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on them in your own words. Similarly, see if you
can provide your own definition for each term in
the list of key terms. If you come across a topic that
you have not mastered, study the chapter further
or use another resource, such as Google, which
often yields informative websites. Then take the
self-check test in the chapter, which includes mul-
tiple-choice items related to the chapter’s important
ideas. If you wish to expand your understanding
of particular topics, you can read the resources for
further study listed at the end of the chapter.
Prepare for Tests
You can prepare for the instructor’s tests by review-
ing the lists of important ideas and key terms, any
chapter material that you highlighted, and your
class notes. Another useful strategy is to hold a re-
view session with one or more of you classmates.
You can take turns acting as the instructor, making
up questions about the chapter content and having
classmates answer them.
Complete Homework Assignments
If your instructor gives you assignments that in-
volve preparing a research proposal or conducting
a study, you can refer to Chapter 2 and the guide
in Appendix 1 to help you. If you are given as-
signments involving the preparation of a literature
review, you can refer to the chapters in Part Two
and Appendix 2.
If an assignment requires you to evaluate a full-
text research article, you can refer to Appendix 3
(general criteria for evaluating quantitative research
studies), Appendix 4 (general criteria for evaluat-
ing qualitative research studies), and Appendix 5
PREFACE vii
(evaluation criteria that are specific to a particular re-
search design). Also, you can read about these evalu-
ation criteria in the chapter where they are explained.
If you are asked to identify a problem of prac-
tice and explain how research might shed light on
it, you will find it helpful to refer to the section
titled An Example of How [chapter topic] Can Help
in Solving Problems of Practice at the end of most
chapters.
INSTRUCTOR’S MANUAL
The Instructor’s Manual for the seventh edition of
Applying Educational Research includes sugges-
tions for designing an introductory research course
for undergraduate or graduate students in educa-
tion and related fields, teaching activities related to
each chapter’s content, and a test-item bank with
both multiple-choice and short-answer items cover-
ing the content of each chapter.
ACKNOWLEDGMENTS
We thank our many colleagues who have shared
with us their knowledge, insights, and experiences
relating to educational research. In particular, we
express our appreciation to the following reviewers
for their helpful feedback about the sixth edition:
Vikki K. Collins, Troy University; Ronald F. Dugan,
College of Saint Rose; and Fred Jacobs, American
University. We also wish to thank our copyeditor,
Cassie Tuttle, for her careful review of the manu-
script and helpful suggestions.
M. D. (Mark) Gall
Joyce P. (Joy) Gall
Brief Contents

Part One INTRODUCTION CHAPTER 15 NARRATIVE RESEARCH 421

CHAPTER 1 USING RESEARCH EVIDENCE CHAPTER 16 HISTORICAL RESEARCH 445
TO IMPROVE EDUCATIONAL PRACTICE 1
Part Five COMBINING QUANTITATIVE AND
CHAPTER 2 DOING YOUR OWN RESEARCH: QUALITATIVE METHODOLOGIES TO STUDY
FROM PROPOSAL TO FINAL REPORT 26 PROBLEMS OF PRACTICE
Part Two APPLYING THE RESEARCH LITERATURE CHAPTER 17 MIXED-METHODS
TO PROBLEMS OF PRACTICE RESEARCH 474
CHAPTER 3 CONDUCTING AND WRITING Part Six USING OTHER RESEARCH
YOUR OWN LITERATURE REVIEW 53 METHODOLOGIES TO STUDY PROBLEMS
CHAPTER 4 USING SEARCH ENGINES AND OF PRACTICE
AVAILABLE LITERATURE REVIEWS 91
CHAPTER 18 ACTION RESEARCH 503
Part Three USING QUANTITATIVE CHAPTER 19 EVALUATION RESEARCH 530
METHODOLOGY TO STUDY PROBLEMS
OF PRACTICE SELF-CHECK TEST ANSWERS 551
CHAPTER 5 ANALYZING AND EVALUATING
APPENDIX 1 GUIDE FOR OUTLINING A
REPORTS OF QUANTITATIVE RESEARCH
QUANTITATIVE OR QUALITATIVE
STUDIES 107
RESEARCH PROPOSAL 552
CHAPTER 6 USING DESCRIPTIVE
APPENDIX 2 SEARCH OPTIONS IN THE
STATISTICS TO STUDY PROBLEMS OF
ERIC SEARCH ENGINE 554
PRACTICE 143
APPENDIX 3 QUESTIONS TO ASK
CHAPTER 7 TESTS OF STATISTICAL
YOURSELF WHEN EVALUATING A REPORT
SIGNIFICANCE 165
OF A QUANTITATIVE STUDY 560
CHAPTER 8 THE PRACTICAL
APPENDIX 4 QUESTIONS TO ASK
SIGNIFICANCE OF STATISTICAL RESULTS 185
YOURSELF WHEN EVALUATING A
CHAPTER 9 DESCRIPTIVE RESEARCH 203 REPORT OF A QUALITATIVE STUDY 564
CHAPTER 10 GROUP COMPARISON APPENDIX 5 DESIGN-SPECIFIC
RESEARCH 233 QUESTIONS TO ASK YOURSELF WHEN
CHAPTER 11 CORRELATIONAL RESEARCH 261 EVALUATING A RESEARCH REPORT 568
CHAPTER 12 EXPERIMENTAL RESEARCH 293
GLOSSARY 570
Part Four USING QUALITATIVE METHODOLOGY
TO STUDY PROBLEMS OF PRACTICE NAME INDEX 585
CHAPTER 13 CASE STUDIES IN
QUALITATIVE RESEARCH 341 SUBJECT INDEX 593

CHAPTER 14 ETHNOGRAPHY AND

CRITICAL RESEARCH 385

viii
Contents

PREFACE iv ■ Sample Educational Research Study: How

REPRINTED ARTICLES xvii Students’ Sleepy Brains Fail Them 21
Reprint of Journal Article 21

PART ONE INTRODUCTION

CHAPTER 2 DOING YOUR OWN RESEARCH:
FROM PROPOSAL TO FINAL REPORT 26
CHAPTER 1 USING RESEARCH EVIDENCE Identifying a Research Problem 28
TO IMPROVE EDUCATIONAL PRACTICE 1 Outlining a Research Proposal 31
Evidence-Based Professional Practice 3 Purpose of Study 33
Evidence-Based Practice in Medicine 3 Research Questions and Hypotheses 34
Evidence-Based Practice in Psychology 4 Quantitative Variables and Case Delineation 35
Evidence-Based Practice in Education 4 Literature Search 36
Traditional Educational Practice 5 Research Design 36
The Movement Toward Evidence-Based Sampling 37
Education 6 Methods of Data Collection 37
Problems of Practice in Education 6 Data-Analysis Procedures 37
The Ethics of Educational Research Ethics and Human Relations 37
and Practice 7 Timeline 41
The Purpose of Educational Research 9 Other Steps in the Research Process 41
Descriptive Research 10 Pilot Study 41
Prediction Research 10 Data Collection 41
Experimental Research 10 Writing a Research Report 41
Explanatory Research 11 A Final Note about Using a Proposal Guide 42
Basic and Applied Research 11 Self-Check Test 42
Characteristics of Research as an Approach Chapter References 43
to Inquiry 12
Resources for Further Study 44
Use of Concepts and Procedures That Are
Shared, Precise, and Accessible 12 ■ Sample Outline of a Quantitative
Replicability of Findings 12 Research Proposal 45
Refutability of Knowledge Claims 13 ■ Sample Outline of a Qualitative
Control for Researcher Errors and Biases 13 Research Proposal 49
Quantitative and Qualitative Research 13
Collaborating with Researchers 14
PART TWO APPLYING THE RESEARCH
Being a Research Participant 15
LITERATURE TO PROBLEMS OF PRACTICE
Participating in Program Evaluations 16
Influencing Policy Agendas for Education 16
A Personal Note: The Research “Spark” 16 CHAPTER 3 CONDUCTING AND WRITING
Mark Gall 16 YOUR OWN LITERATURE REVIEW 53
Joy Gall 17 Informal Literature Reviews 54
You 17 Formal Literature Reviews 55
■ An Example of How Research Can Help in Solving Professional Literature Reviews 56
Problems of Practice 17 A Systematic Procedure for Doing Formal
Self-Check Test 18 Literature Reviews 56
Chapter References 19 Step 1: Framing Questions to Guide the
Resources for Further Study 20 Literature Search 56
ix
x CONTENTS

Step 2: Consulting with Experts 57 Handbooks 101

Step 3: Using Bibliographic Indexes and Yearbooks, Journals, and Periodic Reports 101
Search Engines 58 Criteria for Evaluating Published Literature Reviews 102
Step 4: Reading Secondary Sources 58 ■ An Example of How Literature Reviews
Step 5: Reading Primary Sources 58 Can Help in Solving Problems of Practice 104
Step 6: Classifying and Taking Notes on Self-Check Test 104
Publications 59 Chapter Reference 105
Step 7A: Analyzing Trends in Research Results Resources for Further Study 105
across Quantitative Studies 60
Step 7B: Analyzing Trends in Research Results
across Qualitative Studies 62 PART THREE USING QUANTITATIVE
Step 8: Preparing a Report of a Literature Review 64 METHODOLOGY TO STUDY PROBLEMS OF
Parts and Presentation of a Stand-Alone PRACTICE
Literature Review 64
Introductory Section 65
Section on Findings 65
CHAPTER 5 ANALYZING AND EVALUATING
Discussion Section 65
REPORTS OF QUANTITATIVE RESEARCH
References 66
STUDIES 107
Preparing a Visual Presentation of Organization of a Quantitative Research Report 109
a Literature Review 67 Abstract and Introduction 110
Self-Check Test 68 Constructs and Variables 110
Chapter References 69 Variables and Constants 111
Resources for Further Study 69 Research Hypotheses, Questions, and Objectives 112
■ Sample Professional Review: The Case Literature Review 112
For and Against Homework 71 The Researchers’ Qualifications 113
Method Section: Sampling Procedures 113
Reprint of Journal Article 71
Types of Sampling 114
■ Sample Meta-Analysis: The Process Volunteer Samples 115
Writing Approach: A Meta-Analysis 76 Population Validity 115
Reprint of Journal Article 77 Method Section: Measures 116
Types of Measures 116
Validity of Measures 120
CHAPTER 4 USING SEARCH ENGINES Reliability of Measures 122
AND AVAILABLE LITERATURE REVIEWS 91 Item Response Theory 124
The Purpose of Search Engines 92 Limitations to Tests of Validity and Reliability 125
Bibliographic Indexes and Search Engines 92 Sources of Information about Established Measures 125
Selecting a Useful Search Engine 93 Developing a Measure 125
Comprehensive Search Engines for Websites 94 Method Section: Research Design
and Procedures 127
Search Engine for Bibliographies 94
Results Section 127
Search Engines for Book Reviews 94
Discussion Section 128
Search Engines for Books 94
■ An Example of How Quantitative
Search Engine for Dissertations and Theses 95 Research Can Help in Solving Problems
Search Engines for Journal Articles, Papers, of Practice 128
and Reports 95 Self-Check Test 129
Search Engines for Magazine and Chapter References 130
Newspaper Articles 96
Resources for Further Study 130
Using Search Engines 97
Citation Managers 97 ■ Sample Quantitative Research Study:
Obtaining a Publication After a Literature Search 97 Developing a Measure of Behavior Change in a
Locating Published Literature Reviews 98 Program to Help Low-Income Parents Prevent
Search Engines 98 Unhealthful Weight Gain in Children 132
Encyclopedias 100 Reprint of Journal Article 132
 CONTENTS xi

CHAPTER 6 USING DESCRIPTIVE STATISTICS ■ An Example of How Tests of Statistical

TO STUDY PROBLEMS OF PRACTICE 143 Significance Can Help in Solving Problems
of Practice 182
Constructs, Variables, and Measurement Scales 146 Self-Check Test 183
Constructs 146 Chapter References 184
Variables 146 Resources for Further Study 184
Types of Measurement Scales 147
Statistical Analysis of Data 148
Statistics and Parameters 148 CHAPTER 8 THE PRACTICAL SIGNIFICANCE
Descriptive Statistics 149 OF STATISTICAL RESULTS 185
Measures of Central Tendency 149
The Practical Significance of Statistical Results 186
Measures of Variability 153
Comparisons with Personal and Organizational
Multivariate Descriptive Statistics 158 Standards 186
Correlational Analysis 158 Comparisons with Ideal Standards 187
Group Comparisons 159 Comparisons with Curriculum Standards 187
Calculating Descriptive Statistics 161 Comparisons Based on Rankings 189
■ An Example of How Descriptive Statistics
Comparisons Involving Tables of Norms 189
Can Help in Solving Problems of Practice 161
Grade Equivalents 190
Self-Check Test 162
Age Equivalents 190
Chapter References 163
Percentile Ranks 190
Resources for Further Study 163
Comparisons Involving Standard Scores 192
The Most Common Standard Score:
CHAPTER 7 TESTS OF STATISTICAL The z-Score 192
SIGNIFICANCE 165 The Presentation of z-Scores in Table Form 193
The Practical Significance of z-Scores 193
The Logic of Statistical Significance and
Types of Standard Scores 194
Confidence Intervals 166
Effect Sizes 194
Population Data and Sample Data 166
Gain Scores 196
Drawing Random Samples from a Population 167
Percentage Gains and Losses 196
Confidence Intervals 170
Status Models and Growth Models for School
Inferential Statistics 172
Accountability 197
The Null Hypothesis 173
Practical Significance as an Interpretive Process 198
The Meaning of p Values and Statistical ■ An Example of How Determining the
Significance 173
Practical Significance of Statistical Results
Type I and Type II Errors 174 Can Help in Solving Problems of Practice 198
Directional Hypotheses 174 Self-Check Test 199
Statistical Power 174 Chapter References 200
Tests of Statistical Significance 175 Resources for Further Study 200
Comparison of Two Sample Means 175
■ Sample Educational Research Study:
Comparison of More Than Two Sample Means 176
Can Growth Ever Be beside the Point? 201
Comparisons of Sample Means in Complex
Data Sets 177 Reprint of Journal Article 201
Interaction Effects 177
Analysis of Covariance 178
Comparisons Between Sample Frequencies 179 CHAPTER 9 DESCRIPTIVE RESEARCH 203
Comparisons Between Correlation Coefficients 180 The Relevance of Descriptive Research
Parametric Versus Nonparametric Tests of to Educational Practice 204
Statistical Significance 180 Examples of Descriptive Research 205
Cautions in Interpreting Tests of Statistical Descriptive Research in Popular Media 205
Significance 180 Descriptive Research Conducted by Public
Calculating Statistics 181 and Private Institutes 206
Using Statistics to Improve Professional Descriptive Research in Academic
Practice 181 and Professional Journals 209
xii CONTENTS

Features of a Descriptive Research Report 210 ■ Sample Group Comparison Research Study:
Introduction 211 Jordanian Prospective and Experienced
Research Design 212 Chemistry Teachers’ Beliefs about Teaching
Sampling Procedure 212 and Learning and their Potential Role for
Measures 213 Educational Reform 248
Results 216 Reprint of Journal Article 248
Discussion 217
Evaluating a Descriptive Research Study 218
■ An Example of How Descriptive Research CHAPTER 11 CORRELATIONAL RESEARCH 261
Can Help in Solving Problems of Practice 218 Comparison of Correlational and Group Comparison
Self-Check Test 219 Research Designs 262
Chapter References 220 Examples of Correlational Research 263
Resources for Further Study 220 Factors Associated with Teachers’ Job Satisfaction 263
■
Factors Associated with High School Students’
Sample Descriptive Research Study: Grades, Feelings about School, and Satisfaction
Examining the Extent and Nature of Online with Their Life 264
Learning in American K–12 Education: The Factors Associated with Parental Competence and
Research Initiatives of the Alfred P. Sloan Children’s Emotional and Behavioral Problems 264
Foundation 222 Correlation between Two Variables 265
Reprint of Journal Article 222 The Advantages of Continuous Variables 265
Using Scattergrams to Represent Correlation 267
The Meaning of Correlation Coefficients for
CHAPTER 10 GROUP COMPARISON Two Variables 269
RESEARCH 233 Types of Bivariate Correlational Statistics 270
Statistical Significance and Effect Size for Bivariate
Classification of Quantitative Research Designs 234 Correlational Statistics 272
Nonexperimental Research Involving Causal Correlation Involving More Than Two Variables 272
Relationships 235
Multiple Regression 272
The Relevance of Group Comparison Research to
Discriminant Analysis and Logistic Regression 273
Educational Practice 235
Canonical Correlation 274
Examples of Group Comparison Research 236
Hierarchical Linear Modeling 274
Comparison of Rural, Suburban, and
Urban Students 236 Path Analysis and Structural Equation Modeling 275
Comparison of Girls and Boys Who Have Autism Differential Analysis 275
Spectrum Disorder 236 Factor Analysis 275
Comparison of Students with Good School Features of a Correlational Research Report 276
Attendance and a Stable Residence and Students Introduction 276
with Poor School Attendance and a Nonstable Research Design 277
Residence 237
Sampling Procedure 277
Features of a Group Comparison
Measures 277
Research Report 237
Results 278
Introduction 237
Discussion: Implications for Practice 280
Research Design 238
Evaluating a Correlational Research Study 280
Sampling Procedure 239
■ An Example of How Correlational
Measures 240
Research Can Help in Solving Problems
Results 240 of Practice 281
Discussion: Implications for Practice 244 Self-Check Test 282
Evaluating a Group Comparison Research Study 244 Chapter References 283
■ An Example of How Group Comparison Resources for Further Study 283
Research Can Help in Solving Problems
of Practice 245 ■ Sample Correlational Research Study: The
Self-Check Test 246 Measurement and Predictive Ability of
Chapter References 247 Metacognition in Middle School Learners 284
Resources for Further Study 247 Reprint of Journal Article 284
 CONTENTS xiii

CHAPTER 12 EXPERIMENTAL RESEARCH 293 ■ Sample Group Experiment: After-School

The Relevance of Experimental Research Multifamily Groups: A Randomized
to Educational Practice 295 Controlled Trial Involving Low-Income,
Characteristics of Experiments 296 Urban, Latino Children 322
Phases of an Experiment 297 Reprint of Journal Article 322
Examples of Experimental Research 298 ■ Sample Single-Case Experiment: Increasing
Effects of Different Class Sizes 298
On-Task Behavior in the Classroom:
Effects of Cash Incentives to Poor Families 299
Extension of Self-Monitoring Strategies 332
Effects of a Teaching Technique Using Questions
and Graphic Organizers 300 Reprint of Journal Article 332
Features of a Report of a Pretest-Posttest
Control-Group Experiment with Randomization 300
Introduction 301 PART FOUR USING QUALITATIVE
Research Design 301
METHODOLOGY TO STUDY PROBLEMS OF
Sampling Procedure 303
PRACTICE
Measures 303
Results 303 CHAPTER 13 CASE STUDIES IN
Discussion: Implications for Practice 304 QUALITATIVE RESEARCH 341
Other Group Experiment Designs 305 How Qualitative Case Study Research Can Help
Quasi-Experiments 305 Educators Solve Problems of Practice 343
Factorial Experimental Designs 307 Example of a Case Story 343
Threats to the Internal Validity of Experiments 307 Key Characteristics of Case Studies 343
History Effect 308 Study of Particular Instances of a Phenomenon 344
Maturation Effect 308 In-Depth Study of the Case 344
Testing Effect 308 Study of a Phenomenon in Its Natural Context 344
Instrumentation Effect 308 Representation of Both the Emic and Etic
Statistical Regression 309 Perspectives 345
Differential Selection 309 Ethical Issues in Qualitative Research 345
Selection-Maturation Interaction 309 Examples of Case Studies 347
Experimental Mortality 310 A Case Study of Teacher Development 347
Threats Directly Involving the Experimental A Case Study of Instructional Technologists’ Work 348
Intervention 310 A Case Study of Educational Privatization 348
Threats to the External Validity of Experiments 311 The Nature of Qualitative Research 349
Population Validity 311 Qualitative Research Traditions 350
Personological Variables 311 Features of a Case Study Report 352
Ecological Validity 311 Introduction 352
Single-Case Experiments 311 Research Design 353
Features of a Report of a Single-Case Experiment 312 Sampling Procedure 353
Introduction 312 Data-Collection Procedures 354
Research Design 313 Data Analysis 355
Sampling Procedure 314 Findings 358
Measures 315 Discussion 360
Results 315 Checking the Applicability of Case Study Findings 360
Discussion: Implications for Practice 316 Evaluating the Quality and Rigor of a Case Study 361
Evaluating an Experimental Research Study 317 Assessment of Usefulness 362
■ An Example of How Experimental Participant Involvement 362
Research Can Help in Solving Problems Inclusion of Quantitative Data 362
of Practice 317 Long-Term Observation 362
Self-Check Test 319 Coding Checks 362
Chapter References 320 Member Checks 362
Resources for Further Study 321 Triangulation 363
xiv CONTENTS

Contextual Completeness 363 Self-Check Test 406

Chain of Evidence 363 Chapter References 407
Researcher Reflection 363 Resources for Further Study 408
■ An Example of How Case Study Research ■ Sample Critical Ethnography: Destination
Can Help in Solving Problems of Practice 364
Raval Sud: A Visual Ethnography on
Self-Check Test 365
Pedagogy, Aesthetics, and the Spatial
Chapter References 366
Experience of Growing Up Urban 410
Resources for Further Study 367
Reprint of Journal Article 410
■ Sample Case Story: Teaching Secrets:
Ask the Kids! 368
Reprint of Journal Article 368 CHAPTER 15 NARRATIVE RESEARCH 421
■ Sample Case Study: Exemplary Social Narratives as a Focus for Research 422
Studies Teachers’ Use of Computer- The Difference between Narrative Research and
Supported Instruction in the Classroom 369 Case Study Research 423
Types of Narratives and Narrative Identities 423
Reprint of Journal Article 369
Examples of Narrative Research in Education 424
State-Sanctioned Narratives and Student
CHAPTER 14 ETHNOGRAPHY AND Narratives 424
CRITICAL RESEARCH 385 A Teacher’s Career Progression 425
The Use of Ethnography and Critical Research Theatrical Performance Based on Narratives from
to Study Problems of Practice in Education 387 Mothers of Children with Disabilities 426
The Characteristics of Ethnographic Research 387 Features of a Narrative Research Report 428
Focus on Culture or Aspects of Culture 387 Introduction 428
Naturalistic Study of Individuals in the Field 388 Research Design 429
Making the Familiar Strange 388 Sampling Procedure 429
Thick Description 389 Data-Collection Procedures 429
Differences Between Ethnographies and Basic Data Analysis 430
Case Studies 389 Discussion 432
Examples of Ethnographic Research 390 Evaluating a Narrative Research Study 433
An Ethnography of Government-Mandated ■ An Example of How Narrative Research
After-School Tutoring 390 Can Help in Solving Problems of Practice 433
An Ethnography of Video Blogging 391 Self-Check Test 434
Critical Research as a Field of Inquiry and Practice 391 Chapter References 435
Examples of Issues Studied by Criticalists 392 Resources for Further Study 436
The Value Orientation of Critical Research 392 ■ Sample Narrative Research Study:
The Epistemological Orientation of Critical Teacher Identity and Early Career
Research 394
Resilience: Exploring the Links 437
The Contribution of Criticalist Thinking
to Research 396 Reprint of Journal Article 437
Foundations of Critical Research in Education 396
Cultural Studies 397
CHAPTER 16 HISTORICAL RESEARCH 445
Critical Pedagogy 398
The Role of Theory in Critical Research 398 The Nature of Historical Research 446
Features of a Critical Ethnographic Research Report 399 The Role of Historical Research in Education 446
Introduction 399 Revisionist History 447
Research Design, Sampling, Measures, Futurology 448
and Results 400 Methods of Historical Research 448
Conclusion 404 Identifying Historical Sources 449
Evaluating Ethnographies and Critical Ethnographies 404 Search Engines and Bibliographic
■ An Example of How Ethnography and Indexes 449
Critical Research Can Help in Solving Secondary Sources 449
Problems of Practice 405 Primary Sources 449
 CONTENTS xv

Validating Historical Evidence 451 Results 486

Procedures for Determining the Authenticity Discussion 487
of Historical Sources 452 Evaluating Reports of Mixed-Methods Studies 488
Procedures for Determining the Accuracy ■ An Example of How Mixed-Methods
of Historical Sources 452 Research Can Help in Solving Problems
Interpreting Historical Data 453 of Practice 488
Causal Inference in Historical Research 453 Self-Check Test 491
Generalizing from Historical Evidence 454 Chapter References 492
Using Quantitative Materials in Historical Research 454 Resources for Further Study 493
Features of a Historical Research Report 455 ■ Sample Mixed-Methods Research Study:
Statement of Purpose 455 A Portrait of Administrator, Teacher,
Historical Chronology 455 and Parent Perceptions of Title I School
Lessons to Be Learned from a Historical Study 456 Improvement Plans 494
Historical Concepts 457
Reprint of Journal Article 494
Evaluating Historical Research 457
■ An Example of How Historical Research
Can Help in Solving Problems of Practice 458
Self-Check Test 460 PART SIX USING OTHER RESEARCH
Chapter References 460 METHODOLOGIES TO STUDY PROBLEMS
Resources for Further Study 461 OF PRACTICE
■ Sample Historical Research Study: Go To
the Principal’s Office: Toward a Social CHAPTER 18 ACTION RESEARCH 503
History of the School Principal in North The History of Action Research 504
America 462 Using Action Research to Address Problems
Reprint of Journal Article 462 of Practice 505
Examples of Action Research Studies 506
Bullying in Middle School 506
PART FIVE COMBINING QUANTITATIVE AND
Developing Gateways for All High School
QUALITATIVE METHODOLOGIES TO STUDY Students to Excel 506
PROBLEMS OF PRACTICE The Effectiveness of Reciprocal Teaching 507
Design Features of Action Research 507
CHAPTER 17 MIXED-METHODS RESEARCH 474 Step One: Selection of a Focus for the Study 507
Step Two: Data Collection 508
The Need for Multiple Research Methods 475
Step Three: Analysis and Interpretation of the Data 508
A Research Question That Requires a Quantitative
Research Method 477 Step Four: Taking Action 508
A Research Question That Requires a Qualitative Step Five: Reflection 509
Research Method 477 Step Six: Continuation or Modification
A Research Question Answerable of Practices 510
by Either Quantitative or Qualitative Step Seven: Preparing a Report of the Findings 510
Research Methods 477 How Action Research Differs from Educators’ Other
Types of Mixed-Methods Research 479 Approaches to Problem Solving 510
Using Qualitative Methods to Explain Purposes and Benefits of Action Research 511
Quantitative Findings 479 Applying Action Science to Action Research 512
Using a Theoretical Perspective to Guide a The Insider/Outsider Perspective in Collaborative
Mixed-Methods Study 481 Action Research 512
Using Qualitative and Quantitative Methods to Evaluating the Credibility and Trustworthiness of
Triangulate Findings 483 Action Research Projects 513
Reading a Mixed-Methods Research Report 484 Outcome Validity 513
Introduction 484 Process Validity 514
Research Design 485 Democratic Validity 514
Sampling Procedure 485 Catalytic Validity 514
Measures 485 Dialogic Validity 515
xvi CONTENTS

■ An Example of How Action Research Can Chapter References 544

Help in Solving Problems of Practice 515 Resources for Further Study 545
Self-Check Test 516
■ Sample Evaluation Research Study: What
Chapter References 517
Did the Teachers Think? Teachers’
Resources for Further Study 518
Responses to the Use of Value-Added
■ Sample Action Research Study: Modeling as a Tool for Evaluating Teacher
Recognizing a “Different Drum” Effectiveness 546
Through Close-Reading Strategies 519 Reprint of Journal Article 546
Reprint of Journal Article 519
Self-Check Test Answers 551
CHAPTER 19 EVALUATION RESEARCH 530 Appendix 1 Guide for Outlining a Quantitative or
The Use of Evaluation Research in Educational Qualitative Research Proposal 552
Decision Making 531 Appendix 2 Search Options in the ERIC Search
Examples of Evaluation Research 532 Engine 554
Programs as a Focus of Evaluation Research 533 Appendix 3 Questions to Ask Yourself When
Evaluation Research as a Political Activity 533 Evaluating a Report of a Quantitative
Models of Evaluation Research 534 Study 560
Objectives-Based Evaluation 534 Appendix 4 Questions to Ask Yourself When
Needs Assessment 534 Evaluating a Report of a Qualitative
The Context-Input-Process-Product (CIPP) Model 535 Study 564
Responsive Evaluation 535 Appendix 5 Design-Specific Questions to
Educational Research and Development 538 Ask Yourself When Evaluating a
How to Read an Evaluation Research Report 539 Research Report 568
Evaluating Evaluation Research and Uses of Glossary 570
Evaluation in Educational Practice 540
■ An Example of How Program Evaluations Name Index 585
Can Help in Solving Problems of Practice 542
Self-Check Test 543 Subject Index 593
Reprinted Articles

The following articles are reprinted exactly as they appeared in the original source, except that
the format of the original articles (e.g., column layout) has been standardized for presentation
in this text. Two exceptions are the reprinted case study in Chapter 13 and the reprinted article
in Chapter 14, where several typographical errors in the original articles were corrected with the
permission of the authors of these articles.

CHAPTER 1
Use of Research Evidence, p. 21
Willis, J. (2009). How students’ sleepy brains fail them. Kappa Delta Pi Record, 45(4), 158–162.

CHAPTER 3
Professional Review, p. 71
Marzano, R. J., & Pickering, D. J. (2007). The case for and against homework. Educational
Leadership, 64(6), 74–79.
Meta-Analysis, p. 76
Graham, S., & Sandmel, K. (2011). The process writing approach: A meta-analysis. The Journal of
Educational Research, 104(6), 396–407.

CHAPTER 5
Quantitative Research Study, p. 132
Dickin, K. L., Lent, M., Lu, A. H., Sequeira, J., & Dollahite, J. S. (2012). Developing a measure of
behavior change in a program to help low-income parents prevent unhealthful weight gain in
children. Journal of Nutrition Education and Behavior, 44(1), 12–21.

CHAPTER 8
Practical Significance of Research Findings, p. 201
Popham, W. J. (2005). Can growth ever be beside the point? Educational Leadership, 63(3),
83–84.

CHAPTER 9
Descriptive Research Study, p. 222
Picciano, A. G., Seaman, J., Shea, P., & Swan, K. (2012). Examining the extent and nature of
online learning in American K–12 education: The research initiatives of the Alfred P. Sloan
Foundation. Internet and Higher Education, 15, 127–135.

CHAPTER 10
Group Comparison Research Study, p. 248
Al-Amoush, S. A., Abu-Hola, I., & Eilks, I. (2011). Jordanian prospective and experienced
chemistry teachers’ beliefs about teaching and learning and their potential for educational
reform. Science Education International, 22(3), 185–201.
xvii
xviii REPRINTED ARTICLES

CHAPTER 11
Correlational Research Study, p. 284
Sperling, R. A., Richmond, A. S., Ramsay C. M., & Klapp, M. (2012). The measurement and
predictive ability of metacognition in middle school learners. Journal of Educational Research,
105(1), 1–7.

CHAPTER 12
Group Experiment, p. 322
McDonald, L., Moberg, D. P., Brown, R., Rodriguez-Espiricueta, I., Flores, N. I., Burke, M. P., &
Coover, G. (2006). After-school multifamily groups: A randomized controlled trial involving low-
income, urban, Latino children. Children & Schools, 28(1), 25–34.
Single-Case Experiment, p. 332
Amato-Zech, N. A., Hoff, K. E., & Doepke, K. J. (2006). Increasing on-task behavior in
the classroom: Extension of self-monitoring strategies. Psychology in the Schools, 43(2),
211–221.

CHAPTER 13
Case Story, p. 368
Sacks, A. (2007, September 11). Teaching secrets: Ask the kids! Teacher Magazine. Retrieved
January 17, 2009 from www.teachermagazine.org/tm/articles/2007/09/11/03tln_sacks_web.h19.html
Case Study, p. 369
Açikalin, M. (2010). Exemplary social studies teachers’ use of computer-supported instruction in
the classroom. TOJET: The Turkish Journal of Educational Technology, 9(4), 66–82.

CHAPTER 14
Critical Ethnography, p. 410
Trafi-Prats, L (2009). Destination Raval Sud: A visual ethnography on pedagogy, aesthetics, and
the spatial experience of growing up urban. Studies in Art Education, 51(1), 6–20.

CHAPTER 15
Narrative Research Study, p. 437
Pearce, J., & Morrison, C. (2011). Teacher identity and early career resilience: Exploring the links.
Australian Journal of Teacher Education, 36(1), Article 4, 48–59.

CHAPTER 16
Historical Research Study, p. 462
Rousmaniere, K. (2007). Go to the principal’s office: Toward a social history of the school
principal in North America. History of Education Quarterly, 47(1), 1–22.

CHAPTER 17
Mixed-Methods Research Study, p. 494
Isernhagen, J. C. (2012). A portrait of administrator, teacher, and parent perceptions of Title I
school improvement plans. The Journal of At-Risk Issues, 17(1), 1–7.
 REPRINTED ARTICLES xix

CHAPTER 18
Action Research Study, p. 519
Lassonde, C. A. (2009). Recognizing a “different drum” through close-reading strategies.
Networks: An On-line Journal for Teacher Research, 11(1). Retrieved from http://journals.library.
wisc.edu/index.php/networks/article/view/188

CHAPTER 19
Evaluation Research Study, p. 546
Lee, L. (2011). What did the teachers think? Teachers’ responses to the use of value-added
modeling as a tool for evaluating teacher effectiveness. Journal of Urban Learning, Teaching, and
Research, 7, 97–103.
This page intentionally left blank
 C H A P T E R ON E

Using Research
Evidence to Improve
Educational Practice
PROBLEMS OF PRACTICE in this chapter
■ How much emphasis should a language arts curriculum place on nonfiction
works versus fiction?
■ Is students’ physical fitness important for their learning?
■ Does the Internet support or hurt student learning?
■ What criteria should be used to evaluate teacher performance?
■ What can be done to improve high school graduation rates?
■ How can educators help the many students who switch from one school
district to another each year?
■ What can be done to help elementary teachers place more emphasis on
developing children’s thinking skills?
■ How much federal funding for education should be allocated for research?

IMPORTANT Ideas
1. Educational research is having an increasing impact on educational policy and
practice.
2. Evidence-based practice is becoming more prevalent in medicine, psychology,
education, and other professions.
3. Teachers’ traditional motivations and workplace conditions have not been
conducive to evidence-based practice.
4. Evidence-based practice in education has four key elements: (1) focus on
problems of practice, (2) reliance on research evidence, (3) clinical expertise,
and (4) respect for stakeholders’ values.
5. An important impetus for improving education is heightened awareness of
pressing problems of practice and a commitment to solve them.
6. Educators need to understand research methodology so they can evaluate the
quality of others’ research or conduct their own research.
7. Educators need to view research evidence from multiple ethical perspectives.
8. Educators can collaborate productively with researchers by participating in
their research studies or by joining with them in shaping policy agendas to
improve education.

1
2 PART I • INTRODUCTION

9. Research differs from other forms of inquiry in its emphasis on (1) making
direct observations of phenomena; (2) taking steps to eliminate, or make
explicit, personal bias in data collection, analysis, and interpretation; and
(3) carefully determining the generalizability of findings to individuals and
situations other than those that were studied.
10. Research produces four types of knowledge: (1) descriptions, (2) predictions,
(3) evidence about the effects of experimental interventions, and (4) explanations.
11. The purpose of basic research is to understand fundamental processes and
structures that underlie observed behavior, whereas the purpose of applied
research is to develop and validate interventions that can be used directly to
improve practice.
12. Postmodernists believe that no one method of inquiry is inherently better than
any other, whereas social scientists believe that their methods of inquiry have a
special legitimacy and claim to authority, based on use of (1) explicitly defined
concepts or procedures available for inspection by anyone; (2) replication studies
to test the soundness of findings from a single study; (3) knowledge claims that
can be tested, and possibly refuted, by empirical data; and (4) explicit procedures
to minimize researcher errors and biases.
13. Quantitative and qualitative research differ in various ways, but chiefly in
epistemology. Quantitative researchers assume an objective social reality
that exists independently of observers and participants, whereas qualitative
researchers assume that social reality is continuously constructed by observers
and participants.
14. Mixed-methods research studies make use of both quantitative and qualitative
research methods.

KEY TERMS
action research epistemology progressive discourse
APA Presidential Task Force on evaluation research qualitative research
Evidence-Based Practice evidence-based practice quantitative research
applied research experimental method reflexivity
basic research interpretivism refutation
clinical expertise No Child Left Behind Act replication
Cochrane Collaboration positivism theory
construct postmodernism triangulation
descriptive research prediction research What Works Clearinghouse
educational research

Each of the principal authors of this book (Mark
Gall and Joy Gall) has had a career in education
spanning more than 40 years. Our experience leads
us to stand in awe of the many educational practi-
tioners (called educators in this book) who do such
a remarkable job of teaching increasingly diverse
students while also performing many other school
functions, all in the face of ever-present budgetary
challenges and shifting policy initiatives.
We also are impressed by the expansion of
educational research over the past 40 years. An
ever-growing network of researchers throughout
the world has developed sophisticated methods for
studying the educational enterprise, producing a
substantial body of research knowledge and efficient
electronic methods for accessing it.
Unfortunately, something is missing from this
picture of progress. We have not yet witnessed a
 CHAPTER 1 • USING RESEARCH EVIDENCE TO IMPROVE EDUCATIONAL PRACTICE
meaningful bridge between educational research
and educational practice. Researchers and educa-
tors live mostly in separate worlds. They come
together only occasionally in university courses,
workshops, conferences, and journals that both
groups read.
There are signs, though, that the two worlds—
the world of educational practice and the world
of educational research—are coming closer. The
signs, mostly seen at the level of national legisla-
tion and policy making, point to a sea change in
education. The findings of educational research
are becoming increasingly influential in shaping
national and state legislation about education,
which in turn is compelling changes in educational
practice.
If you are an educator, these changes mean that
you will need to study research if you wish to en-
ter into a dialogue with researchers and the policy
makers who make decisions based on research
findings. Otherwise, you and your colleagues might
find yourselves in the uncomfortable position of
trying to implement programs and policies that you
did not have a voice in shaping.
In short, we claim that educational research is
becoming too important for anyone interested in
schooling to ignore. In the next sections, we make
our case for the validity of this claim. We invite you
to reflect on the soundness of the claim and, if you
think it has merit, how you plan to respond in your
role as an educator.
EVIDENCE-BASED
PROFESSIONAL PRACTICE
The movement called evidence-based practice has
created a remarkable change in the relationship
between educational research and practice. This
relatively new approach to professional decision
making relies on rigorous research findings rather
than custom, personal experience, or intuition. For
example, suppose a teacher recommends that a
student needs one-on-one tutoring to come up to
grade level in writing skills. Suppose the parents
ask whether tutoring is likely to help their child.
A teacher who is well versed in evidence-based
practice would be able to refer to research findings
demonstrating the effectiveness of tutoring and
then justify the applicability of this research to their
child’s needs.
3
Evidence-based practice is changing the foun-
dations of various professions. We will consider
two of these professions—medicine and clinical
psychology—before discussing evidence-based
practice in education. Perhaps you will agree with
us that evidence-based practice is not just a passing
fad, but rather a fundamental advance.
Evidence-Based Practice in Medicine
Suppose you have a heart problem and seek treat-
ment for it. How do you decide on the best treat-
ment? You might try to contact other patients with
the same problem. Perhaps they will offer testi-
monials about some medicine or individual who
helped them. Another option is to seek a profes-
sional opinion, probably by making an appoint-
ment to see a doctor with expertise, such as a
board-certified doctor in cardiology.
Testimonials, case examples, and expert opin-
ions can be worthwhile. On the other hand, they
might lead you astray if they are based on untested
beliefs, inaccurate observations, or reliance on out-
moded research. Evidence-based practice in medi-
cine represents an effort to avoid such pitfalls. It
does so by basing treatment decisions on the best
possible research evidence about a patient’s condi-
tion (Straus et al., 2010).
Evidence-based medical practice has two sig-
nificant features. The first involves the need to
identify good research evidence. The fact that
a research study has been published does not
necessarily guarantee that its findings are sound.
Professionals need to sift through research find-
ings to determine which ones hold up well under
critical scrutiny. Although researchers might be
in the best position to do this screening, medical
practitioners also need to understand research
methodology to validate for themselves what oth-
ers consider good research evidence for a par-
ticular treatment option. For example, medical
practitioners need to understand that researchers
use systematic procedures to synthesize evidence
collected across research studies on a particular
medical intervention, such as meta-analysis, which
we describe in Chapter 4.
Several organizations coordinate and publish
these research syntheses. Among the most promi-
nent is the Cochrane Collaboration, whose web-
site (cochrane.org) publishes reviews of research
on interventions for various medical problems. For
4 PART I • INTRODUCTION
example, when we visited the site, we found fea-
tured reviews on the use of sound therapies for au-
tism spectrum disorders, behavioral interventions
to reduce the transmission of HIV infection, and
the comparative effectiveness of computer-assisted
and oral-and-written methods for recording the diet
history of patients with diabetes.
The second feature of evidence-based medi-
cal practice is the use of clinical expertise in
applying research evidence. A treatment option
that is generally effective might be harmful for a
particular patient. For this reason, the Cochrane
Collaboration states: “Evidence-based medicine
is the conscientious, explicit and judicious use of
current best evidence in making decisions about
the care of individual patients” (Cochrane Collab-
oration, n.d.). Clinical expertise is the ability to
make informed ethical judgments about whether
a particular professional intervention is both evi-
dence-based and appropriate for the needs of an
individual client.
We see then that evidence-based medicine does
not seek to improve medical practice by research
evidence alone or by clinical expertise alone. Both
are necessary in order to create a sound bridge
between medical research and medical practice.
Evidence-Based Practice
in Psychology
Psychological practice to help clients with various
emotional, cognitive, and medical problems has
grown enormously over the past half-century. Re-
cently, it has evolved into evidence-based practice.
In 2005, the American Psychological Association
(APA) commissioned the APA Presidential Task
Force on Evidence-Based Practice (APA Task Force,
2006). The work of this task force should be of
interest to educators because educational practice
has been influenced greatly by psychology, espe-
cially in the areas of achievement testing, instruc-
tional design, and behavior management.
The APA Task Force defined evidence-based
practice in psychology as “the integration of the
best available research with clinical expertise in
the context of patient characteristics, culture, and
preferences” (APA Task Force 2006, p. 273). You will
notice that this definition is similar to the Cochrane
Collaboration’s definition of evidence-based medi-
cine, but with an even greater emphasis on the
importance of the client’s individual characteristics
in determining an effective intervention.
The Task Force concluded that a variety of
research methods can generate evidence to guide
psychological practice, among which are methods
that are also commonly used in educational research.
These methods are covered in different chapters of
this book:
■ Clinical observation, including individual case
studies (Chapter 13)
■ Single-case experimental designs (Chapter 12)
■ Ethnographic research (Chapter 14)
■ Experiments on treatment efficacy (Chapter 12)
■ Meta-analysis to synthesize research results
from multiple studies (Chapter 4)
Keep in mind, then, that learning about the meth-
ods of educational research described in this book
has multiple benefits. Your learning will apply
to education but also will generalize to research
as it is conducted in other professions, including
psychology, medicine, business, and technology
development.
The Task Force analyzed eight components of
clinical expertise in psychology. Struck by their ap-
plicability to clinical expertise in teaching, we list
them in Figure 1.1. As you study the list, we invite
you to draw parallels to the teaching process and to
reflect on how it is possible to interweave clinical
expertise and research evidence.
EVIDENCE-BASED PRACTICE
IN EDUCATION
Robert Slavin (2002) provides us with a concise
statement about the history of educational practice
and its current status:
At the dawn of the 21st century, education is
finally being dragged, kicking and screaming,
into the 20th century. The scientific revolution
that utterly transformed medicine, agriculture,
transportation, technology, and other fields
early in the 20th century almost completely by-
passed the field of education. If Rip Van Winkle
had been a physician, a farmer, or an engineer,
he would be unemployable if he awoke today.
If he had been a good elementary school teacher
in the 19th century, he would probably be a
good elementary school teacher today. It is not
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 W. F. & JOHN BARNES,
Rockford, Winnebago Co., Ill.

NEW LANGSTROTH BEE HIVE,

WITH MANIPULATING SIDE.

This Improvement in the old Langstroth Hive Is exceedingly

valuable, as it allows the closest watching of a colony with the
greatest ease and comfort. By turning the thumb-screw (L) and
opening the movable side (which takes but an instant), frames can
be examined, by removing the loose side-board (M), the bottom-
board may be cleaned—giving the advantages claimed for a loose
bottom-board, without its disadvantages.
This Hive is a combination the Langstroth Hive and North Star
Hive—as pated June 5, 1877—and, no doubt, will gain universal
approbation as soon as its advantages are known.
 The New Langstroth hive is peculiarly adapted for the production
of comb honey—its Honey Rack is the best in use, and is adapted to
the use of the Prize Boxes. It holds 18 Prize Boxes, with the
separators between them, marked B B in the cut. The wedge (A)
holds all with a vise-like grasp. The outer boxes are glassed as they
stand on the hive (C C C). By removing the wedge (A) any box may
be instantly removed, examined, returned, or replaced by an empty
one—the spaces between the rows readily admitting the fingers for
that purpose.

SAMPLE NEW LANGSTROTH HIVE—Nailed, Not

Painted.
No. 1.—Brood Chamber, 10 frames, portico, 7½-inch cap—no
$2 00
surplus arrangement

No. 2.—Same as No. 1, with Comb-Honey Back, complete,

3 00
same as shown by the above cuts

No. 3.—Same as No. 1, but having 20 frames, and Comb-Honey

3 75
Back—a complete 3-story hive

No. 4.—Brood Chamber, 10 frames, and 7-inch story, with 7

cases containing Prize Boxes and tin Separators, for 3 00
surplus Honey, with 2-inch cap

No. 5.—Same as No. 4—but having 10 extra frames—a

3 75
complete 3-story hive

No. 6.—Brood Chamber, with 10 extra frames, for extracting,

3 00
and 2-inch cap
If painted, add $1.00 each.
MATERIAL FOR NEW LANGSTROTH HIVES.
CUT, READY TO NAIL-(14⅛ × 18⅜ inches inside).
In lots No. —(one-
5 $1 25
of 1 story),
" 10 " " 1 20
" 25 " " 1 10
" 50 " " 1 05
" 100 " " 1 00
In lots No. —(two-
5 $1 80
of 6 story),
" 10 " " 1 70
" 25 " " 1 60
" 50 " " 1 53
" 100 " " 1 50

MATERIAL FOR LANGSTROTH FRAMES.

CUT, READY TO NAIL—(9⅛ × 17⅝ inches outside).
100 frames $1 50
1,000 frames $14 00
6,000 frames, per 1,000$12 00
For sale at wholesale and retail. Address

SPERRY & CHANDLER, 974 W. Madison St.,

CHICAGO,
Or at the AMERICAN BEE JOURNAL OFFICE.
 PRICES TO SUIT THE TIMES.
LANGSTROTH AND MODEST HIVES
FOR THE MILLION!

HONEY BOXES AND SECTIONS,

Plain and dove-tailed, are large specialties.

COMB FOUNDATION,
We are producing in large quantities, and of superior quality. Our
facilities are such that we can supply in any quantity desired on short
notice, and all favoring us with their orders shall have prompt and
satisfactory attention.

WAX TO BE MADE INTO FOUNDATION.

Lots of 100 lbs. and upwards sent us, with 12½c. per lb., freight
prepaid, will be made up and cut to any size, and delivered on board
cars here.

ITALIAN QUEENS!
The superiority of the Queens reared in our apiaries is so well
established, we shall not here detail their merits; but to those wishing
honey-producing stock, combined with prolificness, we will say they
are not beaten.
Dowagiac, Michigan, November 20, 1878.
In regard to your bees, if you were my enemy, and I had anything
to say about your stock, I should say the truth, that I count yours
worth more than twice that or any of the numerous strains that I have
tested. They converted me to yellow bees,, notwithstanding that they
are not near as yellow as those I had formerly. I advise you not to
buy, or take as a gift, any other blood; but just stand right where you
are, and perfect the strain by carefully breeding out any
imperfections that may show themselves, and breeding in all the
good qualities your bees now possess. I shall do the same,
purchasing of none but you. I have hybrids crossed by your stock,
that are quiet, good-natured, and splendid comb-builders and
storers.
Yours truly. JAMES HEDDON.

Extractors, Smokers, Bee Veils,

and everything needed in the apiary, supplied at the lowest living
rates. Order your goods early, remembering that large yields of
honey are only obtained by having everything ready for securing it.

J. OATMAN & SONS, Dundee, Ill.

 THE BEST IS THE CHEAPEST!

COFFINBERRY'S

EXCELSIOR HONEY EXTRACTOR!

From Eight to Fourteen Dollars.
Having made several improvements in the EXCELSIOR
EXTRACTOR for 1879, it is now offered to the Bee-Keepers of
America as the MOST PERFECT MACHINE IN THE MARKET. The
universal favor with which the EXCELSIOR EXTRACTOR was
received in 1878, has induced other manufacturers to adopt several
of its improvements. My experience and experiments of last season,
with the assistance and suggestions of skillful workmen, have
enabled me to perfect an Extractor that cannot be excelled, and
can only be equaled by being closely imitated.

The Excelsior is made entirely of metal, and is consequently very

light, strong and durable, with lugs at the bottom for firmly attaching
to the floor if desired.
The strong over-motion gearing, so necessary to ease in running
and speedy operating, was designed and is manufactured expressly
for the Excelsior. A child ten years of age can operate the machine
as rapidly as it can be supplied with combs.
The top or cross-band, to which is attached the gearing, is
wrought iron, three inches broad, with the ends turned down in such
manner as to thoroughly brace and strengthen the can, and holding
the basket firmly in an upright position.
The Comb Basket having vertical sides, insures the extracting
power alike for top and bottom of frames. The sides of the basket
being movable and interchangeable, greatly facilitate the operation
of dusting before and thoroughly cleaning after use if desired.
The basket can be taken from or replaced in the can in a
moment, there being no rusty screws to take out or nuts to remove.
At the bottom of the can, and below the basket, is a cone or
metal standard, in the top of which revolves the bottom pivot of the
basket, thereby giving room for sixty or seventy pounds of honey
without touching the basket or pivot below.
Nos. 3, 4 and 5 have strainers covering the canal leading to the
faucet, which obviate the delay of several hours in waiting for the
honey to settle, and the tedious and wasteful process of skimming.
The faucet being below the bottom level of the honey, renders
unnecessary the usual tipping and wrenching incident to drawing off
the honey. These also have close-fitting metal covers, which entirely
exclude dust, dirt, flies and bees when not in use.
The baskets of Nos. 4 and 5 have no center rod running from top
to bottom, which will be found very convenient by those who uncap
both sides of the comb before putting in the basket, as they can be
turned without removal.
The strong iron handles placed at the sides, a little above the
center, are completely side-braced, and add much to convenience in
handling.
 The wire baskets are very neat specimens of skillful
workmanship, thoroughly braced at every point where experience
has proven it to be most requisite, and nothing has been omitted that
could add to its efficiency.
The No. 4, for three frames, has a triangular basket, movable
sides, no center rod, runs smoothly regardless of number of frames,
and is fast superseding the demand for four-sided baskets.

A LOWER PRICED MACHINE.

A cheaper machine being called for by those having but few
colonies, and not making a specialty of bee-keeping, I have made a
special size to take the Langstroth frame, and one for the American,
to sell at $8.00 each. These have no covers or strainer, and are
smaller than the $12.00 and $14.00 sizes, but for the frames named
are equal to the others for effective work, and are the best cheap
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Sizes and Prices:
No.1.—For 2 Langstroth frames, 10 × 18 inches $8 00
" 2.—For 2 American frames, 13 × 13 inches 8 00
3.—
" frames,13 × 20 inches, or less (which embraces all standard sizes) 12 00
For 2
4.—
" " " " " " " 12 00
For 3
5.—
" " " " " " " 14 00
For 4
A liberal discount to dealers in Bee-Keepers' supplies and to
parties ordering in quantity.
Address, C. C. COFFINBERRY, Chicago, Ill.,
Or American Bee Journal, Chicago, Ill., where samples can be
seen.

REV. A. SALISBURY. JOHN M. HAYES.

 SALISBURY & HAYES,
Propagators of

FINE QUEENS AND BEES,

From Imported and Home-bred Mothers.

Manufacturers of Comb
Foundation,
HIVES,
Surplus Honey Boxes,
QUEEN SHIPPING CAGES, &c.

Dealers in ALL NECESSARY

APIARY SUPPLIES.
All work executed in good style, and prices to suit the times.
Send for Circular.

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Bees or Honey!
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 HALLOCK & CHANDLER DESIGNERS AND ENGRAVER ON WOOD
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Mr. Chandler, of the above firm, being a practical bee-keeper,
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Our Illustrated Catalogue of Implements for the
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Address, THOMAS G. NEWMAN & SON,

972 and 974 West Madison St., Chicago.

PUBLICATIONS FOR THE APIARY,

FOR SALE AT THE OFFICE OF

The American Bee Journal,

974 West Madison Street, Chicago,
Ill.

COOK'S NEW MANUAL OF THE APIARY.

This is a new edition of Prof. Cook's Manual of the Apiary, entirely
re-written, greatly enlarged and superbly illustrated.
Being new, it is fully up with the times on every conceivable
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It comprises a full delineation of the anatomy and physiology of
the Honey-Bee, illustrated with costly wood engravings, full
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splendidly illustrated—and last, though not least, detailed
instructions for the successful accomplishment of all the various
manipulations necessary in the apiary.
This work is a masterly production, and one that no bee-keeper,
however limited his means, can afford to do without.
It is printed in the best style of the art, on fine book paper, and
superbly illustrated throughout. Price, bound in cloth, $1.25,
postpaid; in paper binding, $1.00, postpaid.

THE HIVE AND HONEY-BEE, by L. L. Langstroth.

This is a standard volume, well illustrated and nicely printed.
Price, $2.00.

MYSTERIES OF BEE-KEEPING, by M. Quinby.

The author has treated the subject of Bee-Keeping in a manner
that cannot fail to interest all who read this work. Price, $1.50.

THE DZIERZON THEORY; being a full elucidation

of Scientific Bee-Keeping.
This "theory" presents in the form of distinct propositions, the
fundamental principles of bee-culture, and in this work the late Baron
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It contains 60 pages and is printed on fine book paper. Price,
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HONEY, AS FOOD AND MEDICINE, by the Editor

of the American Bee Journal.
This is a pamphlet of 24 pages, discoursing upon the Ancient
History of Bees and Honey; the nature, quality, sources, and
preparation of Honey for the Market; Honey, as an article of Food,
giving recipes for making Honey Cakes, Cookies, Puddings, Foam,
Wines, &c.; and Honey as Medicine, followed by many useful
Recipes. It is intended for consumers, and should be scattered by
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for honey.—Prices: Single copies, 10 cents postpaid; 15 copies for
$1.00 by mail, postpaid; 100 copies, with name and address of
honey-producer printed on them, $5.00 by mail, postpaid; 250
copies, by express, at 4 cents each; 500 or more copies, by express,
at 3 cents each. It is published in German also at the same prices.

WINTERING BEES; How to do it Successfully.

This contains all the Prize Essays on this important subject that
were read before the Centennial Bee-Keepers' Association. The
prize ($25 in gold) was awarded to Prof. Cook's Essay, which is
reported in full in this pamphlet.
It contains 30 pages and is printed on fine book paper. Price, 15
cents, or five copies for 50 cents.

SPECIAL EDITION of the Journal.

Containing the Official Report of the Proceedings of the National
Convention, hold in New York, Oct., 16-18, 1877, with all the Essays
and Discussions,—together with a description of the implements for
the Apiary, on exhibition at the American Institute Fair.—Price 10
cents.
Send by Postal Money Order, Draft or Registered Letter at
our risk.

THOMAS G. NEWMAN & SON,

974 West Madison Street, Chicago, Ill,
 Transcriber Note
Minor typos corrected. Discrepancies between the table of Contents' section titles and
that displayed in the Chapter were corrected. The Illustrations list ended at number 110
but the volume has 133 numbered illustrations. So, a copy of the list for numbers 111 to
133 was appended from the Seventh Edition.
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