Research and Evaluation in Education and Psychology (REEP)
Integrating Diversity with Quantitative, Qualitative and Mixed Methods
The fourth edition of the English-based textbook is currently available for purchase through Amazon at https://amazon.com/Research-Evaluation-Education-Psychology-Quantitative/dp/1452240272/.
The ASL Companion Volume for REEP textbook is developed electronically using multimedia video format to provide ASL speakers access to the content in ASL. The full videobook and video chapters are posted here for the public to enjoy at no charge. All summaries for each chapter here were paraphrased from Research and Evaluation in Education and Psychology (2015) textbook end-of-chapter summaries.
Please adhere to the copyright and intellectual property codes set by the United States government under the U.S. Copyright Act of 1976. ASLChoice retains all copyright and ownership rights for the full REEP ASL Companion Volume. Do not record, download or retain your own copy of the the videos. People who do not adhere to this law will be prosecuted to the full extent of the law.
ASLChoice asks you to respect the hard work of our volunteer deaf chapter author signers, filmmakers, editors, web designer, copyright and ISBN manager and more, by coming here to visit, watch, discuss and appreciate the content here as often as you want. There are APA references below for the videobook and for each chapter that you can cite and reference when appropriate. Your respect and support for our work are deeply appreciated.
Disclaimer with compassion: We are a group of all-deaf volunteers who worked hard on the English-to-ASL translation from Research and Evaluation in Education and Psychology textbook, and integrating examples from the ASL and Deaf community in our signed chapters. While we currently do not have image descriptions and ASL-to-English transcript/captions for all of our videos, we also understand the importance of having the videos accessible to all members of our community. The English-print published textbook, Research and Evaluation in Education and Psychology (2015) is our current, recommended alternative for members of our community who may not be able to access our signed chapters.
To cite the textbook:
Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (4th ed.). Thousand Oaks, CA: Sage Publications.
To cite the videobook:
Harris, R. & Williams, F. (2015). Research and evaluation in education and psychology, ASL version. Austin, TX: ASLChoice.
Introducing the ASL Volume for Research and Evaluation in Education and Psychology Textbook
Co-Editors Raychelle Harris and Felicia Williams introduce themselves and the unique videobook concept. Then they share gratitude with the chapter authors, the original author, the publisher and people who helped make this happen.
To cite: Harris, R. & Williams, F. (2015). Introduction. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (3:26 m.). Austin, TX: ASLChoice.
Foreword: Original Author of REEP – Dr. Donna M. Mertens
Dr. Donna M. Mertens was chosen as one of two foreword authors for the REEP ASL Companion Volume for many reasons. She was and continues to be a pioneer and staunch activist in equalizing the playing field in research, especially for marginalized communities, and for the Deaf communities of the world. A Gallaudet University Distinguished Faculty, Dr. Mertens is also the original author of REEP, giving us blessings to translate her revolutionary work into ASL. We are deeply honored to have Dr. Donna M. Mertens christen the launch of the ASL Companion Volume for the Research and Evaluation in Education and Psychology videobook.
To cite: Mertens, D. M. & Harris, R. L. (2015). Foreword: Original author of REEP – Dr. Donna M. Mertens. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (9:15 m.). Austin, TX: ASLChoice.
Foreword: Parent of Academic ASL – Dr. MJ Bienvenu
Dr. MJ Bienvenu was chosen as one of two foreword authors for the REEP ASL Companion Volume for many reasons, too. She was and continues to be a pioneer and staunch activist for the equalizing of ASL with English, especially in academics and in research. She continues to be the only one in the world to have published several chapters of her dissertation solely in ASL. We are equally as deeply honored to have Dr. MJ Bienvenu christen the launch of the ASL Companion Volume for the Research and Evaluation in Education and Psychology videobook.
Prologue: What is Research?
In this introductory chapter originally created by Raychelle (which is not derived from the REEP textbook) , Raychelle introduces several basic concepts in research in her narrative about a shopping trip to the local shopping mall. The following chapters are actual translations weaved with ASL/Deaf community examples of chapters in Research and Evaluation in Education and Psychology authored by Gallaudet faculty, Dr. Donna M. Mertens.
To cite: Harris, R. (2015). What is research? In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (11:34 m.). Austin, TX: ASLChoice.
Chapter 1: An Introduction to Research
The importance of the philosophy of science for the conduct of research is discussed in this chapter. The philosophical framework for the four major paradigms that influence researchers and evaluators and underlie their research decisions and actions are described. An inadequate but essentialist description of the four paradigms is as follows: Postpositivism emphasizes objectivity, experimentation, and generalizability. Constructivism emphasizes constructed realities, interaction with participants, and rich description. Transformative researchers focus on issues of social justice, human rights, and cultural complexity. Pragmatic researchers match the research questions with the choice of research methods.
To cite: Harris, R. (2015). An introduction to research. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (23:28 m.). Austin, TX: ASLChoice.
Chapter 2: Evaluation
Evaluation and research share many things; however, the differences between the two genres of systematic inquiry involve jargon and specific terms, what is being evaluated, and stakeholders. Evaluation has a history of development from the early 1960s to the present; it is a dynamic new field with new developments occurring in response to challenges and political factors. The four major paradigms can also be used to frame evaluation studies.
To cite: Williams, F. & Harris, R. (2016). Evaluation. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (15:05 m.). Austin, TX: ASLChoice.
Chapter 3: Literature Review and Focusing the Research
A review of scholarly literature provides information that can be used to investigate a topic of importance to learn what is known about that topic for its own sake (i.e., to improve teaching or therapy) or as a basis for designing a research study. Multiple sources exist for the conduct of literature review, including primary and secondary sources. A literature review is used to develop research questions.
To cite: Oates, J. A. & Harris, R. L. (2015). Literature review and focusing the research. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (12:49 m.). Austin, TX: ASLChoice.
Chapter 4: Experimental & Quasi-Experimental Research
Experimental and quasi-experimental designs are the hallmark methodologies of the postpositivist paradigm. These designs are intended to determine if an independent variable caused a change in a dependent variable by controlling the effects of extraneous variables as much as possible. The experimental designs require random assignment of participants to conditions, a demand that is not always possible in educational and psychological research. Hence, the quasi-experimental designs maintain much of the rigor of the experimental designs but allow for the use of intact groups in conditions.
To cite: Stone, A. & Williams, F. (2015). Experimental and quasi-experimental research. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (26:23 m.). Austin, TX: ASLChoice.
Chapter 5: Casual Comparative and Correlational Approaches
Causal comparative and correlational research both focus on the study of inherent or nonmanipulable variables. Causal comparative research compares groups on various characteristics such as sex and race. Correlational research looks at the strengths and direction of relationship between or among variables. In both of these research approaches, the researcher needs to avoid making causal inferences between the predictor variables and the criterion variable.
To cite: Wilkins, E., Harris, R. & Williams, F. (2016). Causal comparative and correlational research. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (14:09 m.). Austin, TX: ASLChoice.
Chapter 6: Survey Methods
Surveys are commonly used in educational and psychological research. The quality of a survey is tied to the effort put into design, including specification of purpose and mode of data collection. Pilot testing a survey is a critical part of ensuring quality that researchers can use to determine the quality of the questions as well as the need for modifications in the implementation of the survey. Two other critical criteria for quality in survey research include the response rate and follow-up of nonrespondents.
To cite: Harris, R. L. & Velasquez, J. O. (2015). Survey methods. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (25:53 m.). Austin, TX: ASLChoice.
Chapter 7: Single-Case Research
Single-case research is designed to determine the conditions necessary to change an identified behavior of a single person (or a small number of people). This research requires that the targeted behavior be quantifiable and countable in a reliable manner. The designs for single-case research all begin with a baseline measure to determine the frequency of the behavior before intervention. Analysis of single-case research is typically done with graphing the frequency of behaviors; descriptive statistics can also be used when appropriate.
To cite: Harris, R. & Hottle, K. (2015). Single-case research. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (9:26 m.). Austin, TX: ASLChoice.
Chapter 8: Qualitative Research
Researchers from different paradigmatic perspectives choose to use qualitative methods for different reasons. Constructivists use qualitative methods in order to explore the social construction of reality or document causal relationships. Transformative researchers use qualitative methods to capture the lived experiences of those who are marginalized or the systemic oppression dynamics in society. Pragmatists use qualitative methods if they think that their research question justifies the use of such methods. Overall, qualitative methods allow a researcher to get a richer and a more complex picture of the phenomenon under study than do quantitative methods.
To cite: Marchut, A., Williams, F. & Harris, R. (2016). Qualitative methods. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (39:30 m.). Austin, TX: ASLChoice.
Chapter 9: Historical and Narrative Study of Lives
Historical and narrative research can be based on a topic of study (e.g., educational experiences of deaf African American students during the Civil Rights era), life stories of individuals (biographies) or life stories of the researcher (autobiography), and autoethnography, which shifts the focus between the individual telling the story and multiple social and cultural layers. Historical research focuses on the past; narrative research focuses on the present. Historical and narrative research has an important role in making visible the context that surrounds present challenges that are encountered in education and psychology.
To cite: Moore, J. & Harris, R. (2015). History and narrative study of lives. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (12:40 m.). Austin, TX: ASLChoice.
Chapter 10: Mixed Methods Research
In some ways, mixed methods is not a new way of doing research, as many researchers have engaged in the collection of both quantitative and qualitative data. However, the research community now reflects an increased interest in mixed methods and how to explore more systematically the advantages and disadvantages of their use. Designs for mixed methods include consideration of the temporal relation between the use of each type of method (quantitative and qualitative) and the philosophical belief systems that underlie the research decisions.
To cite: Kartheiser, G. & Williams, F. (2015). Mixed methods research. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (9:07 m.). Austin, TX: ASLChoice.
Chapter 11: Sampling
Different paradigmatic stances are used to raise questions about appropriate sampling strategies. All researchers share concerns about ethics and have ethical review boards, professional codes of ethics, and cultural awareness to guide them in proper sampling procedures.
To cite: Singleton, D., Gunderson, J. & Harris, R. (2015). Sampling. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (20:59 m.). Austin, TX: ASLChoice.
Chapter 12: Data Collection
Data collection is a complex and important part of the research process. Criteria for data collection quality differ depending on the paradigm from which the research is conducted. Once the data are collected, the researcher is ready to move on to data analysis, the subject of the next chapter.
To cite: Davis, J., Harris, R. & Williams, F. (2016). Data collection. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (14:24 m.). Austin, TX: ASLChoice.
Chapter 13: Data Analysis, Interpretation and Use
Data analysis strategies for quantitative data are generally statistical in nature, and the choice of the appropriate statistic is based on the purpose of the research, the design of the study, and the characteristics of the data themselves. Qualitative data generally consist of words but can also include visual items such as artifacts, video, and pictures. Interpretation of both types of data requires sensitivity to cultural issues.
To cite: Griffin, F. & Harris, R. (2015). Data analysis, interpretation and use. In R. Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (27:50 m.). Austin, TX: ASLChoice.
Dr. Raychelle Harris
One of the co-editors of the ASL Companion volume for Research and Evaluation in Education and Psychology textbook, Dr. Raychelle Harris received her BA in American Sign Language from Gallaudet University and MS in Deaf Education from Western Maryland College in 1995 and 2000, respectively. After working as a K-12 ASL specialist, Raychelle returned to Gallaudet University for her doctoral studies in education and linguistics, with her dissertation specifically studying ASL discourse within academic settings, graduating in 2010. She has been a faculty member at Gallaudet University with the Departments of Interpretation and ASL and Deaf Studies, preparing future interpreters and ASL teachers since 2008. Mentored (and infected) by the author of the Research and Evaluation in Education and Psychology textbook, Dr. Donna M. Mertens, Raychelle continues to infect graduate students with love for research.
Raychelle’s contributions: Introduction, Prologue and Chapter 1: An Introduction to Research.
Felicia Williams
One of the co-editors of the ASL Companion volume for Research and Evaluation in Education and Psychology textbook, Black Deaf Womxn, Felicia Williams received her BA in American Sign Language from Gallaudet University and MA in Sign Language Teaching from Gallaudet University in 2012 and 2013, respectively. After graduating from Gallaudet University, she was an adjunct faculty for GSR 103 and ASL2 Programs with the Department of ASL and Deaf Studies for two years. She is currently a faculty member at Gallaudet University with the Department of ASL and Deaf Studies, preparing emerging signers by fostering their language skills in order to develop academic compositions in ASL. One of Felicia’s goals is to encourage others to develop more ASL/signed versions that will support bilingual/multilingual reading and composition strategies.
Felicia’s contributions: Introduction and Chapter 2: Evaluation.
Foreword Authors
Dr. MJ Bienvenu
A native ASL signer, originally from Baton Rouge, LA, Dr. MJ Bienvenu received her BA in English and MA in Linguistics from Gallaudet in 1974 and 1983, respectively before receiving her doctorate in 2003 from the Union Institute and University, in Linguistics. She worked at Gallaudet in various departments; including Linguistics Research Lab and English. MJ co-directed The Bicultural Center for 7 years. She later became a director of Language and Culture Center for 3 years before she came back to Gallaudet, as an ASL and Deaf Studies Department faculty member. MJ has published numerous ASL and Deaf Culture videos and workbooks. She also is an international speaker, presenting in Canada, Europe, Japan, Israel, and Cyprus on topics of Sign Language Instruction, Culture, Oppression and Empowerment, Cross-cultural Interactions and Interpretation.
Dr. Donna M. Mertens
Donna M. Mertens, PhD, is a retired professor who served in the Department of Education at Gallaudet University for 31 years; she also served as the editor of the Journal for Mixed Methods Research. The primary focus of her work is transformative mixed-methods inquiry in diverse communities that prioritizes ethical implications of research in support of human rights and social justice. Her recent books include Program Evaluation Theory and Practice: A Comprehensive Guide (authored with Amy Wilson), Transformative Research and Evaluation, The Handbook of Social Research Ethics, Research and Evaluation in Education, Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods (4th ed.), and Indigenous Pathways into Social Research (co-edited with Fiona Cram and Bagele Chilisa).
Donna M. Mertens, PhD, is a retired professor who served in the Department of Education at Gallaudet University for 31 years; she also served as the editor of the Journal for Mixed Methods Research. The primary focus of her work is transformative mixed-methods inquiry in diverse communities that prioritizes ethical implications of research in support of human rights and social justice. Her recent books include Program Evaluation Theory and Practice: A Comprehensive Guide (authored with Amy Wilson), Transformative Research and Evaluation, The Handbook of Social Research Ethics, Research and Evaluation in Education, Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods (4th ed.), and Indigenous Pathways into Social Research (co-edited with Fiona Cram and Bagele Chilisa).
Chapter Authors
Joseph “JD” Davis
Joseph Davis, also known as JD, graduated from Gallaudet University in 2013 with a Bachelor’s degree in ASL Studies and Master’s in Sign Language Education in 2014. He is currently an instructor at the Deaf Division at Ohlone College. He teaches ASL classes at Newark Memorial High School and an ASL Family class night at California School for the Deaf in Fremont. He strives to be one of the best ASL storytellers and aims to document more ASL Literature from all over the country to share with the community.
JD’s contribution – Chapter 12: Data Collection.
Frank Griffin
A native ASL signer born to a hearing family, Frank Griffin developed his passion for teaching language at a very young age. During Frank’s undergraduate studies for his Bachelors in Economics, Frank became very involved in the Interpreter Preparation program at the University of North Carolina at Greensboro, giving him more opportunities to teach. After graduating from UNC-G in 2002, Frank went into the business section. When the Masters in Sign Language Education program was established at Gallaudet University, Frank left the business section to go back into education. After completing his Masters’ studies in 2012, Frank has been a faculty member with Gallaudet’s ASL & Deaf Studies department. Frank’s interests include online pedagogy, innovative technologies and new trends of learning.
Frank’s contribution: Chapter 13: Data Analysis Interpretation and Use.
Ketsi Hottle
A Wisconsin native, Ketsi Hottle moved to Minnesota during her sophomore year and graduated from Minnesota State Academy for the Deaf (MSAD) in 2002. She then graduated in 2006 from Pillsbury Bible College with a Bachelor’s degree in Bible Study. She grew up participating in countless choirs and musicals, signing songs. After college, Ketsi moved to Texas with her husband and four children. She is currently invested in developing her Facebook page at https://www.facebook.com/Syncwithasl, producing original ASL poetry and translated ASL songs.
Ketsi’s contribution: Chapter 7: Single-Case Research.
Geo Karthesier
Mr. Kartheiser received his B.S. in advertising and public relations from Rochester Institute of Technology. He is currently a student in Gallaudet University’s groundbreaking PhD Program in Educational Neuroscience (PEN). He has assisted research on a variety of topics that include but not are not limited to visual attention, brain plasticity, and signed language assessment tools. His research investigates the impact of signed language as a second language on cognition and explores how scientists can improve their relationship with the public.
Geo’s contribution: Chapter 10: Mixed Methods Research.
Amber Marchut
A Philadelphia native, Amber Marchut received a BS in biology and a MS in secondary education for deaf students from Rochester Institute of Technology in 2002 and 2005. Upon completion, she moved to Santa Fe, NM and worked at NMSD for two years, teaching science and mathematics. She then taught science at Model Secondary School for the Deaf for six years. Amber entered Gallaudet University in 2011 as a doctoral student in Critical Studies in the Education of Deaf Learners and currently is working on her dissertation, focusing on science education and college retention. She also works as an adjunct professor and hopes to obtain her doctorate degree in 2016.
Amber’s contribution: Chapter 8: Qualitative Methods.
John Moore, Jr.
John Moore Jr. graduated from Gallaudet University in 2009 with a Bachelor’s degree in Physical Education. He returned to graduate school in 2010, majoring in Deaf Education and Sign Language Education. He graduated from Gallaudet with his Masters in 2014 and is currently an ASL tutor at Austin Community College and the Head Football Coach at Texas School for the Deaf. He also works as an Deaf Interpreter and is working on his certification.
John’s contribution: Chapter 9: History and Narrative Study of Lives.
Jodi A. Oates
Jodi Oates is currently working as an American Sign Language (ASL) Adjunct Professor & as Lab Tutor IV at Austin Community College (ACC) in Austin, Texas. Concurrently with ACC employment, she works as an ASL Mentor at University of Texas (UT) in Austin, Texas in serving student-athletes. On the side, she works as a filmmaker of a new ASL curriculum for ACC’s ASL program. She also works with a University of Texas PhD student researching ASL Fingerspelling. In the past, she has taught ASL for Educare of Texas, working with students who have developmental disabilities and evaluating their progress. Currently, she is Vice-president of the Texas School for the Deaf Alumni Association.
Jodi’s contribution: Chapter 3: Literature Review and Focusing the Research.
De’Lasha Singleton
De’Lasha Singleton, a native of Austin, TX, is a social justice activist, collectivist, lactivist and freelance photographer. She is an alumni of Texas School for the Deaf ’08 and Gallaudet ’14 with a Bachelor of Arts in Psychology. She is the co-founder of Together All in Solidarity (TAS) with Stephanie “Najma” Johnson. She has also serves additional roles for the community including public relations coordinator for the Austin Black Deaf Advocates and peer advisor coordinator for the Youth Empowerment Summit (Y.E.S!). She believes in the healing of the DDBDDHH (Deaf, DeafBlind, DeafDisability and Hard of Hearing, especially all umbrella of queer, Trans, Black Indigenous People of Color, Class, Non-christian religions, undocumented and other marginalized identities) community by recognizing the systemically oppressive behaviors and the needs to eradicate them.
De’Lasha’s contribution: Chapter 11: Sampling.
Adam Stone
Adam Stone is a student in the Ph.D. in Educational Neuroscience (PEN) Program at Gallaudet University and a research assistant with the Petitto Brain and Language Laboratory for Neuroimaging (BL2) and the NSF Science of Learning Center, Visual Language and Visual Learning (VL2). Originally from San Diego, he received a B.S. in professional and technical communications from Rochester Institute of Technology and a M.A. in ASL-English Bilingual Education from University of California, San Diego. A former elementary school teacher, he now studies the neurobiology of language and literacy acquisition in infants and young children and how the brain’s establishment of visual sign phonological representations can have an advantageous impact on young deaf visual learners’ reading success.
Adam’s contribution: Chapter 4: Experimental and Quasi-Experimental Research.
Jose-Ovi Velasquez
Jose-Ovi Velasquez, received his Bachelor’s in Communication Studies from Gallaudet University and Master’s in Deaf Education/American Sign Language Studies from Lamar University. He is currently a doctorate student in Education Leadership at Lamar University and a lecturer for American Sign Language courses at Sam Houston State University for the past four years. He is involved in the Deaf Latino Organization and continues to study on directing Deaf Hispanic Children on the use of American Sign Language. He had served on many Deaf Organization such as Texas Association for the Deaf (TAD), National Association for the Deaf, and National Council of Hispano Deaf and Hard of Hearing.
Jose-Ovi’s contribution: Chapter 6: Survey Methods.
Erica Wilkins
Erica Wilkins is currently pursuing her PhD in Clinical Psychology at Gallaudet University, where her research focuses on the role of technology in appropriate assessment techniques for deaf people. She is also a Research Assistant for Visual Language and Visual Learning (VL2), where she works with the translation team in order to apply research findings to the classroom. At VL2, she is also a part of the Student Leadership Team, where she enjoys learning from her peers.
Erica’s contribution: Chapter 5: Causal Comparative and Correlational Approaches.
Supporters
Much gratitude goes to individuals and organizations who supported this dream and helped make this possible!
ASL & Deaf Studies Department, Gallaudet University
ASLized!
Mickie Brunton
Merrie A. Davidson
Jason Dietz
Leah Geer
Jason Gunderson
Summer Crider
Julie Martin
Zilvinas Paludnevicius
Yaira Rodriguez
Ira Rothenberg
Sage Publications
Dr. Rachel Stone
Regan Thibodeau
Vance Youngs