Understanding Research in Early Childhood Education

2nd Edition - Quantitative and Qualitative Methods

By: Jennifer J. Mueller, Nancy File, Andrew J. Stremmel, Iheoma U. Iruka, Kristin L. Whyte

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Paperback | 26 February 2024 | Edition Number 2

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214 Pages

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25.4 x 17.8 x 1.14

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This second edition invites readers to be informed consumers of both quantitative and qualitative methods in early childhood research. It offers side-by-side coverage and comparison about the assumptions, questions, purposes, and methods for each, presenting unique perspectives for understanding young children and early care and education programs.

The new edition includes updated examples and references as well as a new chapter on equity issues in research. By using this book, students will be able to read, evaluate, and use empirical literature more knowledgeably. These skills are becoming more important as early childhood educators are increasingly expected to use evidence-based research in practice and to participate in collecting and analyzing data to inform their teaching.

About the Authors

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.

Industry Reviews

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

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