Conducting Science-Based Psychology Research in Schools

Pages: 225
Item #: 4317197
ISBN: 978-1-4338-0468-7
List Price: $29.95
Member/Affiliate Price: $24.95
Copyright: 2009
Format: Hardcover
Availability: In Stock
FREE Shipping

For individuals in the U.S. & U.S. territories

Overview

What are the common pitfalls experienced by school researchers and how can they be avoided? Edited by Lisa M. Dinella of Monmouth University, Conducting Science-Based Psychology Research in Schools includes the collective knowledge of both established and emerging names in the field, providing an unparalleled resource for those interested in psychological research within schools.

First and foremost, this guidebook offers a framework for conceptualizing scientifically rigorous research with schools, instead of on or in them, by emphasizing that collaboration with school stakeholders—administrators, teachers, parents—is essential for quality research. With detailed information on how to build and maintain research programs and avoid common problems, this volume includes insights from both researchers and the education professionals with whom they collaborate.

Organized to advise the researcher from the beginning of a project through to the end, this volume first looks at initiating and nurturing relationships with school stakeholders, moves next to research design and methodology, and concludes with disseminating research findings.

Conducting Science-Based Psychology Research in Schools is an essential tool for courses in research methods and school-based research in fields ranging from psychology to education, social work, and family and human development.

Table of Contents

Contributors

Forewords

Insights From Young Scholars on the Frontier Between Psychological and Education Sciences
—Rena F. Subotnik

Meeting Future Training Needs in School-Based Education Research
—James A. Griffin

Acknowledgments

Introduction
—Lisa M. Dinella

  1. Building and Maintaining Relationships With School Stakeholders
    —Lisa M. Dinella and Gary Ladd
  2. Navigating Institutional Review Boards When Conducting School-Based Research
    —Mari Strand Cary
  3. Rigorous, Responsive, and Responsible: Experimental Designs in School Intervention Research
    —Elise Capella, Greta M. Massetti, and Sasha Yampolsky
  4. Conducting Classroom Observations in School-Based Research
    —Bridget K. Hamre, Robert C. Pianta, and Lia Chomat-Mooney
  5. Choosing Measures for School-Based Research: Scientific and Practical Considerations
    —Amy Silverman, Jennifer Coyne Cassata, Gary Gottfredson, and Sylvia Rosenfield
  6. Implementation Quality in School-Based Research: Roles for the Prevention Researcher
    —Heather K. Warren, Celene E. Domitovich, and Mark T. Greenberg
  7. In Vivo Testing of Learning and Instructional Principles: The Design and Implementation of School-Based Experimentation
    —Gwen A. Frishkoff, Gregory White, and Charles A. Perfetti
  8. School Context and Microcontexts: The Complexity of Studying School Settings
    —Maria D. LaRusso, Joshua L. Brown, Stephanie M. Jones, and J. Lawrence Aber
  9. Disseminating Scholarship to Diverse Audiences
    —Amy Bellmore and Sandra Graham

Index

About the Editor

Editor Bio

Lisa M. Dinella, PhD, is a research scientist who investigates the relations between gender identity, academic achievement, and career development. Her research program is housed at the Gender Development Laboratory at Monmouth University, where she studies the social and interpersonal factors that influence individuals' academic and career pursuits. In collaboration with colleagues at the University of Wisconsin and Washington and Lee University, she researches the factors that are linked to young adults' academic paths, with the intention of isolating variables that often lead to disparities between men's and women's levels of financial independence. Her research has led her to create partnerships with school stakeholders in settings ranging from preschools to universities.

Dr. Dinella's interest in psychology and gender studies started as an undergraduate at The College of New Jersey. Her training in conducting school-based empirical research began at the School of Family Dynamics at Arizona State University, where she received her master's and doctoral degrees in family science, with concentrations in marriage and family therapy and child development. Additionally, she was an American Psychological Association/Institute of Education Sciences Postdoctoral Education Research Training Fellow. It was in this position that she met the network of school-based research experts who contributed to this book.

Dr. Dinella is currently an assistant professor of psychology at Monmouth University where she serves as principle investigator of the Gender Development Laboratory.