Introduction to the Special Issue: Advances in Quantitative Methods to Further Research in Education and Educational Psychology

This special issue of Political Analysis engages in a dialogue between qualitative and quantitative methods. It proposes that each has something to say to the other and more generally has a contribution to make to empirical social science.

Download Full-text

Preregistration and Registered Reports

10.35542/osf.io/wrvt2 ◽

2021 ◽

Author(s):

Justin Reich

Keyword(s):

Data Collection ◽

Social Science ◽

Educational Psychology ◽

Data Analytics ◽

Open Science ◽

Science Methods ◽

Special Issue ◽

Scientific Process ◽

Science Practices ◽

Post Hoc

Preregistration and registered reports are two promising open science practices for increasing transparency in the scientific process. In particular, they create transparency around one of the most consequential distinctions in research design: the data analytics decisions made before data collection and post-hoc decisions made afterwards. Preregistration involves publishing a time-stamped record of a study design before data collection or analysis. Registered reports are a publishing approach that facilitates the evaluation of research without regard for the direction or magnitude of findings. In this paper, I evaluate opportunities and challenges for these open science methods, offer initial guidelines for their use, explore relevant tensions around new practices, and illustrate examples from educational psychology and social science. This paper was accepted for publication in Educational Psychologist volume 56, issue 2; scheduled for April 2021, as a part of a special issue titled, “Educational psychology in the open science era.”This preprint has been peer reviewed, but not copy edited by the journal and may differ from the final published version. The DOI of the final published version is: [insert preprint DOI number]. Once the article is published online, it will be available at the following permanent link: [insert doi link]

Download Full-text

International perspectives on social justice: Introduction to the special issue

School Psychology International ◽

10.1177/0143034319897359 ◽

2020 ◽

Vol 41 (1) ◽

pp. 3-12

Author(s):

Sally L. Grapin ◽

David Shriberg

Keyword(s):

Social Justice ◽

School Psychology ◽

Educational Psychology ◽

Practice Research ◽

Special Issue ◽

Global Perspectives ◽

International Perspectives ◽

The Social ◽

And Training ◽

International Social

The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.

Download Full-text

Methodology in Our Education Research Culture

Educational Researcher ◽

10.3102/0013189x10365102 ◽

2010 ◽

Vol 39 (3) ◽

pp. 229-240 ◽

Cited By ~ 40

Author(s):

Robin K. Henson ◽

Darrell M. Hull ◽

Cynthia S. Williams

Keyword(s):

Education Research ◽

Research Design ◽

Quantitative Methods ◽

Doctoral Programs ◽

Quantitative Methodology ◽

Research Culture ◽

Scientifically Based Research ◽

Research In Education ◽

Applied Education

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).

Download Full-text

LATIN AMERICAN JOURNAL OF PSYCHOLOGY SPECIAL ISSUE ON EDUCATIONAL PSYCHOLOGY

Applied Psychology ◽

10.1111/j.1464-0597.1978.tb01409.x ◽

1978 ◽

Vol 28 (1) ◽

pp. 63-63

Keyword(s):

Latin American ◽

Educational Psychology ◽

Special Issue

Download Full-text

Preface to special issue on the educational psychology of creativity

Educational Psychology Review ◽

10.1007/bf02212490 ◽

1995 ◽

Vol 7 (2) ◽

pp. 137-139

Author(s):

John C. Houtz ◽

Damon Krug

Keyword(s):

Educational Psychology ◽

Special Issue ◽

Psychology Of Creativity

Download Full-text

Labour market flexibility and spatial mobility

International Journal of Manpower ◽

10.1108/ijm-05-2014-0123 ◽

2014 ◽

Vol 35 (6) ◽

pp. 746-752 ◽

Cited By ~ 2

Author(s):

Raul Eamets ◽

Krista Jaakson

Keyword(s):

Labour Market ◽

Job Search ◽

Quantitative Methods ◽

Labour Force ◽

Occupational Mobility ◽

Special Issue ◽

Spatial Mobility ◽

Firm Level ◽

Content Type ◽

Labour Market Flexibility

Purpose – Recent economic recession has highlighted the role of labour market flexibility as a key factor of competitiveness of a country. Despite the fact that labour mobility can essentially be seen as part of labour market flexibility, there is notable research gap concerning spatial mobility and other facets of labour market flexibility. The purpose of this special issue is to fill these gaps. Design/methodology/approach – The papers in the special issue represent various quantitative methods and databases, whereas mainly micro data (workplace, labour force or immigrant surveys, job search portal, etc.) is used. However, the type of labour market flexibility addressed is both micro- and macro-level. Findings – It is demonstrated that labour occupational mobility is determined by the business cycle, numerical flexibility, occupational categories, and sector. Spatial mobility may have counterintuitive effects on individual occupational mobility depending on gender and it is related to various flexibilities in the workplace. It is also suggested that different types of flexibilities on a firm level are interdependent of each other. Originality/value – The special issue adds to the labour market related knowledge by integrating labour market flexibility and mobility. Individually, both phenomena have been studied before, but not much research is devoted to their inter-linkages. The special issue also contributes by examining labour market flexibility and spatial mobility in the context of different countries, economic cycles, and institutional settings.

Download Full-text

From Old School to Open Science: The Implications of New Research Norms for Educational Psychology and Beyond

10.35542/osf.io/za7p5 ◽

2021 ◽

Author(s):

Hunter Gehlbach ◽

Carly D Robinson

Keyword(s):

Educational Psychology ◽

Historical Context ◽

Open Science ◽

Special Issue ◽

School Practices ◽

Science Practices ◽

Educational Psychologists ◽

Introductory Article ◽

New Research

Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly. Our introductory article contextualizes the special issue’s goals by: overviewing the historical context that led to open science norms (particularly in medicine and psychology); providing a conceptual map to illustrate the interrelationships between various old school as well as open science practices; and then describing educational psychologists’ opportunity to benefit from and contribute to the translation of these norms to novel research contexts. We conclude by previewing the articles in the special issue.

Download Full-text

Web 2.0 for fostering students' social presence in online learning-based interaction

Journal of Technology and Science Education ◽

10.3926/jotse.552 ◽

2019 ◽

Vol 9 (1) ◽

pp. 13 ◽

Cited By ~ 2

Author(s):

Yahya Al-dheleai ◽

Zaidatun Tasir

Keyword(s):

Online Learning ◽

Web 2.0 ◽

Social Presence ◽

Quantitative Methods ◽

Active Role ◽

Male Students ◽

Survey Method ◽

Postgraduate Students ◽

Research In Education ◽

The Difference

Research in education confirmed that students engage in learning when they feel connected with others and when they play an active role in their learning process. Therefore; social presence (SP) considered as an important component of effective learning in both face-face and online learning environment. Therefore, this study intended to investigate students’ perception about SP when using Web 2.0 tool for learning-based interaction and the difference in their perception based on gender and number of the semesters of the study. The participants of this study were 71 postgraduate students in one of the Malaysian public universities. The quantitative methods of data collection and data analysis were used in this study. Therefore, the researcher employed survey method using Online Social Presence Questionnaire (OSPQ) to collect the data. The data were analyzed using SPSS software to find mean, standard deviation of students’ perception of their social presence while using Web 2.0 tool for learning-based interaction. Independent sample t-test was used to find the difference in students perception based on their gender. Moreover, One-Way ANOVA was used to find the difference in students’ SP perception based on their semester of the study. The findings of this study showed that students expressed high perception about their social presence on Web 2.0 tool. Nonetheless, male students perceived higher social presence on Web 2.0 tool than female students. However, there were not significant differences in students’ perception of social presence neither based on the gender difference nor on the number of the semester of the study.

Download Full-text