advances in theories regarding how teaching affects student learning and progress in how to measure instruction.
Alan H. Schoenfeld
, December 2016
The author begins by tracing the growth and change in research in mathematics education and its interdependence with research in education in general over much of the 20th century, with an emphasis on changes in research perspectives and methods and the philosophical/empirical/disciplinary approaches that underpin them.
Marcia C. Linn, Libby Gerard, Camillia Matuk, Kevin W. McElhaney
, December 2016
This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education.
: Are Teachers’ Implicit Cognitions Another Piece of the Puzzle?
Almut E. Thomas
, December 2016
Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science.
: A By-Product of STEM College Culture?
Ebony O. McGee
, December 2016
The researcher found that the 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields.
James Cowan, Dan Goldhaber, Kyle Hayes, Roddy Theobald
, November 2016
Researchers discuss public policies that contribute to teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged) as well as potential solutions.
: A Sociological Analysis of Multimethod Data From Young Women Aged 10–16 to Explore Gendered Patterns of Post-16 Participation
Louise Archer, Julie Moote, Becky Francis, Jennifer DeWitt, Lucy Yeomans
, November 2016
Researchers draw on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who had been tracked from age 10 to 16), focusing in particular on seven girls who aspired to continue with physics post-16, discussing how the cultural arbitrary of physics requires these girls to be highly “exceptional,” undertaking considerable identity work and deployment of capital in order to “possibilize” a physics identity—an endeavor in which some girls are better positioned to be successful than others.
Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason
, October 2016
In a randomized field trial with 2,850 seventh-grade mathematics students, researchers evaluated whether an educational technology intervention increased mathematics learning.
: Making Research Participation Instructionally Effective
Sherry A. Southerland, Ellen M. Granger, Roxanne Hughes, Patrick Enderle, Fengfeng Ke, Katrina Roseler, Yavuz Saka, Miray Tekkumru-Kisa
, October 2016
As current reform efforts in science place a premium on student sense making and participation in the practices of science, researchers use a close examination of 106 science teachers participating in Research Experiences for Teachers (RET) to identify, through structural equation modeling, the essential features in supporting teacher learning from these experiences.
Brian R. Belland, Andrew E. Walker, Nam Ju Kim, Mason Lefler
, October 2016
This review addresses the need for a comprehensive meta-analysis of research on scaffolding in STEM education by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula.
Vaughan Prain, Brian Hand
, October 2016
Researchers claim that there are strong evidence-based reasons for viewing writing as a central but not sole resource for learning, drawing on both past and current research on writing as an epistemological tool and on their professional background in science education research, acknowledging its distinctive take on the use of writing for learning.
June Ahn, Austin Beck, John Rice, Michelle Foster
, September 2016
Researchers present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where the researchers are exploring the impact of educational software on students’ academic achievement.
Barbara King
, September 2016
This study uses nationally representative data from a recent cohort of college students to investigate thoroughly gender differences in STEM persistence.
Ryan C. Svoboda, Christopher S. Rozek, Janet S. Hyde, Judith M. Harackiewicz, Mesmin Destin
, August 2016
This longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the socioeconomic status (SES) and mathematics and science course-taking relationship.
Mathematics Course Placements in California Middle Schools, 2003–2013
Thurston Domina, Paul Hanselman, NaYoung Hwang, Andrew McEachin
, July 2016
Researchers consider the organizational processes that accompanied the curricular intensification of the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubling to 65% between 2003 and 2013.
Lina Shanley
, July 2016
Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and between early and later mathematics growth parameters.
Mimi Engel, Amy Claessens, Tyler Watts, George Farkas
, June 2016
Analyzing data from two nationally representative kindergarten cohorts, researchers examine the mathematics content teachers cover in kindergarten.
F. Chris Curran, Ann T. Kellogg
, June 2016
Researchers present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 that demonstrate significant gaps in science achievement in kindergarten and first grade by race/ethnicity.
Rachel Garrett, Guanglei Hong
, June 2016
Analyzing the Early Childhood Longitudinal Study–Kindergarten cohort data, researchers find that heterogeneous grouping or a combination of heterogeneous and homogeneous grouping under relatively adequate time allocation is optimal for enhancing teacher ratings of language minority kindergartners’ math performance, while using homogeneous grouping only is detrimental.
Jennifer Gnagey, Stéphane Lavertu
, May 2016
This study is one of the first to estimate the impact of “inclusive” science, technology, engineering, and mathematics (STEM) high schools using student-level data.
Hanna Gaspard, Anna-Lena Dicke, Barbara Flunger, Isabelle Häfner, Brigitte M. Brisson, Ulrich Trautwein, Benjamin Nagengast
, May 2016
Through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms, researchers address how interventions on students’ STEM motivation in school affect motivation in subjects not targeted by the intervention.
Rebecca M. Callahan, Melissa H. Humphries
, April 2016
Researchers employ multivariate methods to investigate immigrant college going by linguistic status using the Educational Longitudinal Study of 2002.
Federick Ngo, Tatiana Melguizo
, March 2016
Researchers take advantage of heterogeneous placement policy in a large urban community college district in California to compare the effects of math remediation under different policy contexts.
: An Analysis of German Fourth- and Sixth-Grade Classrooms
Steffen Tröbst, Thilo Kleickmann, Kim Lange-Schubert, Anne Rothkopf, Kornelia Möller
, February 2016
Researchers examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual interest in science between elementary and secondary school classrooms.
: A Mixed-Methods Study
David F. Feldon, Michelle A. Maher, Josipa Roksa, James Peugh
, February 2016
Researchers offer evidence of a similar phenomenon to cumulative advantage, accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany diverging developmental trajectories.
: The Influence of Time, Peers, and Place
Luke Dauter, Bruce Fuller
, February 2016
Researchers hypothesize that pupil mobility stems from the (a) student’s time in school and grade; (b) student’s race, class, and achievement relative to peers; (c) quality of schooling relative to nearby alternatives; and (4) proximity, abundance, and diversity of local school options.
: How Workload and Curricular Affordances Shape STEM Faculty Decisions About Teaching and Learning
Matthew T. Hora
, January 2016
In this study the idea of the “problem space” from cognitive science is used to examine how faculty construct mental representations for the task of planning undergraduate courses.
Jessaca Spybrook, Carl D. Westine, Joseph A. Taylor
, January 2016
This article provides empirical estimates of design parameters necessary for planning adequately powered cluster randomized trials (CRTs) focused on science achievement.
Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Steve Maczuga
, January 2016
Researchers examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools.
: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools
Lois Weis, Margaret Eisenhart, Kristin Cipollone, Amy E. Stich, Andrea B. Nikischer, Jarrod Hanson, Sarah Ohle Leibrandt, Carrie D. Allen, Rachel Dominguez
, December 2015
Researchers present findings from a three-year comparative longitudinal and ethnographic study of how schools in two cities, Buffalo and Denver, have taken up STEM education reform, including the idea of “inclusive STEM-focused schools,” to address weaknesses in urban high schools with majority low-income and minority students.
: How Do They Interact in Promoting Science Understanding?
Jasmin Decristan, Eckhard Klieme, Mareike Kunter, Jan Hochweber, Gerhard Büttner, Benjamin Fauth, A. Lena Hondrich, Svenja Rieser, Silke Hertel, Ilonca Hardy
, December 2015
Researchers examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking.
: An International Perspective
William H. Schmidt, Nathan A. Burroughs, Pablo Zoido, Richard T. Houang
, October 2015
In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy.
Xueli Wang
, September 2015
This study examines the effect of beginning at a community college on baccalaureate success in science, technology, engineering, and mathematics (STEM) fields.
: Trends and Predictors
David M. Quinn, North Cooc
, August 2015
With research on science achievement disparities by gender and race/ethnicity often neglecting the beginning of the pipeline in the early grades, researchers address this limitation using nationally representative data following students from Grades 3 to 8.
Shaun M. Dougherty, Joshua S. Goodman, Darryl V. Hill, Erica G. Litke, Lindsay C. Page
, May 2015
Researchers highlight a collaboration to investigate one district’s effort to increase middle school algebra course-taking.
David F. Feldon, Michelle A. Maher, Melissa Hurst, Briana Timmerman
, April 2015
This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM.
: Reviving Science Education for Civic Ends
John L. Rudolph
, December 2014
This article revisits John Dewey’s now-well-known address “Science as Subject-Matter and as Method” and examines the development of science education in the United States in the years since that address.
Dermot F. Donnelly, Marcia C. Linn Sten Ludvigsen
, December 2014
The National Science Foundation–sponsored report Fostering Learning in the Networked World called for “a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences”; we review research on science inquiry learning environments (ILEs) to characterize current platforms.
: A Longitudinal Case Study of America’s Chemistry Teachers
Gregory T. Rushton, Herman E. Ray, Brett A. Criswell, Samuel J. Polizzi, Clyde J. Bearss, Nicholas Levelsmier, Himanshu Chhita, Mary Kirchhoff
, November 2014
Researchers perform a longitudinal case study of U.S. public school chemistry teachers to illustrate a diffusion of responsibility within the STEM community regarding who is responsible for the teacher workforce.
: Relations Between Early Mathematics Knowledge and High School Achievement
Tyler W. Watts, Greg J. Duncan, Robert S. Siegler, Pamela E. Davis-Kean
, October 2014
Researchers find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics.
T. Jared Robinson, Lane Fischer, David Wiley, John Hilton, III
, October 2014
The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics.
: 1968–2009
Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Shannon O. Driskell, Margaret L. Niess, David K. Pugalee
, October 2014
We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality.
Andrew D. Plunk, William F. Tate, Laura J. Bierut, Richard A. Grucza
, June 2014
Using logistic regression with Census and American Community Survey (ACS) data ( = 2,892,444), researchers modeled mathematics and science course graduation requirement (CGR) exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree.
Corey Drake, Tonia J. Land, Andrew M. Tyminski
, April 2014
Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, researchers seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching?
Lorraine M. McDonnell, M. Stephen Weatherford
, December 2013
This article draws on theories of political and policy learning and interviews with major participants to examine the role that the Common Core State Standards (CCSS) supporters have played in developing and implementing the standards, supporters’ reasons for mobilizing, and the counterarguments and strategies of recently emerging opposition groups.
: Motivation, High School Learning, and Postsecondary Context of Support
Xueli Wang
, October 2013
This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions.
Philip M. Sadler, Gerhard Sonnert, Harold P. Coyle, Nancy Cook-Smith, Jaimie L. Miller
, October 2013
This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers.
: Teaching Critical Mathematics in a Remedial Secondary Classroom
Andrew Brantlinger
, October 2013
The researcher presents results from a practitioner research study of his own teaching of critical mathematics (CM) to low-income students of color in a U.S. context.
Jason G. Hill, Ben Dalton
, October 2013
This study investigates the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics’ High School Longitudinal Study of 2009 (HSLS:09).
Kristin F. Butcher, Mary G. Visher
, September 2013
This study uses random assignment to investigate the impact of a “light-touch” intervention, where an individual visited math classes a few times during the semester, for a few minutes each time, to inform students about available services.
Janet M. Dubinsky, Gillian Roehrig, Sashank Varma
, August 2013
Researchers argue that the neurobiology of learning, and in particular the core concept of , have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning.
: The Impact of Undergraduate Research Programs
M. Kevin Eagan, Jr., Sylvia Hurtado, Mitchell J. Chang, Gina A. Garcia, Felisha A. Herrera, Juan C. Garibay
, August 2013
Researchers’ findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program.
Okhee Lee, Helen Quinn, Guadalupe Valdés
, May 2013
This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in “A Framework for K–12 Science Education,” released by the National Research Council (2011).
Liliana M. Garces
, April 2013
This study examines the effects of affirmative action bans in four states (California, Florida, Texas, and Washington) on the enrollment of underrepresented students of color within six different graduate fields of study: the natural sciences, engineering, social sciences, business, education, and humanities.
: Learning Lessons From Research on Diversity in STEM Fields
Shirley M. Malcom, Lindsey E. Malcom-Piqueux
, April 2013
Researchers argue that social scientists ought to look to the vast STEM education research literature to begin the task of empirically investigating the questions raised in the case.
Roslyn Arlin Mickelson, Martha Cecilia Bottia, Richard Lambert
, March 2013
This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K–12 schools students attend.
Jeffrey Grigg, Kimberle A. Kelly, Adam Gamoran, Geoffrey D. Borman
, March 2013
Researchers examine classroom observations from a 3-year large-scale randomized trial in the Los Angeles Unified School District (LAUSD) to investigate the extent to which a professional development initiative in inquiry science influenced teaching practices in in 4th and 5th grade classrooms in 73 schools.
:
Angela Calabrese Barton, Hosun Kang, Edna Tan, Tara B. O’Neill, Juanita Bautista-Guerra, Caitlin Brecklin
, February 2013
This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years.
: A Review of the State of the Field
Shuchi Grover, Roy Pea
, January 2013
This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Jeannette Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.
Catherine Riegle-Crumb, Barbara King, Eric Grodsky, Chandra Muller
, December 2012
This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement.
Richard M. Ingersoll, Henry May
, December 2012
This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover.
: How Families Shape Children’s Engagement and Identification With Science
Louise Archer, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis, Billy Wong
, October 2012
Drawing on the conceptual framework of Bourdieu, this article explores how the interplay of family habitus and capital can make science aspirations more “thinkable” for some (notably middle-class) children than others.
Erin Marie Furtak, Tina Seidel, Heidi Iverson, Derek C. Briggs
, September 2012
This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students.
Jaekyung Lee, Todd Reeves
, June 2012
This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990–2009 NAEP state assessment data.
: Toward a Theory of Teaching
Paola Sztajn, Jere Confrey, P. Holt Wilson, Cynthia Edgington
, June 2012
Researchers propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs).
: The Perspectives of Exemplary African American Teachers
Jianzhong Xu, Linda T. Coats, Mary L. Davidson
, February 2012
Researchers argue both the urgency and the promise of establishing a constructive conversation among different bodies of research, including science interest, sociocultural studies in science education, and culturally relevant teaching.
Rebecca M. Schneider, Kellie Plasman
, December 2011
This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.
Brian A. Nosek, Frederick L. Smyth
, October 2011
Researchers examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants.
Libby F. Gerard, Keisha Varma, Stephanie B. Corliss, Marcia C. Linn
, September 2011
Researchers’ findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms.
: Teaching and Learning Impacts of Reading Apprenticeship Professional Development
Cynthia L. Greenleaf, Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, Barbara Jones
, June 2011
This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers’ instructional practices and students’ achievement in science and literacy.
Paul Cobb, Kara Jackson
, May 2011
The authors comment on Porter, McMaken, Hwang, and Yang’s recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence.
P. Wesley Schultz, Paul R. Hernandez, Anna Woodcock, Mica Estrada, Randie C. Chance, Maria Aguilar, Richard T. Serpe
, March 2011
This study reports results from a longitudinal study of students supported by a national National Institutes of Health–funded minority training program, and a propensity score matched control.
: Three Large-Scale Studies
Jeremy Roschelle, Nicole Shechtman, Deborah Tatar, Stephen Hegedus, Bill Hopkins, Susan Empson, Jennifer Knudsen, Lawrence P. Gallagher
, December 2010
The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics.
: Examining Disparities in College Major by Gender and Race/Ethnicity
Catherine Riegle-Crumb, Barbara King
, December 2010
The authors analyze national data on recent college matriculants to investigate gender and racial/ethnic disparities in STEM fields, with an eye toward the role of academic preparation and attitudes in shaping such disparities.
Mary Kay Stein, Julia H. Kaufman
, September 2010
This article begins to unravel the question, “What curricular materials work best under what kinds of conditions?” The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning.
Andy R. Cavagnetto
, September 2010
This study of 54 articles from the research literature examines how argument interventions promote scientific literacy.
Victoria M. Hand
, March 2010
The researcher examined how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions.
Terrence E. Murphy, Monica Gaughan, Robert Hume, S. Gordon Moore, Jr.
, March 2010
Researchers evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university.
(12 reviews)
Christine Davies, Carmarthen, Wales
Copyright Year: 2020
Last Update: 2021
Publisher: University of Wales Trinity Saint David
Language: English
Conditions of use.
Learn more about reviews.
Reviewed by Jennifer Taylor, Assistant Professor, Texas A&M University-Corpus Christi on 4/18/24
This resource is a quick guide to quantitative research in the social sciences and not a comprehensive resource. It provides a VERY general overview of quantitative research but offers a good starting place for students new to research. It... read more
Comprehensiveness rating: 4 see less
This resource is a quick guide to quantitative research in the social sciences and not a comprehensive resource. It provides a VERY general overview of quantitative research but offers a good starting place for students new to research. It offers links and references to additional resources that are more comprehensive in nature.
Content Accuracy rating: 4
The content is relatively accurate. The measurement scale section is very sparse. Not all types of research designs or statistical methods are included, but it is a guide, so details are meant to be limited.
Relevance/Longevity rating: 4
The examples were interesting and appropriate. The content is up to date and will be useful for several years.
Clarity rating: 5
The text was clearly written. Tables and figures are not referenced in the text, which would have been nice.
Consistency rating: 5
The framework is consistent across chapters with terminology clearly highlighted and defined.
Modularity rating: 5
The chapters are subdivided into section that can be divided and assigned as reading in a course. Most chapters are brief and concise, unless elaboration is necessary, such as with the data analysis chapter. Again, this is a guide and not a comprehensive text, so sections are shorter and don't always include every subtopic that may be considered.
Organization/Structure/Flow rating: 5
The guide is well organized. I appreciate that the topics are presented in a logical and clear manner. The topics are provided in an order consistent with traditional research methods.
Interface rating: 5
The interface was easy to use and navigate. The images were clear and easy to read.
Grammatical Errors rating: 5
I did not notice any grammatical errors.
Cultural Relevance rating: 5
The materials are not culturally insensitive or offensive in any way.
I teach a Marketing Research course to undergraduates. I would consider using some of the chapters or topics included, especially the overview of the research designs and the analysis of data section.
Reviewed by Tiffany Kindratt, Assistant Professor, University of Texas at Arlington on 3/9/24
The text provides a brief overview of quantitative research topics that is geared towards research in the fields of education, sociology, business, and nursing. The author acknowledges that the textbook is not a comprehensive resource but offers... read more
Comprehensiveness rating: 3 see less
The text provides a brief overview of quantitative research topics that is geared towards research in the fields of education, sociology, business, and nursing. The author acknowledges that the textbook is not a comprehensive resource but offers references to other resources that can be used to deepen the knowledge. The text does not include a glossary or index. The references in the figures for each chapter are not included in the reference section. It would be helpful to include those.
Overall, the text is accurate. For example, Figure 1 on page 6 provides a clear overview of the research process. It includes general definitions of primary and secondary research. It would be helpful to include more details to explain some of the examples before they are presented. For instance, the example on page 5 was unclear how it pertains to the literature review section.
In general, the text is relevant and up-to-date. The text includes many inferences of moving from qualitative to quantitative analysis. This was surprising to me as a quantitative researcher. The author mentions that moving from a qualitative to quantitative approach should only be done when needed. As a predominantly quantitative researcher, I would not advice those interested in transitioning to using a qualitative approach that qualitative research would enhance their research—not something that should only be done if you have to.
Clarity rating: 4
The text is written in a clear manner. It would be helpful to the reader if there was a description of the tables and figures in the text before they are presented.
Consistency rating: 4
The framework for each chapter and terminology used are consistent.
Modularity rating: 4
The text is clearly divided into sections within each chapter. Overall, the chapters are a similar brief length except for the chapter on data analysis, which is much more comprehensive than others.
Organization/Structure/Flow rating: 4
The topics in the text are presented in a clear and logical order. The order of the text follows the conventional research methodology in social sciences.
I did not encounter any interface issues when reviewing this text. All links worked and there were no distortions of the images or charts that may confuse the reader.
Grammatical Errors rating: 3
There are some grammatical/typographical errors throughout. Of note, for Section 5 in the table of contents. “The” should be capitalized to start the title. In the title for Table 3, the “t” in typical should be capitalized.
Cultural Relevance rating: 4
The examples are culturally relevant. The text is geared towards learners in the UK, but examples are relevant for use in other countries (i.e., United States). I did not see any examples that may be considered culturally insensitive or offensive in any way.
I teach a course on research methods in a Bachelor of Science in Public Health program. I would consider using some of the text, particularly in the analysis chapter to supplement the current textbook in the future.
Reviewed by Finn Bell, Assistant Professor, University of Michigan, Dearborn on 1/3/24
For it being a quick guide and only 26 pages, it is very comprehensive, but it does not include an index or glossary. read more
For it being a quick guide and only 26 pages, it is very comprehensive, but it does not include an index or glossary.
Content Accuracy rating: 5
As far as I can tell, the text is accurate, error-free and unbiased.
Relevance/Longevity rating: 5
This text is up-to-date, and given the content, unlikely to become obsolete any time soon.
The text is very clear and accessible.
The text is internally consistent.
Given how short the text is, it seems unnecessary to divide it into smaller readings, nonetheless, it is clearly labelled such that an instructor could do so.
The text is well-organized and brings readers through basic quantitative methods in a logical, clear fashion.
Easy to navigate. Only one table that is split between pages, but not in a way that is confusing.
There were no noticeable grammatical errors.
The examples in this book don't give enough information to rate this effectively.
This text is truly a very quick guide at only 26 double-spaced pages. Nonetheless, Davies packs a lot of information on the basics of quantitative research methods into this text, in an engaging way with many examples of the concepts presented. This guide is more of a brief how-to that takes readers as far as how to select statistical tests. While it would be impossible to fully learn quantitative research from such a short text, of course, this resource provides a great introduction, overview, and refresher for program evaluation courses.
Reviewed by Shari Fedorowicz, Adjunct Professor, Bridgewater State University on 12/16/22
The text is indeed a quick guide for utilizing quantitative research. Appropriate and effective examples and diagrams were used throughout the text. The author clearly differentiates between use of quantitative and qualitative research providing... read more
Comprehensiveness rating: 5 see less
The text is indeed a quick guide for utilizing quantitative research. Appropriate and effective examples and diagrams were used throughout the text. The author clearly differentiates between use of quantitative and qualitative research providing the reader with the ability to distinguish two terms that frequently get confused. In addition, links and outside resources are provided to deepen the understanding as an option for the reader. The use of these links, coupled with diagrams and examples make this text comprehensive.
The content is mostly accurate. Given that it is a quick guide, the author chose a good selection of which types of research designs to include. However, some are not provided. For example, correlational or cross-correlational research is omitted and is not discussed in Section 3, but is used as a statistical example in the last section.
Examples utilized were appropriate and associated with terms adding value to the learning. The tables that included differentiation between types of statistical tests along with a parametric/nonparametric table were useful and relevant.
The purpose to the text and how to use this guide book is stated clearly and is established up front. The author is also very clear regarding the skill level of the user. Adding to the clarity are the tables with terms, definitions, and examples to help the reader unpack the concepts. The content related to the terms was succinct, direct, and clear. Many times examples or figures were used to supplement the narrative.
The text is consistent throughout from contents to references. Within each section of the text, the introductory paragraph under each section provides a clear understanding regarding what will be discussed in each section. The layout is consistent for each section and easy to follow.
The contents are visible and address each section of the text. A total of seven sections, including a reference section, is in the contents. Each section is outlined by what will be discussed in the contents. In addition, within each section, a heading is provided to direct the reader to the subtopic under each section.
The text is well-organized and segues appropriately. I would have liked to have seen an introductory section giving a narrative overview of what is in each section. This would provide the reader with the ability to get a preliminary glimpse into each upcoming sections and topics that are covered.
The book was easy to navigate and well-organized. Examples are presented in one color, links in another and last, figures and tables. The visuals supplemented the reading and placed appropriately. This provides an opportunity for the reader to unpack the reading by use of visuals and examples.
No significant grammatical errors.
The text is not offensive or culturally insensitive. Examples were inclusive of various races, ethnicities, and backgrounds.
This quick guide is a beneficial text to assist in unpacking the learning related to quantitative statistics. I would use this book to complement my instruction and lessons, or use this book as a main text with supplemental statistical problems and formulas. References to statistical programs were appropriate and were useful. The text did exactly what was stated up front in that it is a direct guide to quantitative statistics. It is well-written and to the point with content areas easy to locate by topic.
Reviewed by Sarah Capello, Assistant Professor, Radford University on 1/18/22
The text claims to provide "quick and simple advice on quantitative aspects of research in social sciences," which it does. There is no index or glossary, although vocabulary words are bolded and defined throughout the text. read more
The text claims to provide "quick and simple advice on quantitative aspects of research in social sciences," which it does. There is no index or glossary, although vocabulary words are bolded and defined throughout the text.
The content is mostly accurate. I would have preferred a few nuances to be hashed out a bit further to avoid potential reader confusion or misunderstanding of the concepts presented.
The content is current; however, some of the references cited in the text are outdated. Newer editions of those texts exist.
The text is very accessible and readable for a variety of audiences. Key terms are well-defined.
There are no content discrepancies within the text. The author even uses similarly shaped graphics for recurring purposes throughout the text (e.g., arrow call outs for further reading, rectangle call outs for examples).
The content is chunked nicely by topics and sections. If it were used for a course, it would be easy to assign different sections of the text for homework, etc. without confusing the reader if the instructor chose to present the content in a different order.
The author follows the structure of the research process. The organization of the text is easy to follow and comprehend.
All of the supplementary images (e.g., tables and figures) were beneficial to the reader and enhanced the text.
There are no significant grammatical errors.
I did not find any culturally offensive or insensitive references in the text.
This text does the difficult job of introducing the complicated concepts and processes of quantitative research in a quick and easy reference guide fairly well. I would not depend solely on this text to teach students about quantitative research, but it could be a good jumping off point for those who have no prior knowledge on this subject or those who need a gentle introduction before diving in to more advanced and complex readings of quantitative research methods.
Reviewed by J. Marlie Henry, Adjunct Faculty, University of Saint Francis on 12/9/21
Considering the length of this guide, this does a good job of addressing major areas that typically need to be addressed. There is a contents section. The guide does seem to be organized accordingly with appropriate alignment and logical flow of... read more
Considering the length of this guide, this does a good job of addressing major areas that typically need to be addressed. There is a contents section. The guide does seem to be organized accordingly with appropriate alignment and logical flow of thought. There is no glossary but, for a guide of this length, a glossary does not seem like it would enhance the guide significantly.
The content is relatively accurate. Expanding the content a bit more or explaining that the methods and designs presented are not entirely inclusive would help. As there are different schools of thought regarding what should/should not be included in terms of these designs and methods, simply bringing attention to that and explaining a bit more would help.
Relevance/Longevity rating: 3
This content needs to be updated. Most of the sources cited are seven or more years old. Even more, it would be helpful to see more currently relevant examples. Some of the source authors such as Andy Field provide very interesting and dynamic instruction in general, but they have much more current information available.
The language used is clear and appropriate. Unnecessary jargon is not used. The intent is clear- to communicate simply in a straightforward manner.
The guide seems to be internally consistent in terms of terminology and framework. There do not seem to be issues in this area. Terminology is internally consistent.
For a guide of this length, the author structured this logically into sections. This guide could be adopted in whole or by section with limited modifications. Courses with fewer than seven modules could also logically group some of the sections.
This guide does present with logical organization. The topics presented are conceptually sequenced in a manner that helps learners build logically on prior conceptualization. This also provides a simple conceptual framework for instructors to guide learners through the process.
Interface rating: 4
The visuals themselves are simple, but they are clear and understandable without distracting the learner. The purpose is clear- that of learning rather than visuals for the sake of visuals. Likewise, navigation is clear and without issues beyond a broken link (the last source noted in the references).
This guide seems to be free of grammatical errors.
It would be interesting to see more cultural integration in a guide of this nature, but the guide is not culturally insensitive or offensive in any way. The language used seems to be consistent with APA's guidelines for unbiased language.
Reviewed by Heng Yu-Ku, Professor, University of Northern Colorado on 5/13/21
The text covers all areas and ideas appropriately and provides practical tables, charts, and examples throughout the text. I would suggest the author also provides a complete research proposal at the end of Section 3 (page 10) and a comprehensive... read more
The text covers all areas and ideas appropriately and provides practical tables, charts, and examples throughout the text. I would suggest the author also provides a complete research proposal at the end of Section 3 (page 10) and a comprehensive research study as an Appendix after section 7 (page 26) to help readers comprehend information better.
For the most part, the content is accurate and unbiased. However, the author only includes four types of research designs used on the social sciences that contain quantitative elements: 1. Mixed method, 2) Case study, 3) Quasi-experiment, and 3) Action research. I wonder why the correlational research is not included as another type of quantitative research design as it has been introduced and emphasized in section 6 by the author.
I believe the content is up-to-date and that necessary updates will be relatively easy and straightforward to implement.
The text is easy to read and provides adequate context for any technical terminology used. However, the author could provide more detailed information about estimating the minimum sample size but not just refer the readers to use the online sample calculators at a different website.
The text is internally consistent in terms of terminology and framework. The author provides the right amount of information with additional information or resources for the readers.
The text includes seven sections. Therefore, it is easier for the instructor to allocate or divide the content into different weeks of instruction within the course.
Yes, the topics in the text are presented in a logical and clear fashion. The author provides clear and precise terminologies, summarizes important content in Table or Figure forms, and offers examples in each section for readers to check their understanding.
The interface of the book is consistent and clear, and all the images and charts provided in the book are appropriate. However, I did encounter some navigation problems as a couple of links are not working or requires permission to access those (pages 10 and 27).
No grammatical errors were found.
No culturally incentive or offensive in its language and the examples provided were found.
As the book title stated, this book provides “A Quick Guide to Quantitative Research in Social Science. It offers easy-to-read information and introduces the readers to the research process, such as research questions, research paradigms, research process, research designs, research methods, data collection, data analysis, and data discussion. However, some links are not working or need permissions to access them (pages 10 and 27).
Reviewed by Hsiao-Chin Kuo, Assistant Professor, Northeastern Illinois University on 4/26/21, updated 4/28/21
As a quick guide, it covers basic concepts related to quantitative research. It starts with WHY quantitative research with regard to asking research questions and considering research paradigms, then provides an overview of research design and... read more
As a quick guide, it covers basic concepts related to quantitative research. It starts with WHY quantitative research with regard to asking research questions and considering research paradigms, then provides an overview of research design and process, discusses methods, data collection and analysis, and ends with writing a research report. It also identifies its target readers/users as those begins to explore quantitative research. It would be helpful to include more examples for readers/users who are new to quantitative research.
Its content is mostly accurate and no bias given its nature as a quick guide. Yet, it is also quite simplified, such as its explanations of mixed methods, case study, quasi-experimental research, and action research. It provides resources for extended reading, yet more recent works will be helpful.
The book is relevant given its nature as a quick guide. It would be helpful to provide more recent works in its resources for extended reading, such as the section for Survey Research (p. 12). It would also be helpful to include more information to introduce common tools and software for statistical analysis.
The book is written with clear and understandable language. Important terms and concepts are presented with plain explanations and examples. Figures and tables are also presented to support its clarity. For example, Table 4 (p. 20) gives an easy-to-follow overview of different statistical tests.
The framework is very consistent with key points, further explanations, examples, and resources for extended reading. The sample studies are presented following the layout of the content, such as research questions, design and methods, and analysis. These examples help reinforce readers' understanding of these common research elements.
The book is divided into seven chapters. Each chapter clearly discusses an aspect of quantitative research. It can be easily divided into modules for a class or for a theme in a research method class. Chapters are short and provides additional resources for extended reading.
The topics in the chapters are presented in a logical and clear structure. It is easy to follow to a degree. Though, it would be also helpful to include the chapter number and title in the header next to its page number.
The text is easy to navigate. Most of the figures and tables are displayed clearly. Yet, there are several sections with empty space that is a bit confusing in the beginning. Again, it can be helpful to include the chapter number/title next to its page number.
Grammatical Errors rating: 4
No major grammatical errors were found.
There are no cultural insensitivities noted.
Given the nature and purpose of this book, as a quick guide, it provides readers a quick reference for important concepts and terms related to quantitative research. Because this book is quite short (27 pages), it can be used as an overview/preview about quantitative research. Teacher's facilitation/input and extended readings will be needed for a deeper learning and discussion about aspects of quantitative research.
Reviewed by Yang Cheng, Assistant Professor, North Carolina State University on 1/6/21
It covers the most important topics such as research progress, resources, measurement, and analysis of the data. read more
It covers the most important topics such as research progress, resources, measurement, and analysis of the data.
The book accurately describes the types of research methods such as mixed-method, quasi-experiment, and case study. It talks about the research proposal and key differences between statistical analyses as well.
The book pinpointed the significance of running a quantitative research method and its relevance to the field of social science.
The book clearly tells us the differences between types of quantitative methods and the steps of running quantitative research for students.
The book is consistent in terms of terminologies such as research methods or types of statistical analysis.
It addresses the headlines and subheadlines very well and each subheading should be necessary for readers.
The book was organized very well to illustrate the topic of quantitative methods in the field of social science.
The pictures within the book could be further developed to describe the key concepts vividly.
The textbook contains no grammatical errors.
It is not culturally offensive in any way.
Overall, this is a simple and quick guide for this important topic. It should be valuable for undergraduate students who would like to learn more about research methods.
Reviewed by Pierre Lu, Associate Professor, University of Texas Rio Grande Valley on 11/20/20
As a quick guide to quantitative research in social sciences, the text covers most ideas and areas. read more
As a quick guide to quantitative research in social sciences, the text covers most ideas and areas.
Mostly accurate content.
As a quick guide, content is highly relevant.
Succinct and clear.
Internally, the text is consistent in terms of terminology used.
The text is easily and readily divisible into smaller sections that can be used as assignments.
I like that there are examples throughout the book.
Easy to read. No interface/ navigation problems.
No grammatical errors detected.
I am not aware of the culturally insensitive description. After all, this is a methodology book.
I think the book has potential to be adopted as a foundation for quantitative research courses, or as a review in the first weeks in advanced quantitative course.
Reviewed by Sarah Fischer, Assistant Professor, Marymount University on 7/31/20
It is meant to be an overview, but it incredibly condensed and spends almost no time on key elements of statistics (such as what makes research generalizable, or what leads to research NOT being generalizable). read more
It is meant to be an overview, but it incredibly condensed and spends almost no time on key elements of statistics (such as what makes research generalizable, or what leads to research NOT being generalizable).
Content Accuracy rating: 1
Contains VERY significant errors, such as saying that one can "accept" a hypothesis. (One of the key aspect of hypothesis testing is that one either rejects or fails to reject a hypothesis, but NEVER accepts a hypothesis.)
Very relevant to those experiencing the research process for the first time. However, it is written by someone working in the natural sciences but is a text for social sciences. This does not explain the errors, but does explain why sometimes the author assumes things about the readers ("hail from more subjectivist territory") that are likely not true.
Clarity rating: 3
Some statistical terminology not explained clearly (or accurately), although the author has made attempts to do both.
Very consistently laid out.
Chapters are very short yet also point readers to outside texts for additional information. Easy to follow.
Generally logically organized.
Easy to navigate, images clear. The additional sources included need to linked to.
Minor grammatical and usage errors throughout the text.
Makes efforts to be inclusive.
The idea of this book is strong--short guides like this are needed. However, this book would likely be strengthened by a revision to reduce inaccuracies and improve the definitions and technical explanations of statistical concepts. Since the book is specifically aimed at the social sciences, it would also improve the text to have more examples that are based in the social sciences (rather than the health sciences or the arts).
Reviewed by Michelle Page, Assistant Professor, Worcester State University on 5/30/20
This text is exactly intended to be what it says: A quick guide. A basic outline of quantitative research processes, akin to cliff notes. The content provides only the essentials of a research process and contains key terms. A student or new... read more
This text is exactly intended to be what it says: A quick guide. A basic outline of quantitative research processes, akin to cliff notes. The content provides only the essentials of a research process and contains key terms. A student or new researcher would not be able to use this as a stand alone guide for quantitative pursuits without having a supplemental text that explains the steps in the process more comprehensively. The introduction does provide this caveat.
Content Accuracy rating: 3
There are no biases or errors that could be distinguished; however, it’s simplicity in content, although accurate for an outline of process, may lack a conveyance of the deeper meanings behind the specific processes explained about qualitative research.
The content is outlined in traditional format to highlight quantitative considerations for formatting research foundational pieces. The resources/references used to point the reader to literature sources can be easily updated with future editions.
The jargon in the text is simple to follow and provides adequate context for its purpose. It is simplified for its intention as a guide which is appropriate.
Each section of the text follows a consistent flow. Explanation of the research content or concept is defined and then a connection to literature is provided to expand the readers understanding of the section’s content. Terminology is consistent with the qualitative process.
As an “outline” and guide, this text can be used to quickly identify the critical parts of the quantitative process. Although each section does not provide deeper content for meaningful use as a stand alone text, it’s utility would be excellent as a reference for a course and can be used as an content guide for specific research courses.
The text’s outline and content are aligned and are in a logical flow in terms of the research considerations for quantitative research.
The only issue that the format was not able to provide was linkable articles. These would have to be cut and pasted into a browser. Functional clickable links in a text are very successful at leading the reader to the supplemental material.
No grammatical errors were noted.
This is a very good outline “guide” to help a new or student researcher to demystify the quantitative process. A successful outline of any process helps to guide work in a logical and systematic way. I think this simple guide is a great adjunct to more substantial research context.
About the book.
This resource is intended as an easy-to-use guide for anyone who needs some quick and simple advice on quantitative aspects of research in social sciences, covering subjects such as education, sociology, business, nursing. If you area qualitative researcher who needs to venture into the world of numbers, or a student instructed to undertake a quantitative research project despite a hatred for maths, then this booklet should be a real help.
The booklet was amended in 2022 to take into account previous review comments.
Christine Davies , Ph.D
170+ Research Ideas To Fast-Track Your Dissertation, Thesis Or Research Project
I f you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..
PS – This is just the start…
We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.
If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .
Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.
Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.
Primary education.
While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.
Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.
As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest. In the video below, we explore some other important things you’ll need to consider when crafting your research topic.
If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.
How To Choose A Research Topic Step-By-Step Tutorial With Examples + Free Topic...
Research Topics & Ideas: Robotics 50 Topic Ideas To Kickstart Your Research...
Research Topics & Ideas: Sociology 50 Topic Ideas To Kickstart Your Research...
Research Topics & Ideas: Public Health 50 Topic Ideas To Kickstart Your Research...
Research Topics & Ideas: Neuroscience 50 Topic Ideas To Kickstart Your Research...
📄 FREE TEMPLATES
Research Topic Ideation
Proposal Writing
Literature Review
Methodology & Analysis
Academic Writing
Referencing & Citing
Apps, Tools & Tricks
The Grad Coach Podcast
This is an helpful tool 🙏
Special education
Really appreciated by this . It is the best platform for research related items
Research title related to school of students
How are you
I think this platform is actually good enough.
Research title related to students
My field is research measurement and evaluation. Need dissertation topics in the field
Assalam o Alaikum I’m a student Bs educational Resarch and evaluation I’m confused to choose My thesis title please help me in choose the thesis title
Good idea I’m going to teach my colleagues
You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/
Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school
Thanks a lot
I learned a lot from this site, thank you so much!
Thank you for the information.. I would like to request a topic based on school major in social studies
parental involvement and students academic performance
Science education topics?
plz tell me if you got some good topics, im here for finding research topic for masters degree
How about School management and supervision pls.?
Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.
Thank you so much for the information provided. I would like to get an advice on the topic to research for my masters program. My area of concern is on teacher morale versus students achievement.
Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.
Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.
Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.
I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study
Research Defense for students in senior high
Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.
Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?
I wish to get help on topics of research on educational administration
I wish to get help on topics of research on educational administration PhD level
I am also looking for such type of title
I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school
the topics are very good regarding research & education .
Am an undergraduate student carrying out a research on the impact of nutritional healthy eating programs on academic performance in primary schools
Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you
Would like to request for suggestions on a topic in Economics of education,PhD level
Would like to request for suggestions on a topic in Economics of education
Hi 👋 I request that you help me with a written research proposal about education the format
Am offering degree in education senior high School Accounting. I want a topic for my project work
l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)
request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)
I would to inquire on research topics on Educational psychology, Masters degree
I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education
request suggestion on topic in masters in medical education .
Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.
May I also ask for a topic based on mathematics education for college teaching, please?
Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis
Am a PhD student in Educational Foundations would like a sociological topic. Thank
please i need a proposed thesis project regardging computer science
Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.
Masters student in the field of curriculum, any ideas of a research topic on low achiever students
In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education
Amazing guidelines
I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance
Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.
I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.
Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.
Your style is unique in comparison to other folks I’ve read stuff from. Thanks for posting when you have the opportunity, Guess I will just book mark this site.
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
Submit Comment
IMAGES
VIDEO
COMMENTS
Quantitative Research Topics. Quantitative Research Topics are as follows: The effects of social media on self-esteem among teenagers. A comparative study of academic achievement among students of single-sex and co-educational schools. The impact of gender on leadership styles in the workplace.
To help you get started on your research journey, we've compiled a list of 200 quantitative research title for stem students. These titles span various STEM disciplines, from biology to computer science. Whether you're an undergraduate or graduate student, these titles can serve as a springboard for your research ideas.
Quantitative research is a common approach in the natural and social sciences, like marketing, business, sociology, chemistry, biology, economics, and psychology. So, if you are fond of statistics and figures, a quantitative research title would be an excellent option for your research proposal or project.
Here are 10 interesting research topics for STEM students: Exploring the science behind the formation of auroras and their cultural significance. Investigating the mysteries of dark matter and dark energy in the universe. Studying the psychology of decision-making in high-pressure situations, such as sports or.
Chemistry. Let's get started with some quantitative research topics for stem students in chemistry: 1. Studying the properties of superconductors at different temperatures. 2. Analyzing the efficiency of various catalysts in chemical reactions. 3. Investigating the synthesis of novel polymers with unique properties. 4.
Following are the best Quantitative Research Topics For STEM Students in mathematics and statistics. Prime Number Distribution: Investigate the distribution of prime numbers. Graph Theory Algorithms: Develop algorithms for solving graph theory problems. Statistical Analysis of Financial Markets: Analyze financial data and market trends.
Overcoming Challenges in Quantitative Research. Quantitative research can face challenges, but these strategies can help: Data Quality. Clean Data: Fix errors and inconsistencies. Handle Missing Data: Use statistical methods for imputation. Validate Data: Cross-check with other sources. Sample Size. Power Analysis: Determine the right sample size.
There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students. A study of protease inhibitor and how it operates. A study of how men's exercise impacts DNA traits passed to children. A study of the future of commercial space flight.
Research Sources. Science: As a premier publication in the field, Science publishes peer-reviewed research and expert-curated information. Nature: Publishes peer-reviewed articles on biology, environment, health, and physical sciences. Nature is an authoritative source for current information. If articles are difficult to read, you can search ...
Revised on June 22, 2023. Quantitative research is the process of collecting and analyzing numerical data. It can be used to find patterns and averages, make predictions, test causal relationships, and generalize results to wider populations. Quantitative research is the opposite of qualitative research, which involves collecting and analyzing ...
Group Brainstorming: Collaborate with peers or mentors to gather diverse perspectives and insights. Group brainstorming can lead to innovative and multidimensional title ideas. Identifying Key Terms and Concepts: Break down your research into key terms and concepts. These will form the foundation of your title.
F inding and choosing a strong research topic is the critical first step when it comes to crafting a high-quality dissertation, thesis or research project. Here, we'll explore a variety research ideas and topic thought-starters related to various environmental science disciplines, including ecology, oceanography, hydrology, geology, soil science, environmental chemistry, environmental ...
There are plenty of scientific research papers topics to choose from. You can pick an area that you prefer: astronomy, biology, chemistry, nature, geology, and physics. And we prepared a list of at least 35 cool research titles about science in each of them! However, you should put some effort into choosing a good and interesting topic.
INTRODUCTION. Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses.1,2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results.3,4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the ...
Environmental Ethics Research Topics For HumSS Students. Environmental ethics research topics in HumSS delve into the moral and ethical considerations of environmental and sustainability. Analyzing the ethics of mining practices in the Philippines. Investigating the moral responsibilities of corporations in environmental conservation.
To write a good title for a quantitative paper, you should follow these steps: List down the following items: The most important key words/concepts in your study. The methodology used. The samples/areas studied. Your most important finding. Draft a title that includes all the items you've listed (if you wish, do so in a sentence format).
Quantitative research is the process of collecting and analyzing numerical data to describe, predict, or control variables of interest. This type of research helps in testing the causal relationships between variables, making predictions, and generalizing results to wider populations. The purpose of quantitative research is to test a predefined ...
Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques.Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon.
In this exploration, we delve into 80 quantitative research topics tailored for HumSS students, where the seemingly mundane becomes a treasure trove of insights. From the impact of social media on ...
The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization, with the primary goal of advancing educational ...
As the book title stated, this book provides "A Quick Guide to Quantitative Research in Social Science. It offers easy-to-read information and introduces the readers to the research process, such as research questions, research paradigms, research process, research designs, research methods, data collection, data analysis, and data discussion.
Abstract. In an era of data-driven decision-making, a comprehensive understanding of quantitative research is indispensable. Current guides often provide fragmented insights, failing to offer a holistic view, while more comprehensive sources remain lengthy and less accessible, hindered by physical and proprietary barriers.
The use of student data to inform instruction. The role of parental involvement in education. The effects of mindfulness practices in the classroom. The use of technology in the classroom. The role of critical thinking in education. The use of formative and summative assessments in the classroom.