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Generally there are three types of research design: quantitative design, qualitative design, and mixed methods design.

Quantitative Research Design:Measured and express in terms of quantity. Expression of a property or quantity in numerical terms. Quantitative Research Design helps in precise measurement, knowing trends or changes overtime, comparing trends.

Qualitative Research Design:Involves quality or kind, helps in having insight into problem or cases.

Mixed Research Design: The type of research in which a research or team of researchers combines elements of qualitative and quantitative research approaches (e.g., use of qualitative and quantitative viewpoints, data collections, analysis, inference techniques) for the broad purposes of breadth and depth of understanding and corroboration.

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What education and training is required to become an education researcher?

To become an education researcher, you typically need a graduate degree in a related field such as education, psychology, or sociology. A doctoral degree is often preferred for more advanced research positions. Strong research skills, experience in conducting studies, and familiarity with statistical analysis are also important. Additional training in research methodologies and academic writing is beneficial.


How is educational research classified?

Educational research can be classified into different categories such as quantitative research, qualitative research, mixed methods research, action research, and experimental research. These classifications are based on the research methods, approaches, and design used to answer research questions in the field of education.


Types of secondary research?

Types of secondary research include literature reviews, data analysis, case studies, historical research, and meta-analyses. These methods involve analyzing existing data, information, and publications to draw conclusions or insights without directly conducting primary research.


What are the limitations of phenomenological research in education?

The limitations of phenomenological research in education (or any other field) are limited only by finding participants to relate their lived experience to the phenomena under consideration. This assumes, of course, one is researching lived experience and that is why phenomenology was chosen as the specific methodology for the study to begin with. The research method will, obviously, change if lived experience is not what is sought.


When was Institute of Education Sciences created?

The Institute of Education Sciences was officially created on November 5, 2002, as part of the Education Sciences Reform Act of 2002. It is an independent research and statistics agency within the U.S. Department of Education.

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