ERIC Number: EJ883810
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 111
Methodology in Our Education Research Culture: Toward a Stronger Collective Quantitative Proficiency
Henson, Robin K.; Hull, Darrell M.; Williams, Cynthia S.
Educational Researcher, v39 n3 p229-240 2010
How doctoral programs train future researchers in quantitative methods has important implications for the quality of scientifically based research in education. The purpose of this article, therefore, is to examine how quantitative methods are used in the literature and taught in doctoral programs. Evidence points to deficiencies in quantitative training and application in several areas: (a) methodological reporting problems, (b) researcher misconceptions and inaccuracies, (c) overreliance on traditional methods, and (d) a lack of coverage of modern advances. An argument is made that a culture supportive of quantitative methods is not consistently available to many applied education researchers. "Collective quantitative proficiency" is defined as a vision for a culture representative of broader support for quantitative methodology (statistics, measurement, and research design).
Descriptors: Doctoral Programs, Educational Research, Researchers, Research Design, Research Skills, Statistical Analysis, Training Methods, Misconceptions, Group Behavior, Educational Quality, Effect Size, Measurement Techniques
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A