Jennifer J. Mueller, Nancy File, Andrew J. Stremmel

Gebundenes Buch

Understanding Research in Early Childhood Education

Quantitative and Qualitative Methods

Beschreibung

This second edition invites readers to be informed consumers of both quantitative and qualitative methods in early childhood research. The new edition includes updated examples and references as well as a new chapter on equity issues in research.

Autor

Jennifer J. Mueller is Dean of the College of Education and Professor of Teacher Education at DePaul University, USA. Nancy File is Professor Emerita in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee, USA. Andrew J. Stremmel is Professor Emeritus in the School of Education, Counseling, and Human Development at South Dakota State University, USA. Iheoma U. Iruka is Research Professor in the Department of Public Policy at the University of North Carolina-Chapel Hill, USA. Kristin L. Whyte is Associate Professor of Education at Mt. Mary University, USA.

Produktdetails

• Verlag: Routledge
• 2. Auflage
• Seitenzahl: 214
• Erscheinungstermin: 26. Februar 2024
• Englisch
• Abmessung: 260mm x 183mm x 16mm
• Gewicht: 607g
• ISBN-13: 9781032407272
• ISBN-10: 1032407271
• Artikelnr.: 69431087

Rezensionen

Early Childhood Education (ECE), around the world, comprises contested themes about children, adults, classrooms, curricula, policies etc., which need robust, ethical research data to tackle. This book is a valuable tool for ECE students and professionals who are interested in undertaking and comprehending research while utterly considering equity issues.

Eleni Loizou, Professor, Department of Education, University of Cyprus.



Mueller and File offer a practical and critical guide for early childhood educators to interpret and engage in educational research. Throughout their text, they and their coauthors highlight how research can inform practice, create opportunities for deeper learning, and guide members of the early childhood community in working towards issues of equity while addressing their everyday practical needs and intellectual development.

Christopher P. Brown, Department of Educational Leadership and Policy, University of Texas at Austin