Essentials of Research Methods for Educators

Essentials of Research Methods for Educators is a comprehensive resource designed for future educational professionals. It provides an in-depth overview of data literacy and research methods, using concrete examples for better understanding. The book covers qualitative, quantitative, and mixed methods research, and offers a highly scaffolded approach, making research projects manageable.

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Anastasia Kitsantas, PhD, is Professor of Educational Psychology and Director of the Office

of Doctoral Studies in the College of Education and Human Development at George Mason

University (GMU). She has also served as Director of the Educational Psychology, Research

Methods, and Education Policy Division and as Academic Program Coordinator of the

Educational Psychology Program. She received her PhD in Educational Psychology with a

specialization in Development, Learning, and Instruction from the Graduate School and

University Center of the City University of New York. She has previously served on the faculties

at James Madison University in the School of Psychology and at Florida State University in the

Department of Educational Research. Prior to working in higher education, she taught in K12

settings.

Dr. Kitsantas' research interests focus on the development of self-regulated learning (SRL)

and student motivation across diverse areas of functioning, including academic learning, athletics,

and health. She has also studied the role of learning technologies in supporting student

SRL. She finds joy in mentoring students to conduct research in these areas and has chaired

more than 30 doctoral dissertations. She is the editor, coauthor, or author of three books and

over 150 journal articles, book chapters, refereed proceedings, and reports, many of which are

directed toward the training of self-regulation. Her publications have appeared in diverse outlets

across many fields, such as educational psychology, teacher education, learning technologies,

health psychology, and sport psychology. Her research output has been widely cited by others,

with more than 19,000 Google Scholar citations. In fact, she has been recognized as ranking in

the top 2% of scientists worldwide based on research conducted from Stanford University that

covered ~7 million scientists in 22 major fields (Jeroen, Boyack, & Ioannidis, 2020). She has also

presented over 200 papers or invited addresses at local, national, and international conferences.

She has received funding support for her scholarship by various agencies. Currently, she is the

Principal Investigator (PI) and a Co-PI on two projects funded by the Department of Education

and the National Science Foundation, respectively. Both projects focus on the development of

self-regulatory skills among school-aged students in literacy and STEM areas in preparation for

postsecondary learning, the workplace, and lifelong learning.

Dr. Kitsantas was awarded the Outstanding Dissertation Award by Division 15 of the

American Psychological Association (APA) in 1997 and had been honored to receive the 2019

Barry J. Zimmerman Award for Outstanding Contributions to the fields of studying and

self-regulated learning research by the Studying and Self-Regulated Learning (SSRL) Special

Interest Group (SIG) of the American Educational Research Association (AERA). She is a

Fellow of the American Psychological Association's: Division 15, Educational Psychology. She

has excelled at teaching in a variety of course modalities and was awarded a George Mason

University Teaching Excellence Award, which is an institutional recognition for outstanding

teaching and acknowledgment of the significant work that faculty members devote to teaching,

advising, mentoring, and curriculum development. She is the former Editor-in-Chief of

The Journal of Experimental Education and has served on the editorial boards of a number of

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professional journals, including Contemporary Educational Psychology, Educational Technology,

Research and Development, Metacognition and Learning, The Journal of Experimental Education,

and many others.

Dr. Kitsantas has been extensively involved in the profession and has held numerous leadership

positions in professional organizations. She served as a Member at Large of the Executive

Board of Division 15 of APA in 2011 and most recently served as the Chair of the Fellows

Committee and the Webinar Committee. She has also been involved in the SSRLSIG of AERA

as the SIG Chair, Program Chair, and Chair of the Barry J. Zimmerman Award Committee.

She has been a panel reviewer for the Institute of Education Sciences, the National Science

Foundation, and other funding agencies. She has developed partnerships with GMU and other

universities abroad, taught abroad, and as an advocate for study abroad programs, continues to

seed fruitful international collaborations.

Timothy J. Cleary is Professor and Chair of the Department of School Psychology in the

Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers, The State

University of New Jersey. He obtained his PhD in Educational Psychology with a specialization

in School Psychology from the Graduate School and University Center of the City University of

New York, CUNY Graduate School in 2001. Dr. Cleary began his professional career working as

a licensed school psychologist in the public and private sector. He began his academic career as a

Visiting Professor at CUNY before serving as Assistant and Associate Professor at the University

of WisconsinMilwaukee prior to moving to Rutgers University in 2012.

Dr. Cleary's primary research interests include the development and application of self-regulated

learning (SRL) and motivation assessment and intervention practices across academic,

athletic, medical, and clinical contexts. Specifically, he has examined trends in school-based

SRL assessment and intervention practices, developed and validated several types of SRL assessments

(i.e., self-report, teacher rating scales, parent rating scales, microanalytic protocols), developed

and tested academic intervention programs, and investigated links among SRL processes

and performance indicators. He has published over 70 peer-review journal articles and book

chapters specifically addressing SRL issues and applications, coedited a scholarly book on SRL,

served as sole author on an edited volume targeting SRL intervention programs and a sole author

for a research-to-practice book for K12 teachers, The Self-Regulated Learning Guide: Teaching

Students to Think in the Language of Strategies (2018). Most of his publications have appeared

in top-tiered journals across multiple fields, including school psychology, educational psychology,

medical education, teacher education, and sport psychology. His research productivity has

been widely cited by others, with approximately 8,000 Google Scholar citations and 4,000 citations

since 2018. He was the recipient of the 2021 Barry J. Zimmerman Award for Outstanding

Contributions to the fields of studying and self-regulated learning research from the Studying

and Self-Regulated Learning Special Interest Group of the American Educational Research

Association (AERA).

Dr. Cleary's extramural grant funding is significant in both its quantity and quality, and

most of his projects have been collaborative in nature. He is serving or has served as a Principal

Investigator (PI) or Co-PI on grants from the National Science Foundation, the Department

of Education's Fund for the Improvement of Postsecondary Education (FIPSE), Institute for

Educational Sciences (IES), and the Spencer Foundation. Over the course of his career, Dr.

About the Authors xxix

Cleary has served in a lead or collaborative scholarly role on grants totaling approximately $12

million.

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