Ebook Ebook PDF How To Design and Evaluate Research in Education 9Th Edition All Chapter PDF Docx Kindle

(eBook PDF) How to Design and
Evaluate Research in Education 9th

Edition
Visit to download the full and correct content document:
https://ebooksecure.com/download/ebook-pdf-how-to-design-and-evaluate-research-i
n-education-9th-edition/
CONTENTS vii
Main Points 181 Reference 183

Key Terms 182 Research Exercise 9 184
For Discussion 183 Problem Sheet 9 184
PART 3 Data Analysis 185
10 Descriptive Statistics 186 Main Points 241

Key Terms 243
Interactive and Applied Learning 187 For Discussion 243
Statistics Versus Parameters 187 Research Exercise 11 244
Two Fundamental Types of Numerical Data 187 Problem Sheet 11 244
Types of Scores 189
Techniques for Summarizing Quantitative Data 190 12 Statistics in Perspective 245
Techniques for Summarizing Categorical Data 209
Interactive and Applied Learning 246
Main Points 215
Key Terms 216 Approaches to Research 246
For Discussion 217 Comparing Groups: Quantitative Data 247
Research Exercise 10 218 Relating Variables Within a Group:
Quantitative Data 251
Problem Sheet 10 218
Comparing Groups: Categorical Data 255
Relating Variables Within a Group:
11 Inferential Statistics 219 Categorical Data 257
Interactive and Applied Learning 220 A Recap of Recommendations 259
Main Points 259
What Are Inferential Statistics? 220
Key Terms 260
The Logic of Inferential Statistics 221
For Discussion 260
Hypothesis Testing 228
Research Exercise 12 261
Practical Versus Statistical Significance 230
Problem Sheet 12 261
Inference Techniques 233
PART 4 Quantitative Research Methodologies 263
13 Experimental Research 264 Control of Experimental Treatments 284

An Example of Experimental Research 285
Interactive and Applied Learning 265 Analysis of the Study 294
The Uniqueness of Experimental Research 265 Main Points 296
Essential Characteristics of Experimental Research 266 Key Terms 297
Control of Extraneous Variables 268 For Discussion 298
Group Designs in Experimental Research 268 References 299
Control of Threats to Internal Validity: A Summary 279 Research Exercise 13 300
Evaluating the Likelihood of a Threat to Internal Problem Sheet 13 300
Validity in Experimental Studies 281
viii CONTENTS www.mhhe.com/fraenkel9e
14 Single-Subject Research 301 Steps Involved in Causal-Comparative

Research 367
Interactive and Applied Learning 302 Threats to Internal Validity in Causal-Comparative
Research 368
Essential Characteristics of Single-Subject
Research 302 Evaluating Threats to Internal Validity in Causal-
Comparative Studies 370
Single-Subject Designs 303
Data Analysis 371
Threats to Internal Validity in Single-Subject
Research 309 Associations Between Categorical
Variables 373
An Example of Single-Subject Research 314
An Example of Causal-Comparative
Analysis of the Study 327
Research 374
Main Points 328
Key Terms 329
Main Points 387
For Discussion 329
For Discussion 389
References 330
Reference 389
15 Correlational Research 331

Interactive and Applied Learning 332 17 Survey Research 390
The Nature of Correlational Research 332 Interactive and Applied Learning 391
Purposes of Correlational Research 333 What Is a Survey? 391
Basic Steps in Correlational Research 339 Why Are Surveys Conducted? 391
What Do Correlation Coefficients Tell Us? 341 Types of Surveys 392
Threats to Internal Validity in Correlational Survey Research and Correlational Research 393
Research 341
Steps in Survey Research 393
Evaluating Threats to Internal Validity in
Correlational Studies 345 Nonresponse 404
An Example of Correlational Research 347 Problems in the Instrumentation Process in Survey
Research 407
Evaluating Threats to Internal Validity in Survey
Main Points 360 Research 407
Key Terms 361 Data Analysis in Survey Research 407
For Discussion 361 An Example of Survey Research 408
References 362 Analysis of the Study 416
Main Points 417
16 Causal-Comparative Key Terms 419
Research 363 For Discussion 419
Interactive and Applied Learning 364 References 420
What Is Causal-Comparative Research? 364

CONTENTS ix
PART 5 Introduction to Qualitative Research 421
18 The Nature of Qualitative Interviewing 448

Validity and Reliability in Qualitative Research 456
Research 422
An Example of Qualitative Research 458
Interactive and Applied Learning 423 Analysis of the Study 469
What Is Qualitative Research? 423 Main Points 471
General Characteristics of Qualitative Research 424 Key Terms 472
Philosophical Assumptions Underlying Qualitative as For Discussion 473
Opposed to Quantitative Research 425 References 473
Postmodernism 427
Steps in Qualitative Research 427
Approaches to Qualitative Research 430
20 Content Analysis 475
Qualitative Data Analysis 434 Interactive and Applied Learning 476
Generalization in Qualitative Research 434 What Is Content Analysis? 476

Internal Validity in Qualitative Research 436 Some Applications 477
Ethics and Qualitative Research 436 Categorization in Content Analysis 478
Qualitative and Quantitative Research Steps Involved in Content Analysis 478
Reconsidered 437 An Illustration of Content Analysis 484
Main Points 438 Using a Computer in Content Analysis 486
Key Terms 439 Advantages of Content Analysis 487
For Discussion 439 Disadvantages of Content Analysis 487
References 440 An Example of a Content Analysis Study 488
19 Observation and Main Points 500
Interviewing 442 Key Terms 501
Interactive and Applied Learning 443 For Discussion 502
Observation 443 References 502
PART 6 Qualitative Research Methodologies 503
21 Ethnographic Research 504 Roger Harker and His Fifth-Grade Classroom 516
Advantages and Disadvantages of Ethnographic
Interactive and Applied Learning 505 Research 518
What Is Ethnographic Research? 505 An Example of Ethnographic Research 518
The Unique Value of Ethnographic Research 506 Analysis of the Study 528
Ethnographic Concepts 507 Main Points 529
Sampling in Ethnographic Research 509 Key Terms 530
Do Ethnographic Researchers Use Hypotheses? 509 For Discussion 530
Data Collection in Ethnographic Research 510 References 531
Data Analysis in Ethnographic Research 514
x CONTENTS www.mhhe.com/fraenkel9e
22 Historical Research 532 An Example of Historical Research 541

Interactive and Applied Learning 533 Main Points 550
What Is Historical Research? 533 Key Terms 551
Steps Involved in Historical Research? 534 For Discussion 552
Data Analysis in Historical Research 539 References 552
Generalization in Historical Research 539
Advantages and Disadvantages of Historical
Research 540
PART 7 Mixed-Methods Studies 553
23 Mixed-Methods Research 554 Evaluating a Mixed-Methods Study 563

Ethics in Mixed-Methods Research 563
Interactive and Applied Learning 555 Summary 563
What Is Mixed-Methods Research? 555 An Example of Mixed-Methods Research 563
Why Do Mixed-Methods Research? 556 Analysis of the Study 578
Drawbacks of Mixed-Methods Studies 556 Main Points 581
A (Very) Brief History 557 Key Terms 582
Types of Mixed-Methods Designs 558 For Discussion 583
Other Mixed-Methods Research Design Issues 560 References 583
Steps in Conducting a Mixed-Methods Study 561
PART 8 Research by Practitioners 585
24 Action Research 586 Hypothetical Examples of Practical Action

Research 595
Interactive and Applied Learning 587 An Example of Action Research 600
What Is Action Research? 587 A Published Example of Action Research 601
Types of Action Research 588 Analysis of the Study 608
Steps in Action Research 591 Main Points 609
Similarities and Differences Between Action Research Key Terms 610
and Formal Quantitative and Qualitative For Discussion 610
Research 593 References 611
The Advantages of Action Research 594
CONTENTS xi
PART 9 Writing Research Proposals and Reports 613
25 Preparing Research Proposals Appendixes A-1

and Reports 614 APPENDIX A Portion of a Table of Random
Numbers A-2
Interactive and Applied Learning 615 APPENDIX B Selected Values from a Normal Curve
The Research Proposal 615
Table A-3
APPENDIX C Chi-Square Distribution A-4
The Major Sections of a Research Proposal or
Report 615 APPENDIX D Using Microsoft Excel A-5
Sections Unique to Research Reports 622

A Sample Research Proposal 626 Glossary G-1
Main Points 638
Credits C-1
For Review 638
Key Terms 639 Index I-1
For Discussion 639
References 639
ABOUT
LIST OF THE
FEATURES
AUTHORS
RESEARCH REPORTS RESEARCH TIPS

Cognitive Effects of Chess Instruction on Students Key Terms to Define in a Research Study 31
at Risk for Academic Failure 286 What a Good Summary of a Journal Article Should
Implementation of the Guided Reading Approach Contain 50
With Elementary School Deaf Students 315 Some Tips About Developing Your Own
Physical Education in Urban High School Instrument 115
Class Settings: Features and Correlations Sample Size 234
between Teaching Behaviors and Learning How Not to Interview 455
Activities 348
What to Do About Contradictory Findings 562
Internet Use, Abuse, and Dependence Among
Students at a Southeastern Regional Things to Consider When Doing In-School
University 374 Research 598
Teaching Social Studies in the 21st Century: Questions to Ask When Evaluating a Research
A Research Study of Secondary Social Report 622
Studies Teachers’ Instructional Methods
and Practices 408
Walk and Talk: An Intervention for Behaviorally MORE ABOUT RESEARCH
Challenged Youths 458
Chaos Theory 8
The “Nuts and Dolts” of Teacher Images in
Children’s Picture Storybooks: A Content The Importance of a Rationale 33
Analysis 488 Patients Given Fake Blood Without Their
Lessons on Effective Teaching from Middle School Knowledge 65
ESL Students 519 An Example of Unethical Research 67
Lydia Ann Stow: Self-Actualization in a Period of Department of Health and Human Services
Transition 542 Revised Regulations for Research
Perceived Family Support, Acculturation, and with Human Subjects 71
Life Satisfaction in Mexican American Youth: Some Important Relationships That Have Been
A Mixed-Methods Exploration 564 Clarified by Educational Research 80
An Action Research Exploration Integrating The Difficulty in Generalizing from a Sample 104
Student Choice and Arts Activities in a Sixth Checking Reliability and Validity—An Example 158
Grade Social Studies Classroom 601 Threats to Internal Validity in Everyday Life 176
xii
LIST OF FEATURES xiii
Some Thoughts About Meta-Analysis 178 TABLES

Correlation in Everyday Life 213
Table 4.1 Criteria for IRB Approval 69
Interpreting Statistics 258
Table 6.1 Part of a Table of Random Numbers 96
Significant Findings in Experimental Research 283
Table 7.1 Characteristics of the Four Types of
Important Findings in Single-Subject Research 303
Measurement Scales 140
Examples of Studies Conducted Using Single-Subject
Table 7.2 Hypothetical Results of Study Involving a
Designs 313
Comparison of Two Counseling Methods 141
Important Findings in Correlational Research 334
Table 8.1 Example of an Expectancy Table 154
Significant Findings in Causal-Comparative
Table 8.2 Methods of Checking Validity and
Research 373
Reliability 159
Important Findings in Survey Research 397
TABLE 9.1 Threats to the Internal Validity of a
Important Findings in Content Analysis Study 180
Research 479
Table 9.2 General Techniques for Controlling
Important Findings in Ethnographic Research 506 Threats to Internal Validity 181
Important Findings in Historical Research 540 Table 10.1 Hypothetical Examples of Raw Scores
An Important Example of Action Research 595 and Accompanying Percentile Ranks 190
Table 10.2 Example of a Frequency Distribution 191
Table 10.3 Example of a Grouped Frequency
CONTROVERSIES Distribution 191
IN RESEARCH Table 10.4 Example of the Mode, Median, and
Mean in a Distribution 196
Should Some Research Methods Be Preferred over Table 10.5 Yearly Salaries of Workers in a Small
Others? 15 Business 197
Clinical Trials—Desirable or Not? 63 Table 10.6 Calculation of the Standard Deviation
Ethical or Not? 70 of a Distribution 199
Sample or Census? 103 Table 10.7 Comparisons of Raw Scores and z Scores
Which Statistical Index Is Valid? 140 on Two Tests 202
High-Stakes Testing 151 Table 10.8 Data Used to Construct Scatterplot in
Is Consequential Validity a Useful Concept? 161 Figure 10.17 206
Can Statistical Power Analysis Be Misleading? 240 Table 10.9 Frequency and Percentage of Total of
Responses to Questionnaire 211
Statistical Inference Tests—Good or Bad? 249
Table 10.10 Grade Level and Gender of Teachers
Do Placebos Work? 281 (Hypothetical Data) 212
How Should Research Methodologies Be Table 10.11 Repeat of Table 10.10 with Expected
Classified? 366 Frequencies (in Parentheses) 212
Is Low Response Rate Necessarily a Bad Thing? 406 Table 10.12 Position, Gender, and Ethnicity of
Clarity and Postmodernism 428 School Leaders (Hypothetical Data) 212
Portraiture: Art, Science, or Both? 431 Table 10.13 Position and Ethnicity of School
Should Historians Influence Policy? 538 Leaders with Expected Frequencies (Derived
Are Some Methods Incompatible with Others? 558 from Table 10.12) 213
How Much Should Participants Be Involved in Table 10.14 Position and Gender of School Leaders
Research? 591 with Expected Frequencies (Derived from
Table 10.12) 213
xiv LIST OF FEATURES www.mhhe.com/fraenkel9e
Table 10.15 Gender and Ethnicity of School Leaders Table 16.1 Grade Level and Gender of Teachers
with Expected Frequencies (Derived from (Hypothetical Data) 373
Table 10.12) 213 Table 17.1 Advantages and Disadvantages of
Table 10.16 Total of Discrepancies Between Survey Data Collection Methods 394
Expected and Observed Frequencies in Table 17.2 Advantages and Disadvantages
Tables 10.13 Through 10.15 214 of Closed-Ended Versus Open-Ended
Table 10.17 Crossbreak Table Showing Relationship Questions 399
Between Self-Esteem and Gender (Hypothetical Table 18.1 Quantitative Versus Qualitative
Data) 214 Research 424
Table 11.1 Contingency Coefficient Values for Table 18.2 Major Characteristics of Qualitative
Different-Sized Crossbreak Tables 238 Research 426
Table 11.2 Commonly Used Inferential Table 18.3 Differing Philosophical Assumptions of
Techniques 239 Quantitative and Qualitative Researchers 427
Table 12.1 Gain Scores on Test of Ability to Explain: Table 19.1 Interviewing Strategies Used in
Inquiry and Lecture Groups 250 Educational Research 450
Table 12.2 Calculations from Table 12.1 252 Table 19.2 Qualitative Research Questions,
Table 12.3 Interpretation of Correlation Strategies, and Data Collection Techniques 457
Coefficients When Testing Research Table 20.1 Coding Categories for Women in Social
Hypotheses 253 Studies Textbooks 481
Table 12.4 Self-Esteem Scores and Gains in Marital Table 20.2 Sample Tally Sheet (Newspaper
Satisfaction 254 Editorials) 484
Table 12.5 Gender and Political Preference Table 20.3 Clarity of Studies 484
(Percentages) 256
Table 20.4 Type of Sample 484
Table 12.6 Gender and Political Preference
Table 20.5 Threats to Internal Validity 486
(Numbers) 256
Table 24.1 Basic Assumptions Underlying Action
Table 12.7 Teacher Gender and Grade Level
Research 588
Taught: Case 1 256
Table 24.2 Similarities and Differences Between
Table 12.8 Teacher Gender and Grade Level
Action Research and Formal Quantitative and
Taught: Case 2 256
Qualitative Research 594
Table 12.9 Crossbreak Table Showing Teacher
Table 25.1 References APA Style 623
Gender and Grade Level with Expected
Frequencies Added (Data from Table 12.7) 257
Table 12.10 Summary of Commonly Used Statistical FIGURES
Techniques 258
Figure 1.1 Ways of Knowing 10
Table 13.1 Effectiveness of Experimental Designs in
Controlling Threats to Internal Validity 280 Figure 1.2 Example of Results of Experimental
Research: Effect of Method of Instruction on
Table 15.1 Three Sets of Data Showing Different
History Test Scores 11
Directions and Degrees of Correlation 333
Figure 1.3 Is the Teacher’s Assumption
Table 15.2 Teacher Expectation of Failure and
Correct? 18
Amount of Disruptive Behavior for a Sample
of 12 Classes 335 Figure 1.4 The Research Process 20
Table 15.3 Correlation Matrix for Variables in Figure 2.1 Researchable Versus Nonresearchable
Student Alienation Study 338 Questions 29
Table 15.4 Example of Data Obtained in a Figure 2.2 Some Times When Operational
Correlational Design 340 Definitions Would Be Helpful 32
LIST OF FEATURES xv
Figure 2.3 Relationship Between Voter Gender and Figure 7.4 Excerpt from a Behavior Rating Scale for
Party Affiliation 34 Teachers 119
Figure 3.1 Excerpt from ERIC Journal Article 42 Figure 7.5 Excerpt from a Graphic Rating Scale 119
Figure 3.2 Excerpt from ERIC Document 43 Figure 7.6 Example of a Product Rating Scale 120
Figure 3.3 Excerpt from ProQuest Dissertations Figure 7.7 Interview Schedule (for Teachers)
and Theses 44 Designed to Assess the Effects of a Competency-
Figure 3.4 Excerpt from Education Full Text 45 Based Curriculum in Inner-City Schools 121
Figure 3.5 Venn Diagrams Showing the Boolean Figure 7.8 Semi-Structured Interview Protocol 122
Operators AND and OR 46 Figure 7.9 Sample Observation Form 122
Figure 3.6 Summary of Search Results 47 Figure 7.10 Discussion-Analysis Tally Sheet 123
Figure 3.7 Prompts for Evaluating Research Figure 7.11 Participation Flowchart 124
Studies 51 Figure 7.12 Performance Checklist Noting Student
Figure 3.8 Example of an Annotated Table 52 Actions 125
Figure 4.1 Example of a Consent Form 64 Figure 7.13 Time-and-Motion Log 126
Figure 4.2 Examples of Unethical Research Figure 7.14 Example of a Self-Checklist 127
Practices 66 Figure 7.15 Examples of Items from a Likert
Figure 4.3 Example of a Consent Form for a Minor Scale Measuring Attitude Toward Teacher
to Participate in a Research Study 68 Empowerment 128
Figure 5.1 Quantitative Variables Compared with Figure 7.16 Example of the Semantic
Categorical Variables 79 Differential 129
Figure 5.2 Relationship Between Instructional Figure 7.17 Pictorial Attitude Scale for Use with
Approach (Independent Variable) and Young Children 129
Achievement (Dependent Variable), as Figure 7.18 Sample Items from a Personality
Moderated by Gender of Students 82 Inventory 130
Figure 5.3 Examples of Extraneous Variables 83 Figure 7.19 Sample Items from an Achievement
Figure 5.4 A Single Research Problem Can Suggest Test 130
Several Hypotheses 85 Figure 7.20 Sample Item from an Aptitude
Figure 5.5 Directional Versus Nondirectional Test 131
Hypotheses 87 Figure 7.21 Sample Items from an Intelligence
Figure 6.1 Representative Versus Test 131
Nonrepresentative Samples 94 Figure 7.22 Example from the Blum Sewing
Figure 6.2 Selecting a Stratified Sample 97 Machine Test 132
Figure 6.3 Cluster Random Sampling 98 Figure 7.23 Sample Items from the Picture Situation
Figure 6.4 Random Sampling Methods 99 Inventory 133
Figure 6.5 Convenience Sampling 100 Figure 7.24 Example of a Sociogram 134
Figure 6.6 Nonrandom Sampling Methods 102 Figure 7.25 Example of a Group Play 135
Figure 6.7 Population as Opposed to Ecological Figure 7.26 Four Types of Measurement
Generalizing 106 Scales 138
Figure 7.1 ERIC Database of Tests and Figure 7.27 A Nominal Scale of Measurement 138
Assessments 116 Figure 7.28 An Ordinal Scale: The Outcome of a
Figure 7.2 Search Results for Social Studies Horse Race 139
Competency-Based Instruments 117 Figure 8.1 Types of Evidence of Validity 150
Figure 7.3 Abstract from the ERIC Database 118 Figure 8.2 Reliability and Validity 156
xvi LIST OF FEATURES www.mhhe.com/fraenkel9e
Figure 8.3 Reliability of a Measurement 156 Figure 10.15 Table Showing Probability Areas
Figure 8.4 Standard Error of Measurement 159 Between the Mean and Different z Scores 203
Figure 8.5 The “Quick and Easy” Intelligence Figure 10.16 Examples of Standard Scores 204
Test 160 Figure 10.17 Scatterplot of Data from
Figure 8.6 Reliability Worksheet 161 Table 10.8 206
Figure 9.1 A Mortality Threat to Internal Figure 10.18 Relationship Between Family
Validity 169 Cohesiveness and School Achievement in a
Hypothetical Group of Students 208
Figure 9.2 Location Might Make a Difference 170
Figure 10.19 Further Examples of Scatterplots 209
Figure 9.3 An Example of Instrument Decay 171
Figure 10.20 A Perfect Negative Correlation! 210
Figure 9.4 A Data Collector Characteristics
Threat 171 Figure 10.21 Positive and Negative
Correlations 210
Figure 9.5 A Testing Threat to Internal Validity 172
Figure 10.22 Examples of Nonlinear (Curvilinear)
Figure 9.6 A History Threat to Internal Validity 173
Relationships 210
Figure 9.7 Could Maturation Be at Work
Figure 10.23 Example of a Bar Graph 211
Here? 174
Figure 10.24 Example of a Pie Chart 212
Figure 9.8 The Attitude of Subjects Can Make a
Difference 175 Figure 11.1 Selection of Two Samples from Two
Distinct Populations 221
Figure 9.9 Regression Rears Its Head 177
Figure 11.2 Sampling Error 222
Figure 9.10 Illustration of Threats to Internal
Validity 179 Figure 11.3 A Sampling Distribution of Means 223
Figure 10.1 Example of a Frequency Polygon 192 Figure 11.4 Distribution of Sample Means 224
Figure 10.2 Example of a Positively Skewed Figure 11.5 The 95 Percent Confidence Interval 225
Polygon 193 Figure 11.6 The 99 Percent Confidence
Figure 10.3 Example of a Negatively Skewed Interval 225
Polygon 193 Figure 11.7 We Can Be 99 Percent Confident 226
Figure 10.4 Two Frequency Polygons Figure 11.8 Does a Sample Difference Reflect a
Compared 193 Population Difference? 226
Figure 10.5 Histogram of Data in Table 10.3 194 Figure 11.9 Distribution of the Difference Between
Figure 10.6 The Normal Curve 195 Sample Means 227
Figure 10.7 Averages Can Be Misleading! 197 Figure 11.10 Confidence Intervals 227
Figure 10.8 Different Distributions Compared with Figure 11.11 Null and Research Hypotheses 229
Respect to Averages and Spreads 198 Figure 11.12 Illustration of When a Researcher
Figure 10.9 Boxplots 198 Would Reject the Null Hypothesis 230
Figure 10.10 Standard Deviations for Boys’ and Figure 11.13 How Much Is Enough? 231
Men’s Basketball Teams 200 Figure 11.14 Significance Area for a One-Tailed
Figure 10.11 Fifty Percent of All Scores in a Normal Test 231
Curve Fall on Each Side of the Mean 200 Figure 11.15 One-Tailed Test Using a Distribution
Figure 10.12 Percentages Under the Normal of Differences Between Sample Means 232
Curve 200 Figure 11.16 Two-Tailed Test Using a Distribution
Figure 10.13 z Scores Associated with the Normal of Differences Between Sample Means 232
Curve 201 Figure 11.17 A Hypothetical Example of Type I and
Figure 10.14 Probabilities Under the Normal Type II Errors 233
Curve 203 Figure 11.18 Rejecting the Null Hypothesis 239
LIST OF FEATURES xvii
Figure 11.19 Power Under an Assumed Population Figure 13.13 Guidelines for Handling Internal
Value 239 Validity in Comparison Group Studies 282
Figure 11.20 A Power Curve 240 Figure 14.1 Single-Subject Graph 303
Figure 12.1 Combinations of Data and Approaches Figure 14.2 A-B Design 304
to Research 247 Figure 14.3 A-B-A Design 305
Figure 12.2 A Difference That Doesn’t Make a Figure 14.4 A-B-A-B Design 306
Difference! 250
Figure 14.5 B-A-B Design 307
Figure 12.3 Frequency Polygons of Gain Scores on
Figure 14.6 A-B-C-B Design 308
Test of Ability to Explain: Inquiry and Lecture
Groups 250 Figure 14.7 Multiple-Baseline Design 308
Figure 12.4 90 Percent Confidence Interval for a Figure 14.8 Multiple-Baseline Design 309
Difference of 1.2 Between Sample Means 251 Figure 14.9 Multiple-Baseline Design Applied to
Figure 12.5 Scatterplots with a Pearson r Different Settings 310
of .50 253 Figure 14.10 Variations in Baseline Stability 311
Figure 12.6 Scatterplot Illustrating the Relationship Figure 14.11 Differences in Degree and Speed of
Between Initial Self-Esteem and Gain in Marital Change 312
Satisfaction Among Counseling Clients 255 Figure 14.12 Differences in Return to Baseline
Figure 12.7 95 Percent Confidence Interval for Conditions 313
r 5 .42 255 Figure 15.1 Scatterplot Illustrating a Correlation
Figure 13.1 Example of a One-Shot Case Study of 11.00 333
Design 269 Figure 15.2 Prediction Using a Scatterplot 334
Figure 13.2 Example of a One-Group Pretest- Figure 15.3 Multiple Correlation 336
Posttest Design 269
Figure 15.4 Discriminant Function Analysis 337
Figure 13.3 Example of a Static-Group Comparison
Figure 15.5 Path Analysis Diagram 339
Design 270
Figure 15.6 Scatterplots for Combinations of
Figure 13.4 Example of a Randomized Posttest-Only
Variables 343
Control Group Design 271
Figure 15.7 Eliminating the Effects of Age Through
Figure 13.5 Example of a Randomized Pretest-
Partial Correlation 344
Posttest Control Group Design 272
Figure 15.8 Scatterplots Illustrating How a Factor (C)
Figure 13.6 Example of a Randomized Solomon
May Not Be a Threat to Internal Validity 347
Four-Group Design 273
Figure 15.9 Circle Diagrams Illustrating
Figure 13.7 A Randomized Posttest-Only Control
Relationships Among Variables 347
Group Design, Using Matched Subjects 274
Figure 16.1 Examples of the Basic Causal-
Figure 13.8 Results (Means) from a Study Using a
Comparative Design 368
Counterbalanced Design 276
Figure 16.2 A Subject Characteristics Threat 369
Figure 13.9 Possible Outcome Patterns in a
Time-Series Design 277 Figure 16.3 Does a Threat to Internal Validity
Exist? 372
Figure 13.10 Using a Factorial Design to
Study Effects of Method and Class Size on Figure 17.1 Example of an Ideal Versus an Actual
Achievement 278 Telephone Sample for a Specific Question 395
Figure 13.11 Illustration of Interaction and No Figure 17.2 Example of an Internet Survey Created
Interaction in a 2 by 2 Factorial Design 278 on SurveyMonkey 396
Figure 13.12 Example of a 4 by 2 Factorial Figure 17.3 Example of SurveyMonkey Data
Design 279 Results 397
xviii LIST OF FEATURES www.mhhe.com/fraenkel9e
Figure 17.4 Example of Several Contingency Figure 20.3 An Example of Coding an

Questions in an Interview Schedule 402 Interview 482
Figure 17.5 Sample Cover Letter for a Mail Figure 20.4 Categories Used to Evaluate Social
Survey 403 Studies Research 485
Figure 17.6 Demographic Data and Figure 21.1 Triangulation and Politics 515
Representativeness 405 Figure 22.1 What Really Happened? 539
Figure 18.1 How Qualitative and Quantitative Figure 22.2 Historical Research Is Not as Easy as
Researchers See the World 429 You May Think! 541
Figure 19.1 Variations in Approaches to Figure 23.1 Exploratory Design 558
Observation 445
Figure 23.2 Explanatory Design 559
Figure 19.2 The Importance of a Second Observer
Figure 23.3 Triangulation Design 559
as a Check on One’s Conclusions 447
Figure 24.1 Stakeholders 589
Figure 19.3 The Amidon/Flanders Scheme
for Coding Categories of Interaction in the Figure 24.2 The Role of the “Expert” in Action
Classroom 448 Research 590
Figure 19.4 An Interview of Dubious Validity 453 Figure 24.3 Levels of Participation in Action
Research 591
Figure 19.5 Don’t Ask More Than One Question at
a Time 454 Figure 24.4 Participation in Action Research 593
Figure 20.1 TV Violence and Public Viewing Figure 24.5 Experimental Design for the DeMaria
Patterns 477 Study 600
Figure 20.2 What Categories Should I Use? 481 Figure 25.1 Organization of a Research Report 624
PREFACE
How to Design and Evaluate Research in Education CONTENT COVERAGE

is directed to students taking their first course in edu-
Goal one, to provide students with the basic infor-
cational research. Because this field continues to grow
mation needed to understand the research process,
so rapidly with regard to both the knowledge it con-
has resulted in a nine-part book plan. Part 1 (Chap-
tains and the methodologies it employs, the authors
ter 1) introduces students to the nature of educational
of any introductory text are forced to carefully define
research, briefly overviews each of the seven meth-
their goals as a first step in deciding what to include
odologies discussed later in the text, and presents an
in their book. In our case, we continually kept three
overview of the research process as well as criticisms
main goals in mind. We wanted to produce a text that
of it.
would:
Part 2 (Chapters 2 through 9) discusses the basic
1. Provide students with the basic information needed to concepts and procedures that must be understood be-
understand the research process, from idea formulation fore one can engage in research intelligently or critique
through data analysis and interpretation. it meaningfully. These chapters explain variables, defi-
2. Enable students to use this knowledge to design nitions, ethics, sampling, instrumentation, validity, reli-
their own research investigation on a topic of per- ability, and internal validity. These and other concepts
sonal interest. are covered thoroughly, clearly, and relatively simply.
3. Permit students to read and understand the literature Our emphasis throughout is to show students, by means
of educational research. of clear and appropriate examples, how to set up a re-
search study in an educational setting on a question of
The first two goals are intended to satisfy the needs interest and importance.
of those students who must plan and carry out a re- Part 3 (Chapters 10 through 12) describes in some
search project as part of their course requirements. The detail the processes involved in collecting and analyz-
third goal is aimed at students whose course require- ing data.
ments include learning how to read and understand Part 4 (Chapters 13 through 17) describes and il-
the research of others. Many instructors, ourselves in- lustrates the methodologies most commonly used in
cluded, build all three goals into their courses, since quantitative educational research. Many key con-
each one seems to reinforce the others. It is hard to cepts presented in Part 2 are considered again in
read and fully comprehend the research of others if these chapters in order to illustrate their application
you have not yourself gone through the process of de- to each methodology. Finally, each methodology
signing and evaluating a research project. Similarly, chapter concludes with a carefully chosen study from
the more you read and evaluate the research of others, the published research literature. Each study is ana-
the better equipped you will be to design your own lyzed by the authors with regard to both its strengths
meaningful and creative research. In order to achieve and weaknesses. Students are shown how to read
the above goals, we have developed a book with the and critically analyze a study they might find in the
following characteristics. literature.
xix
xx PREFACE www.mhhe.com/fraenkel9e
Part 5 (Chapters 18 through 20) and Part 6 (Chap- Problem Sheet templates are available electronically
ters 21 through 22) discuss qualitative research. at the Online Learning Center Web site, www.mhhe
Part 5 begins the coverage by describing qualitative .com/fraenkel9e.
research, its philosophy, and essential features. It has
been expanded to include various types of qualitative
research. This is followed by an expanded treatment ACTUAL RESEARCH STUDIES
of both data collection and analysis methods. Part 6 Our third goal, to enable students to read and under-
presents the qualitative methodologies of ethnogra- stand the literature of educational research, has led
phy and historical research. As with the quantitative us to conclude each of the methodology chapters in
methodology chapters, all but one of these is followed Parts 4, 5, 6, 7, and 8, with an annotated study that
by a carefully chosen research report from the pub- illustrates a particular research method. At the end of
lished research literature, along with our analysis and each study we analyze its strengths and weaknesses
critique. and offer suggestions as to how it might be improved.
Part 7 (Chapter 23) discusses Mixed-Methods Stud- Similarly, at the end of our chapter on writing research
ies, which combine quantitative and qualitative methods. proposals and reports, we include a student research
Again, as in other chapters, the discussion is followed proposal that we have critiqued with marginal com-
by our analysis and critique of a research report we have ments. This annotated proposal has proved an effec-
chosen from the published research literature. tive means of helping students understand both sound
Part 8 (Chapter 24) describes the assumptions, char- and questionable research practices.
acteristics, and steps of action research. Classroom ex-
amples of action research questions bring the subject to
life, as does the addition of a critique of a published STYLE OF PRESENTATION
study. Because students are typically anxious regarding the
Part 9 (Chapter 25) shows how to prepare a research content of research courses, we have taken extraordi-
proposal or report (involving a methodology of choice) nary care not to overwhelm them with dry, abstract
that builds on the concepts and examples developed and discussions, and we have adopted an informal writing
illustrated in previous chapters. style. More than in any text to date, our presentations
are laced with clarifying examples and with summa-
rizing charts, tables, and diagrams. Our experience in
RESEARCH EXERCISES teaching research courses for more than 30 years has
To achieve our second goal of helping students learn convinced us that there is no such thing as having “too
to apply their knowledge of basic processes and many” examples in a basic text.
methodologies, we organized the first 12 chapters in In addition to the many examples and illustra-
the same order that students normally follow in de- tions that are embedded in the text, we have built
veloping a research proposal or conducting a research the following pedagogical features into the book:
project. Then we concluded each of these chapters (1) a graphic organizer for each chapter, (2) chapter
with a research exercise that includes a fill-in problem objectives, (3) chapter-opening examples, (4) end-
sheet. These exercises allow students to apply their of-chapter summaries, (5) key terms with page refer-
understanding of the major concepts of each chap- ences, (6) discussion questions, and (7) an extensive
ter. When completed, these accumulated problem end-of-book glossary.
sheets will have led students through the step-by-step
processes involved in designing their own research
projects. Although this step-by-step development re- CHANGES IN THE NINTH EDITION
quires some revision of their work as they learn more A number of key additions, new illustrations, and im-
about the research process, the gain in understanding proved or refined examples, terminology, and defini-
that results as they slowly see their proposal develop tions have been incorporated in this edition to further
“before their eyes” justifies the extra time and effort meet the goals of the text. The References have been
involved. updated throughout to include the latest research and
PREFACE xxi
have been reformatted to reflect use of APA style, Chapter 17: Survey Research
Research Exercises and Problem Sheets have been • New information on polls and polling
revised with more effective questions. • Discussion of SurveyMonkey and Qualtrics, the
Following is a sampling of chapter-by-chapter changes: web-based survey tools most commonly used by
academic institutions
Chapter 1: The Nature of Educational Research • New annotated Research Report and Analysis on
• New discussion on education research in the digital teaching secondary social studies
age
Chapter 24: Action Research
Chapter 3: Locating and Reviewing the Literature
• How to annotate sources prior to preparation of a lit- • New information on reflective practice in teacher re-
search using self-study
erature review
• New example of an annotated bibliography in tabu-
New Annotated and Analyzed Research Reports:
lar form
Three new Research Reports have been added to the
• Updated screen shots of ERIC and other useful
text, introducing more research involving qualitative
databases
research as well as urban and secondary settings,
• Updated image and text for acquiring survey results
helping the student apply the text’s concepts and also
• Tips for avoiding plagiarism when summarizing
practice evaluating published studies.
sources
• New set of prompts for evaluating published sources • Implementation of the Guided Reading Approach
• New section on academic style manuals (e.g., APA) with Elementary School Deaf Students
with links to website and online tutorials • Physical Education in Urban High School Class Set-
Chapter 4: Ethics and Research tings: Features and Correlations Between Teaching
• New information about online plagiarism checking Behaviors and Learning Activities
tools • Teaching Social Studies in the 21st Century: A Re-
• Updated More About Research box with the latest search Study of Secondary Social Studies Teachers
Department of Health and Human Services regula- Instructional Methods and Practices
tions for research with human subjects
Chapter 5: Variables and Hypotheses SPECIAL FEATURES
• New information on using propositions in qualitative
research Support for Student Learning
How to Design and Evaluate Research in Education
Chapter 6: Sampling
helps students become critical consumers of research
• New material on “transferability” and how general-
and prepares them to conduct and report their own
izing can be enhanced in qualitative studies
research.
Chapter 7: Instrumentation
Chapter-opening Features: Each chapter begins
• New content on the use of data collection tools in
with an illustration that visually introduces a topic
qualitative research
or issues related to the chapter. This is followed by
Chapter 14: Single-Subject Research an outline of chapter content, chapter learning objec-
• New annotated Research Report and Analysis on the tives, the Interactive and Applied Learning feature
effects of guiding reading with deaf students that lists related supplementary material, and a related
vignette.
Chapter 15: Correlational Research
• New annotated Research Report and Analysis on the More About Research, Research Tips, and Controver-
features and correlations between teaching behaviors sies in Research: These informative sections help stu-
and learning activities in urban high school physical dents to think critically about research while illustrating
education important techniques in educational research.
xxii PREFACE www.mhhe.com/fraenkel9e
End-of-Chapter Learning Supports: The chapters SUPPLEMENTS THAT SUPPORT

conclude with a reminder of the supplementary re- STUDENT LEARNING
sources available, a detailed Main Points section, a list- Online Learning Center Web Site at
ing of Key Terms, and Questions for Discussion. www.mhhe.com/fraenkel9e
Chapters 1–12 include a Research Exercise and a
Problem Sheet to aid students in the construction of a The Online Learning Center Web site offers tools for
research project. study, practice, and application including:
Chapters 13–17 and 19–24 include an actual Re-
Study Resources
search Report that has been annotated to highlight
concepts discussed in the chapter. • Multiple quizzes and flashcards for testing content
knowledge
Practice Resources
Practical Resources and Examples
for Doing and Reading Research • Student Mastery Activities that provide students
extra practice with specific concepts
How to Design and Evaluate Research in Education • Data Analysis Examples and Exercises
provides a comprehensive introduction to research that
is brought to life through practical resources and exam- Research Resources
ples for doing and reading research. • Statistics Program
• Research Tips boxes provide practical suggestions • Correlation Coefficient Applet
for doing research. • Chi Square Applet
• The Annotated Research Reports at the conclusion • Research Wizard, a wizard version of the Problem
of Chapters 13–17 and 19–24 present students with Sheets
research reports and author commentary on how the • Forms, including a Research Worksheet, Sample
study authors have approached and supported their Consent Forms, Research Checklists, electronic ver-
research. sions of the Problem Sheets
• Research Exercises and Problems Sheets at the • A Listing of Professional Journals
conclusion of Chapters 1–13 are tools for students to • Bibliography Builder, an electronic reference builder
use when creating their own research projects. • The McGraw-Hill Guide to Electronic Research
• Using Excel boxes show how these software pro-
grams can be used to calculate various statistics.
• Chapter 24: Action Research details how classroom
SUPPLEMENTS THAT SUPPORT
teachers can and should do research to improve their
INSTRUCTORS
teaching. Online Learning Center Web Site at
• Chapter 25: Preparing Research Proposals and www.mhhe.com/fraenkel9e
Reports walks the reader through proposal and re- The Instructor’s portion of the Online Learning Center
port preparation. offers a number of useful resources for classroom in-
• Resources on the Online Learning Center Web struction, including an Instructor’s Manual, Test Bank,
site (see listing below) provide students with a place Computerized Test Bank, chapter-by-chapter Power-
to start when gathering research tools. Point presentations, and additional resources.
PREFACE xxiii
ACKNOWLEDGMENTS We would also like to thank Vicki Malinee of Van

Directly and indirectly, many people have contributed to Brien and Associates and the editors and staff at Mc-
the preparation of this text. We will begin by acknowl- Graw-Hill for their efforts in turning the manuscript
edging the students in our research classes, who, over into the finished book before you.
the years, have taught us much. Also, we wish to thank Finally, we would like to thank our spouses for their
the reviewers of this edition, whose generous comments unflagging support during the highs and lows that in-
have guided the preparation of this edition. They include: evitably accompany the preparation of a text of this
magnitude.
Tom Kennedy, Nova Southeastern University
Jack R. Fraenkel
Reenay Rogers, University of West Alabama Norman E. Wallen
Graham Stead, Cleveland State University Helen H. Hyun
Andrew Topper, Grand Valley State University
Brenda Walling, East Central University
A Guided Tour of
How to Design and Evaluate
Research in Education
Welcome to How to Design Opening Illustration

and Evaluate Research in
Education. Each chapter opens with an illustrative depiction of a key
concept that will be covered in the chapter.
This comprehensive introduc-
tion to research methods was
Chapter Outline
designed to present the basics of Next, a chapter outline lists the topics to follow.
educational research in as inter-
esting and understandable a way
Interactive and Applied
as possible. To accomplish this, Learning Tools
we’ve created the following fea- This special feature lists the practice activities and
tures for each chapter. resources related to the chapter that are available in
the student supplements.
Locating and Reviewing

the Literature 3 I N T E R A C T I VE A N D A PPL I E D L E A R N I N G
•
Go to the Online Learning Center at
www.mhhe.com/fraenkel9e to:
Read the Guide to Electronic Research

After, or while, reading this chapter:
•
•
•
Go to your online Student Mastery
Activities book to do the following
activities:
Activity 3.1: Library Worksheet
Activity 3.2: Where Would You Look?
Activity 3.3: Do a Computer Search of the Literature
The Definition and Value
of a Literature Review
Types of Sources
Steps Involved in a
Literature Search
Define the Problem as
Precisely as Possible
A fter a career in the military, Phil Gomez is in his first year as a teacher at an adult school in Logan, Utah. He teaches
U.S. history to students who did not graduate from high school but who now are trying to obtain a diploma. He has
learned the hard way, through trial and error, that there are a number of techniques that simply put students to sleep. He
“Hey! There’s Joe. Look Through One or Two sincerely wants to be a good teacher, but he is having trouble getting his students interested in the subject. As he is the only
Taking it easy, Secondary Sources
history teacher in the school, the other teachers are not of much help.
as usual.” “No, he says he’s Select the Appropriate
He wants to get some ideas, therefore, about other approaches, strategies, and techniques that he might use. He decides
reviewing the literature General Reference Tools
for his Biology class!” Formulate Search Terms to do an Internet search to see what he can find out about effective strategies for teaching high school history. His first search
Search Using General yields 12,847 hits! Phil is overwhelmed and at a loss for which sources to view. Should he look at books? Journal articles?
Reference Tools Websites? Government documents? Unpublished reports? Where should he look for the most valid resources? And how could
Doing a Computer Search his searching be done more systematically?
Obtain Primary Sources

Writing the Literature
Review Report
Researching the World Wide
Web
Chapter-Opening Example
The chapter text begins with a practical example—
a dialogue between researchers or a peek into a
classroom—related to the content to follow.
OBJECTIVES Studying this chapter should enable you to:
•
•
Describe briefly why a literature review is
of value.
Name the steps a researcher goes through
in conducting a review of the literature.
•
term “descriptor,” and how both terms are
used in literature searches.
Conduct both a manual and electronic
search of the literature on a topic of
Objectives
• Describe briefly the kinds of information interest to you after a small amount of
contained in a general reference and give “hands-on” computer time and a little help
an example of such a source. from a librarian.
• Explain the difference between a primary
and a secondary source and give an
•
•
Write a summary of your literature review.
Explain what a meta-analysis is.
Chapter objectives prepare the student for the
•
example of each type.
Explain what is meant by the phrase chapter ahead.
“search term” and how it differs from the
xxiv fra10394_ch03_037-059.indd 38 28/01/14 4:55 PM
fra10394_ch03_037-059.indd 37 28/01/14 4:55 PM

Another random document with
no related content on Scribd:
“The principal defects may be presented under the following
headings:
1. Insufficiency in the amount of food allotted.

2. Wrong relative amounts of different classes of food, making it
difficult to serve balanced rations.
3. Unsatisfactory method of distribution of food among the
prisoners.
4. Inadequate system of food allotment and estimates at the
central office.”
Their observations at Sing Sing confirm the report of Warden

Kirchwey.
“With a view to varying the daily menu as much as possible a new
dietary was established early in the year by Dr. Emily C. Seaman, of
Columbia University. A new kitchen was provided in what was
formerly known as the old boiler room, with concrete floor, and walls
and ceiling enameled white. New equipment was installed, including
potato steamers, aluminum kettles, steam kettles, an electric meat
chopper, electric potato paring machine, large gas range for roasting
meats, and large coffee urns. Those employed in the kitchen and
mess hall are dressed in white duck suits. Tables with white
enameled tops and chairs with backs are being installed in place of
the old tables and stools. The new arrangement is reported to have
improved the quality and cleanliness of the food served.”
A Scientific Ration.
In order to make our contention clear, it seems necessary to impart

some technical information.
The value of food is estimated in calories. A calorie may be
expressed in terms of heat or in terms of work. In the laboratory and
by experimentation with human subjects the value of all foods has
been very scientifically demonstrated. Foods largely consist of
proteins, fats and carbohydrates, which have the function of
supplying the body with energy or the power to work. The proper
proportion of these constituents of food makes up a balanced ration
which satisfies our physical needs in the way of nourishment. We get
our carbohydrates from bread, fruits, vegetables, sugar and all grain
products. Fats are derived from meats, eggs, butter, milk, nuts, etc.
The proteins are derived from meats, eggs and some vegetables,
especially beans.
A calorie in terms of heat is defined as the amount required to raise
one pound of water four degrees Fahrenheit. In terms of work or
physical energy a calorie represents the amount of food required to
lift 100 pounds about 30 feet.
It has been ascertained that the average amount of calories required
daily is about 3000 calories for a man who takes exercise. 2500
calories are regarded sufficient for a man who does not take
exercise.
Now a good balanced ration for the average man who is working
moderately may be estimated in the following proportion:
Carbohydrates 2000 calories
Fats 800 calories
Proteins 300 calories
——
3100 calories
Dietary for a Prison.
At the request of the Prison Association of New York a dietary, with

cost values, was prepared by Mr. William Golden, General Inspector
and Dietitian of the Department of Correction, New York City, and Dr.
Emily C. Seaman, Instructor in physiology and chemistry in
Teachers’ College, Columbia University. They suggested a dietary for
fourteen consecutive days and made an estimate of the cost. The
average daily cost for each prisoner was 18.4c, based on prices
February, 1917.
As a sample we present their proposed bill of fare for three alternate
days:
Wednesday.
Breakfast—Oatmeal with milk and sugar, fruit, bread, coffee with milk
and sugar.
Dinner—Roast beef, cornstarch pudding, rice, carrots, raisin sauce,
bread, coffee with milk and sugar.
Supper—Vermicelli soup, graham bread, tea with sugar.
Friday.
Breakfast—Puffed wheat with milk and sugar, bread, coffee with milk
and sugar.
Dinner—Bread, coffee with milk and sugar, salmon, scalloped rice
and tomatoes.
Supper—Bread pudding with raisins, bread, tea with sugar.
Sunday.
Breakfast—Rice with syrup, graham bread, coffee with milk and
sugar.
Dinner—Roast beef, baked potatoes, peas, graham bread, gelatine,
coffee with milk and sugar.
Supper—Cornstarch pudding, gingerbread, tea with sugar.
Now the dietary given above was prepared with special reference to
the physical requirements of the human system. The ingredients are
in the correct proportion to insure health and happiness. Let no one
think this menu is extravagant. The following table presents the
exact amounts given to each person with the cost value. It will
surprise many a warden to note that the total cost is little in excess of
the usual monotonous and haphazard dietary.
Daily Amount and Cost for Each Inmate.
Wednesday.
Oatmeal, 1 oz. $ .00234
Milk, ½ pint .01743
Beef, 9 oz. .06283
Coffee, ⅔ oz. .00530
Fruit, 1 piece .01
Cornstarch, ½ oz. .00138
Raisins, 2 oz. .01016
Bread, 24 oz. .03375
Rice, 1 oz. .00219
Cheese, ½ oz. .00735
Vermicelli, 2 oz. .0084 $ .16113
Estimated value in calories, 3000.
Friday.
Puffed wheat, 1 oz. $ .00235
Salmon, canned, 4 oz. .05313
Rice, 1 oz. .00219
Tomatoes, 2 oz. .00644
Bread, 24 oz. .03375
Raisins, 2 oz. .01016
Coffee, ⅔ oz. .00530
Tea, .11 oz. .00115
Sugar, 2 oz. .00741 $ .13931
Sunday.
Rice, 1 oz. $ .00219
Syrup, 1 oz. .00226
Sugar, 2 oz. .00741
Bread, 24 oz. .03375
Roast Beef, 9 oz. .06283
Potatoes, 10 oz. .025
Peas, 2 oz. .01087
Gelatine, 2 oz. .00375
Cornstarch, ½ oz. .00276
Gingerbread, 8 oz. .02
Tea, .11 oz. .00115
Coffee, ⅔ oz. .00530 $ .19470
The average cost for these three days for each inmate, 16½ cents.
Now this is an imaginary bill of fare, not supposed to be served in
any institution in the world. It is a suggestion of possibilities. The new
service at Sing Sing may approximate to this list of eatables.
Eats in a Michigan Prison.
In the report of the Michigan State Prison for two years ending June
30, 1916, we find the daily menu for every meal in a whole year.
Twenty-six pages of the report are taken up with this schedule of
eatables.
An extract from this report explains the unusual pains to publish the
bill of fare.
“An old adage states that one of the avenues to a man’s heart is
through his stomach. The now existing system of intensive farming,
and of canning the surplus fruits and vegetables not consumed by
the prison commissary has furnished the Michigan State Prison with
unusual opportunity to supply food products. The opportunity is
reflected in the following menu, showing the food actually served
during the last fiscal year.”
We present the menu for a few days selected from different times of
the year:
Saturday, July 3, 1915.
Breakfast—Oatmeal, milk, sugar, bread, butter, coffee.
Dinner—Fried pork steak, mashed potatoes, cream gravy, stewed
tomatoes, bread, iced tea, cookies, strawberry shortcake.
Supper—Lunch from dinner, bread, coffee.
Sunday, August 1, 1915.
Breakfast—Hot biscuits, syrup, fried potatoes, bread, butter, coffee.
Dinner—Roast beef, browned potatoes, beans, lettuce, radishes,
bread, mince pie, iced tea.
Supper—Lunch from dinner, bread, coffee.
Wednesday, December 15, 1915.
Breakfast—Liver and bacon, steamed potatoes, bread, gravy, coffee.
Dinner—Boiled beef, fried parsnips, steamed potatoes, onions,
mashed turnips, tomato pickle, bread.
Supper—Bean soup, corn bread, crackers, bread, coffee.
Thursday, February 24, 1916.
Breakfast—Baked hash, gravy, bread, coffee.
Dinner—Baked beans, pork, syrup, steamed potatoes, bread,
buttermilk.
Supper—Rice soup, corn bread, crackers, bread, coffee.
Tuesday, May 23, 1916.
Breakfast—Creamed potatoes, apple jelly, bread, coffee.
Dinner—Boiled pork, stewed beans, horseradish, mashed
rutabagas, green onions, bread, buttermilk.
Supper—Rice soup, rhubarb pie, bread, coffee.
Complete menus are given for 364 days, or for 1092 meals. No, we
were not quoting from the Ritz-Carlton cuisine, but from the culinary
department of a western penal establishment.
Elmira Reformatory.
The daily bill of fare at the Elmira Reformatory shows that the
question of the serving and the variety of food has had careful
thought. We quote from a recent report of the State Commission of
Prisons, N. Y.
“This institution has one of the best equipped kitchens in the State. It
is kept scrupulously clean and the waste has been reduced to a
minimum. A physician makes frequent inspections which include an
examination of the inmates employed in the kitchen and mess halls.
Special white suits are provided.”
Sunday.
Breakfast—Rolled oats, bread, coffee, syrup.
Dinner—Beef soup, corned beef, boiled potatoes, bread, coffee,
pudding.
Supper—Stewed raisins, spice cake, bread, butter, syrup, tea.
Monday.
Breakfast—Creamed rice, bread, coffee.
Dinner—Roast beef, brown gravy, potatoes, bread, coffee, rice
pudding.
Supper—Roast beef hash, bread, butter, syrup, tea.
Friday.
Breakfast—Rolled oats with milk and sugar, bread, coffee.
Dinner—Macaroni with tomato sauce, creamed potatoes, rice
pudding with raisins, bread, coffee.
Supper—Creamed rice, bread, butter, syrup, tea.
Albany, N. Y.
From the same report we learn of a more modest menu at the

Albany County Prison. Besides the conventional bread and coffee
served every morning, there was always an additional article of food.
Beginning with Monday in one week, these articles in consecutive
order were oatmeal, hash, rice and syrup, cornbeef hash, oatmeal,
hash, rice and jelly.
For supper the invariable ration was bread, beef stew and tea. For
dinner, always bread and coffee, meat four times weekly, pea soup
one day, bean soup one day, and on Sunday beans and eggs.
This menu is above the average for variety and quantity.
There are many institutions still serving bread and coffee night and
morning, and a dinner of weak soup, with more or less meat and
vegetables.
Buying for Institutions.
In the last report of the Board of State Charities, Ohio, Mr. Henry C.
Eyman, of Massillon, makes some wise suggestions in regard to
some economical variation of the dietary.
“By a little care in arranging the diet list a great saving may result. It
is easy to reduce the total cost of your food supply 25%. Does that
look unreasonable? Well, let us analyze some prices. We must use
present-day prices because we know not what tomorrow may bring.
Suppose you have potatoes on the bill of fare twice daily, or fourteen
times a week, the cost for 1000 persons would be at present prices,
$32.00 per meal, or $448.00 per week. Now substitute for potatoes,
rice three times, hominy twice and corn meal mush three times, your
total cost of potatoes will be six times $192.00; rice three times
$6.00; hominy twice $4.00; corn meal mush three times $5.00, or a
total of $207.00, as against $448.00, or a saving of $241.00 per
week, or $12,532 per year. Now let us substitute evaporated
peaches, evaporated apples and evaporated apricots for these same
goods canned. Fruits should be used once daily. The canned fruits
will cost an average of $14.00 a meal for 1000 persons, while the
evaporated fruit will cost an average of $4.00 for same number, a
saving of $10.00 per day, or $3,650.00 a year. Now you will admit
that fish is a desirable article of diet for at least 32 weeks a year.
Suppose fish be placed on your bill of fare twice a week for 32
weeks, or in all for 64 meals. Beef, pork or mutton will all cost about
the same, or for 1000 persons $45.00. Fish for same number, $18.00
to $20.00, or a saving per meal of $25.00 to $27.00, or for the year,
$1670.00. Now, in these three items just mentioned we have
effected a saving of $16,000.00, or more than 25% of your entire
food cost. The entire food cost for 1000 persons will run between
$40,000.00 and $45,000.00 per annum.
“It is an easy matter to take every article of food which makes your
dietary, calculate food values and prices and make your bill of fare in
accordance therewith. Entirely too much meat is used by all of us.
Beans, peas, asparagus, milk, cheese and spinach make an
excellent direct substitute. This is conservation, without loss in heat
units or even in the tastiness of the food.”
Dietary in Illinois.
In the Institution Quarterly, published by the Public Charity Service of

Illinois, Mr. Thomas Carroll, Traveling Steward for the Board, writes
in regard to the waste which has been so prevalent in public
institutions.
“The lack of proper distribution, indifference as to preparation, lack of
proper knowledge of the amounts of food required, have been chief
impediments encountered in some of the institutions. Non-utilization
of food up to its fullest possibilities has also been a serious drawback
in the past.”
Among the defects found in the institutions were:
1. Too much food of one kind. Entire lack of variety.

2. Poorly balanced menus.
3. An overamount of meat, occasionally an under supply.
4. Making of bones into soap instead of stock for soup.
5. Waste of fats.
6. Poor supervision in serving the food.
7. Inadequate chinaware or dishes in general.
8. Unsanitary conditions in the kitchen and in service.
“With the co-operation of managers, storekeepers, cooks and

servers, nearly all these defects have been remedied to a large
degree.”
One illustration will indicate the nature of the service of Mr. Carroll.
“One institution which usually purchased 11,000 to 13,000 pounds of
cooking oils and lard annually has not purchased a single pound
since the first visit of the Steward. Excessive fats are trimmed from
the meats, and are rendered in a large caldron expressly made for
that purpose, and there is at present a surplus of nearly 5,000
pounds on hand, notwithstanding the fact that every requisition for
fats and oils have been filled.
“By saving all bones the same institution has an excellent supply of
soup two or three times each week for the entire institution. It is of
excellent quality, superior to that served in most restaurants.”
Dietary for 1000 Persons.
At the special request of the Secretary of the Society,

Superintendent Eyman has prepared for our readers the following
table, to which we call the attention of all superintendents, wardens
and managers of public institutions. The estimates are based on the
food requirements for an institution having 1000 inmates, and
include the complete menu for every day in a week, with amounts,
prices and food values. This table was prepared before the President
had issued his request with reference to our abstinence from meats
and white bread on certain days of the week. It can readily be
modified to meet the present food conditions of the country.
His estimate of the daily cost for each inmate is only 16 cents and
thus indicates that a considerable variety may be served without
undue expense. It is not intended that any purveyor may follow the
exact program, but his suggestions are highly interesting.
BILL OF FARE FOR ONE WEEK FOR AN

INSTITUTION OF 1,000 INMATES
By Henry C. Eyman, Superintendent Ohio State Hospital, Massillon,
Ohio.
SUNDAY.
BREAKFAST.
Items Amount Cost
Baked beans 150lbs. (raw) $11.75
With pork 50lbs. 11.00
Evaporated fruit 90lbs. 9.45
Bread 80loaves 4.40
Butter 25lbs. 12.50
Milk 480lbs. 14.40
Coffee 8lbs. .96
Sugar 9lbs. .75
DINNER.
Roast pork 300lbs. 66.00
Gravy 10lbs. .50
Potatoes 5bushels 6.25
Bread 80loaves 4.40
Pie 29.50
Coffee 6lbs. .72
Tea 2lbs. .48
Sugar 9lbs. .75
SUPPER.
Tapioca pudding 5.85
Hot biscuit 6.00
Syrup 4.00
Butter 25lbs. 12.50
Tea 2lbs. .48
Sugar 9lbs. .75
Milk 480lbs. 14.40
———
Total cost Sunday for 1,000 inmates $217.79
Approximate cost for each inmate 21⅘ cents
Food value for each inmate, 2,700 calories.
MONDAY.
BREAKFAST.
Items Amount Cost
Evaporated fruit 90lbs. $ 9.45
Oatmeal 71lbs. 3.20
Bread 80loaves 4.40
Butter 25lbs. 12.50
Milk 480lbs. 14.40
Coffee 8lbs. .96
Sugar 9lbs. .75
DINNER.
Beef Stew 26.84
Macaroni 85lbs. 5.95
Bread 80loaves 4.40
Tea 2lbs. .48
Coffee 6lbs. .72
Sugar 9lbs. .75
SUPPER.
lbs.
Cornmeal mush 70 5.85
(meal)
Bread 80loaves 4.40
Butter 25lbs. 12.50
Tea 2½lbs. .60
Milk 480lbs. 14.40
Sugar 9lbs. .75
————
Total cost Monday for 1,000 inmates $132.75
Approximate cost each inmate 13¼ cents
Food value for each inmate, 2,631
calories.
TUESDAY.
BREAKFAST.
Items Quantity Cost
Prunes 54lbs. $ 4.72
Boiled potatoes 5bushels 6.25
Rye bread 70loaves 3.50
Butter 25lbs. 12.50
Coffee 8lbs. .96
Milk 480lbs. 14.40
Sugar 9lbs. .75
DINNER.
Boiled pork 65lbs. } 12.50
Boiled cabbage 400lbs. }
Red beets 8bushels 8.00
Sugar 9lbs. .75
Coffee 6lbs. .72
Tea 2lbs. .48
SUPPER.
Stewed corn 100lbs. 4.00
Butter 25lbs. 12.50
Tea 2¼lbs. .52
Milk 480lbs. 14.40
Sour pickles 25gal. 3.00
Sugar 9lbs. .75
———
Total cost Tuesday for 1,000 inmates $107.70
Approximate cost each inmate 10⅘ cents
WEDNESDAY.
BREAKFAST.
Items Quantity Cost
Sausage 200lbs. $32.00
Oatmeal 71lbs. 3.20
Bread 80loaves 4.40
Butter 25lbs. 12.50
Coffee 8lbs. .96
Milk 480lbs. 14.40
Sugar 9lbs. .75
DINNER.
Boiled pork 300lbs. 66.00
Navy beans 165lbs. 18.00
Kraut 4.56
Bread 80loaves 4.40
Coffee 6lbs. .72
Tea 2lbs. .52
Sugar 9lbs. .75
SUPPER.
Gingerbread 4.80
Cornmeal mush 70lbs. 5.85
Bread 80loaves 4.40
Butter 25lbs. 12.50
Tea 2lbs. .52
Milk 480lbs. 14.40
Sugar 9lbs. .75
———
Total cost Wednesday for 1,000 inmates $215.83
Approximate cost each inmate 21⅗ cents
THURSDAY.
BREAKFAST.
Items Quantity Cost
Rice 50lbs. 5.00
Bread 80loaves 4.40
Butter 25lbs. 12.50
Coffee 8lbs. .96
Milk 480lbs. 14.40
Sugar 9lbs. .75
DINNER.
Beef Stew 26.84
Macaroni 85lbs. 5.95
Bread 80loaves 4.40
Coffee 6lbs. .72
Tea 2lbs. .48
Sugar 9lbs. .75
SUPPER.
Stewed tomatoes 50gal. 12.50
Cinnamon rolls 4.80
Bread 80loaves 4.40
Butter 25lbs. 12.50
Tea 2lbs. .48
Milk 480lbs. 14.40
Sugar 9lbs. .75
————
Total cost Thursday for 1,000 inmates $145.88
Approximate cost each inmate 14⅗ cents
FRIDAY.
BREAKFAST.
Items Quantity Cost
Farina 45lbs. 2.70
Bread 80loaves 4.40
Butter 25lbs. 12.50
Coffee 8lbs. .96
Milk 480lbs. 14.40
Sugar 9lbs. .75
DINNER.
Fish 300lbs. 27.00
Potatoes 5bushels 6.25
Navy beans 150lbs. 17.25
Bread 80loaves 4.40
Coffee 6lbs. .72
Tea 2lbs. .48
Sugar 9lbs. .75
SUPPER.
Oatmeal 71lbs. 3.20
Bread 80loaves 4.40
Butter 25lbs. 12.50
Tea 2lbs. .48
Milk 480lbs. 14.40
Sugar 9lbs. .75
————
Total cost Friday for 1,000 inmates $145.74
Approximate cost each inmate 14⅘ cents
SATURDAY.
BREAKFAST.
Items Quantity Cost
Liver 225lbs. $29.25
Bacon 16lbs. 9.60
Oatmeal 71lbs. 3.20
Bread 80loaves 4.40
Butter 25lbs. 12.50
Coffee 8lbs. .96
Milk 480lbs. 14.40
Sugar 9lbs. .75
DINNER.
Pork 65lbs. } 12.50
Cabbage 400lbs. }
Bread 80loaves 4.40
Sugar 9lbs. .75
Coffee 6lbs. .72
Tea 2lbs. .48
SUPPER.
Hot rolls 6.00
Kraut 40gal. 4.80
Butter 25lbs. 12.50
Tea 2lbs. .48
Milk 480lbs. 14.40
Sugar 9lbs. .75
———
Total cost Saturday for 1,000 inmates $150.29
Approximate cost each inmate 15 cents
It must be understood that in the preparation of this dietary for a
week Mr. Eyman had in mind the food necessities for the general
institution, not specializing for an establishment where men and
women are sent to repent. However, it is now recognized that a
wholesome and appetizing bill of fare should be prepared for
inmates of any home or institution in order for both health and
economy. Most wardens would cut out the Sunday pie. Something
more nutritious and wholesome could readily be substituted. The
loaves of bread are reported to weigh 2 lbs. each.
Expert Opinion.
In this connection we are glad to call attention to a portion of an

editorial from the Journal of the American Medical Association for
November, 1916:
“So long as it was held that a prison is merely an institution for the
safe detention of criminals, it was not to be expected that the
hygienic conditions prevailing in such a place would be in harmony
with the best experience or the newest schemes of sanitary science.
Food in such an institution was intended solely to keep the prisoner
alive and enable him to perform his allotted daily tasks. Penal
institutions are beginning, however, to be the seats of active reform.
With the acceptance of such a program as part of the function of our
prisons, the problem of nutrition can no longer be neglected entirely.
It may reasonably be contended that good housing conditions and
suitable diet do not of themselves secure reformation of the
misguided or the habitual criminal; but without some consideration of
the necessity of proper food, the best ends of the imprisonment for
crime cannot be attained. Malnutrition may or may not contribute to
the production of criminals; in any event, the physiologic and psychic
conditions attending the lack of palatable food and a well-balanced
ration are not such as are conducive to those mental attitudes that
lead to improved conduct and more wholesome life. It has been
remarked that while a prisoner is not incarcerated for the purpose of
being fed an ideal diet, nevertheless he should be fed so as to insure
good health and a stable nervous system. * * *
“It seems extraordinary that so little judgment is shown by prison
officials in varying and improving the dietary. The same unappetizing
stuff is served day after day and year after year, with no variety in
food or manner of preparation. A large number of the prisoners have
stomach troubles from this cause alone. Canned food is served
when fresh vegetables would be just as cheap. The meat is cooked
to death and is covered by a so-called sauce. The kitchen keepers
are not to blame; it is the fault of the system.
“The remedy for this fault is to be found in the appointment of trained
dietitians. So long as hospitals and other establishments which
incidentally cater to mankind have been slow to appreciate the need
of expert services in the planning and preparation of meals as well
as in the purchasing of rations, we can understand the inertia of the
prison management in this respect. But the time has apparently
come for the introduction of such efficiency and supervision as will
lead not only to economy of service but also to physiologic well-
being. If the dietary is as important as the coal supply or the
construction accounts, it deserves a dietitian rather than a stoker or
a skilled mechanic to be placed in charge of the food problems.”
MICHIGAN STATE PRISON.
We have received the Report of the Board of Control of the Michigan
State Prison at Jackson. It is a pamphlet of 140 pages, including 40
full page cuts. There are also four folders of the farm plots. It is a
report which reports. We have already spoken of the 26 pages
reporting the menu for every meal for a year. We may learn the
names and duties of the 90 officers, and their salaries. One table
gives the age, nativity, crime, sentence, residence and previous
record of each inmate. The names are wisely withheld. The average
population was 986. Twenty-five men had escaped in the last two
years. We are informed of the date of the escape and the part of the
farm and premises from which they absconded. The date of their
return is specified. Ten were at large when the pamphlet was made
up. They are confident of apprehending these ten. They have no
barred windows, no locked doors, no armed guards. The men work
over a plantation of more than three thousand acres, of which 2,137
belong to the institution. They rent 900 acres. They had 507 cattle
when the report was made, having just sold 146 steers for $14,600.
The dairy of 200 cows supplies the institution with abundant milk and
butter. Horses, hogs, bees and poultry are also in evidence. “The
banner record in poultry this year was made by an inmate * * * who
without an incubator was responsible for hatching and raising more
than two thousand chickens.”
By no means do they confine their attention to farming. To put a
thousand men on a farm of three thousand acres and expect them to
support themselves and have a surplus is an absurdity. There are
various industries.
Twine plant, product 1916 $106,820.79
Canning factory, product 1916 62,949.58
Granite shop, product 1916 16,385.79
Brick and tile plant, product 1916 52,866.44
Brooms, product 1916 5,696.25
The net earnings in two years were $206,206.18
They had paid to the efficient workmen 65,009.35
In the year 1917 they were anticipating a canned pack of
$100,000.00. Of the products of the farm “they eat what they can,
and can what they can’t.”
Canning Factory.
“The intensive production of fruits and vegetables on the farms

created a surplus which had to be cared for. * * * Hence the
necessity for the canning plant. This industry * * * has accomplished
more than any other one industry in the prison to insure the industrial
success of the institution.
“From the standpoint of a prison industry it ranks first, inasmuch as
the entire produce except the can is the direct result of prison labor.
While other industries require the purchase of material for
manufacturing, in the canning plant, the material, coming from the
prison farms, is also produced by prison labor.
“The refuse from the factory in the lines of fodder, husks, etc., from
the sweet corn; vines and pods from the peas; tops from the beets,
and pomace from the apples press, furnish largely the ensilage
ration for the large herds of cattle.
“The management is adding each year some new item to the pack of
canned goods, until now it includes all varieties of fruits and
vegetables, apple jelly, sorghum molasses, baked pork and beans,
spaghetti, and the generation of pure cider vinegar. (They may soon
rival the 57 varieties of Mr. Heinz.)
“The sanitary conditions in the factory are perfect. Any man, in order
to be eligible to work in this factory, must have a clean bill of health
from the prison physician. To further the sanitary conditions, the
equipment and entire interior of the plant is painted white.”
Consumers and any one interested may inspect this plant at any
time. Here they see the men, preparing the vegetables for canning,
in a white room, dressed in white caps, white coats, white shirts, and
white aprons.
They have copyrighted the label “Home Grown,” and adopted as
their slogan: “We grow, pack, sell and guarantee our own product.”
Their goods are sold in the open market, being very popular
throughout the State and in adjoining States.
They have long ago abolished the contract system which was really
a system of slavery. They have gone beyond the policy of raising
produce or manufacturing articles for State-use, but transact
business on the State-Account plan, disposing of the product
wherever they can find a market. They claim that under their system
of employing convicts, outside labor has nothing to fear from
competition. Contract labor may have been somewhat of a menace
to labor on the outside, but these men earning wages are engaged in
honest production and the product is distributed just as the fruits of
any other industry. Let me illustrate. A man working on a farm, in a
canning factory, in a cotton mill, commits a fault and is secluded from
the community but continues his work on another farm, in another
canning factory, in another cotton mill. He receives wages which
maintains his family. Competition is neither increased nor
diminished. When the man is released, he may return to his old job.
High authority in the labor unions has stated that there is no
objection to a system which affords fair play to the prisoner and also
to the working man. Laborers have justly opposed the exploitation of
prisoners under the lease and contract systems. They have not been
opposed to the development of prison industries on a fair basis.
They present no objection to a “State-Use” method, and we trust
they will not oppose the development of a few industries organized
under the State-Account plan which appears to have been so
successful in the Michigan State Prison.
Fair Exhibits.
The products of the prison industries and of the farm have been
shown at a number of County Fairs and also at the State Fair, and
the public has thus been informed of their activities and greatly
pleased therewith. Nought has been heard but favorable comment.
Kitchen and Dining Room.
The culinary department is managed on the most approved sanitary

scheme. None but healthy men are employed. They use every
vegetable which will grow in Michigan, as long as the season lasts,
and the canned product when the season is over. Every sanitary
precaution is taken in the preparation of the meat from the pasturage
and feeding of the stock, the slaughtering and handling of the
carcass, in the cooking and serving the various viands on the dining
table.
Objects.
It is not the object of the officers to exploit the men to the advantage
of the State. In the last two years they may have returned to the
State about $9,000, but in the same time they paid out to the men
the sum of $65,000 in wages. They are spending their surplus in
betterments. They have built dormitories, with rooms, not cells,
avoiding particularly the menagerie appearance. They aim to supply
the men with a wholesome and natural environment, believing that
thus they may accomplish the main object of a penal institution
which is the reformation and restoration of the offender.
A. H. V.
THE PRISON AND THE PRISONER.
A Symposium, edited by Julia K. Jaffray, Secretary, National
Committee on Prisons and Prison Labor. Boston. Little, Brown and
Company. 1917. $2.50.
A volume of 216 pages, containing eleven chapters contributed by
fourteen men of high repute. Judge Wadhams, of New York City,
comments on the Indeterminate Sentence, favoring a liberal
application of the principle. Doctor Glueck and Doctor Salmon
describe the necessity for psychiatrical studies of the convict in order
to determine the best treatment for his welfare and also for the
interest of the community.
Thomas Mott Osborne briefly delineates the self-government plan as
instituted by him at Auburn and Sing Sing, and E. Kent Hubbard
describes a similar system adopted in the Connecticut State
Reformatory. “The Honor System” is condemned and there is no
word in its defense.
We commend the book to all those who wish in brief compass to
know what progress has been made in humanitarian ideals for the
reformation of prisoners and what the scientific analysis of modern
conditions indicates as the best measures to attain the cure and
prevention of crime. Like other compilations, however, the various
themes are not treated with equally judicial tone or
comprehensiveness.
THE OFFENDER.
By Burdette G. Lewis, Commissioner of Correction, New York City.
Harper and Brothers. 382 pp. $2.00.
In this volume of 382 pages, Commissioner Lewis speaks from
careful observation and from conscientious study. The reader will
soon perceive that a judicial treatment is applied to the various
questions involved in dealing with penological problems. Various
systems of government are considered, the differences between the
Honor System and the Self-Government clearly indicated, and
valuable suggestions made as to the classes of prisoners to which
the various systems of government may be adapted. The subjects of
Probation and The Indeterminate Sentence are fairly presented and
discussed, the author coming to the conclusion that the
Indeterminate Sentence is far preferable to the determinate system
of the older penology.
The tendency today is to treat the offender in much the same way as
the insane are now treated. Originally these unfortunates were dealt
with as though possessed of demons. Gradually a reform was
introduced. Special institutions were established, and these have
been gradually improved to the extent that such afflicted persons are
given such occupation and such freedom as compatible with safety.
The result is that from 20 to 30 per cent. of them are either released
as cured or may be released under the custodial care of their friends
or relatives.
Mr. Lewis holds that the tendency to accord similar treatment after a
careful diagnosis of each case to the delinquent is likely to produce a
similar result. Each offender should be dealt with according to his
special peculiarity, the treatment aiming at the substitution of good
for bad habits, commitment to prison being used when it is not in the
interest of the individual or of society to release the convicted
criminal. Mr. Lewis advocates the retaining of old-established
methods as long as they are of service. These should not be
discarded merely because they are old. He claims that the leaders in
the movement agree that the new methods should be wisely tested
before they are introduced generally. It is clear that there must have
been good reasons for the adoption of any new method, but at the
same time he is strongly in favor of studying the human equation,
and of differentiating the treatment to suit each case.
In order to administer intelligently the large department under his
charge he has “found it necessary to proceed carefully and to
experiment widely before effecting a departure from the well-known
methods of treatment.” The processes as well as the result of Mr.
Lewis’s labors are given in the present volume. In Part I he
rehearses the fundamental social forces upon which one must
depend in order to check the development of the criminal. Among
these are the home, the church, the school, health and sanitation,
and the police.
In Part II are outlined the manner of utilizing the forces likely to
improve the offender; in short, all the forces of law, order and social
development in harmonious co-operation. The book is of serious
concern to all interested in social science and in the best means of
encouraging normal growth and development through a study of
existing conditions.
PRISON ASSOCIATION OF NEW
YORK.
We acknowledge the receipt of the Seventy-second Annual Report
of our sister association in New York. It is a ponderous pamphlet of
648 pages full of information concerning Prison Progress in 1916.
This Association was incorporated in 1846.
Our members will be interested in knowing that their Executive
Committee, like our Acting Committee, has power to examine, and
inspect all prisons of the State. Not only do they have the power but
it is also enjoined upon them as a duty to make such visits and to
report annually to the State Legislature the condition of the prisons
and any circumstances “in regard to them as may enable the
Legislature to perfect their government and discipline.” The charter
also provides that the State shall print 500 copies of this annual
report. Many additional copies are purchased by the Association for
general distribution.
Their working staff contains twenty officers who are engaged in
parole and probation duties, in the work of inspection and research,
in securing employment and in affording relief.
The last 300 pages of this document are devoted to reports of the
inspection of the various prisons of the State. The officers do not
shrink from sharp criticism of undesirable features, and yet their
criticism is of a constructive type. Recommendations are made, and
the progress made since the last inspection is duly credited.
We have also received the Report of the New York State
Commission of Prisons, a bound volume of 592 pages. 328 pages
are devoted to description, recommendations and criticisms
connected with the prisons of the State from the large State Prisons
to the small village lock-ups. This appears to us a duplication of the
work of the Prison Association. Why should there be two
organizations doing the same work?
The report of the Prison Association contains much valuable
information with regard to legislation both recent and proposed, and
to the success of the reformatory measures recently introduced into
their penal system. Those who desire copies of the report may write
to this Association at 135 E. 15th St., New York City.
NEW JERSEY PRISON INQUIRY
COMMISSION.
This Commission was appointed according to the provisions of a bill
of the legislature of the State passed in January, 1917. By January 1,
1918, the Commission had prepared an elaborate report of 822
pages giving a history and description of the prisons and penal
methods of the State, and also presenting their recommendations.
The historical record in general indicates a series of failures rather
than of successes in penal administration. The so-called
“Pennsylvania system,” the “Auburn Plan,” the method of contract
labor, the State-Use plan, the Parole work, the efforts at
Reformation, the partisan Boards, all have their share of more or
less condemnation.
The student of penology, however, will discover in this record
encouraging tendencies which may ultimately bring about a higher
type of treatment of those who go astray.
The Commission believes in giving the largest opportunities for work
in the open air and regards with detestation the “vicious rule of
silence.”
Their discussion with regard to the merits and demerits of a Central
Board of Control of all correctional institutions is deeply interesting
and illuminating. They have come to the conclusion that a “system
may be devised which will give to the State of New Jersey the
benefits of a centralized control of its correctional system as a whole,
but which will still leave to the separate institutions the advantages of
the personal interest and devotion which have been such important
factors in their development.” To accomplish this purpose, they
recommend the appointment of a Central Board by the Governor,
who without compensation, shall have a general power of
supervision and visitation of all correctional institutions. The local
boards are to be continued with authority to manage the several
institutions to which they are attached.
The principal recommendation of this Commission is to advise the
appointment of this Central Board with whom should be vested the
power to readjust, harmonize and improve the entire penal system of
the State.

Ebook Ebook PDF How To Design and Evaluate Research in Education 9Th Edition All Chapter PDF Docx Kindle

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ebook Ebook PDF How To Design and Evaluate Research in Education 9Th Edition All Chapter PDF Docx Kindle

Uploaded by

Copyright:

Available Formats

(eBook PDF) How to Design and

Evaluate Research in Education 9th

Main Points 181 Reference 183

PART 3 Data Analysis 185

10 Descriptive Statistics 186 Main Points 241

PART 4 Quantitative Research Methodologies 263

13 Experimental Research 264 Control of Experimental Treatments 284

14 Single-Subject Research 301 Steps Involved in Causal-Comparative

15 Correlational Research 331

What Is Causal-Comparative Research? 364

PART 5 Introduction to Qualitative Research 421

18 The Nature of Qualitative Interviewing 448

Generalization in Qualitative Research 434 What Is Content Analysis? 476

22 Historical Research 532 An Example of Historical Research 541

PART 7 Mixed-Methods Studies 553

23 Mixed-Methods Research 554 Evaluating a Mixed-Methods Study 563

PART 8 Research by Practitioners 585

24 Action Research 586 Hypothetical Examples of Practical Action

PART 9 Writing Research Proposals and Reports 613

25 Preparing Research Proposals Appendixes A-1

Sections Unique to Research Reports 622

RESEARCH REPORTS RESEARCH TIPS

Some Thoughts About Meta-Analysis 178 TABLES

Figure 17.4 Example of Several Contingency Figure 20.3 An Example of Coding an

How to Design and Evaluate Research in Education CONTENT COVERAGE

End-of-Chapter Learning Supports: The chapters SUPPLEMENTS THAT SUPPORT

ACKNOWLEDGMENTS We would also like to thank Vicki Malinee of Van

Welcome to How to Design Opening Illustration

Locating and Reviewing

Read the Guide to Electronic Research

Obtain Primary Sources

xxiv fra10394_ch03_037-059.indd 38 28/01/14 4:55 PM

fra10394_ch03_037-059.indd 37 28/01/14 4:55 PM

1. Insufficiency in the amount of food allotted.

Their observations at Sing Sing confirm the report of Warden

In order to make our contention clear, it seems necessary to impart

Dietary for a Prison.

At the request of the Prison Association of New York a dietary, with

Daily Amount and Cost for Each Inmate.

Eats in a Michigan Prison.

From the same report we learn of a more modest menu at the

Buying for Institutions.

In the Institution Quarterly, published by the Public Charity Service of

1. Too much food of one kind. Entire lack of variety.

“With the co-operation of managers, storekeepers, cooks and

Dietary for 1000 Persons.

At the special request of the Secretary of the Society,

BILL OF FARE FOR ONE WEEK FOR AN

In this connection we are glad to call attention to a portion of an

“The intensive production of fruits and vegetables on the farms

Kitchen and Dining Room.

The culinary department is managed on the most approved sanitary

You might also like