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Qualitative & Quantitative Research Angela Eckhoff, Educational Psychology (EPSY) "Prior
to entering the Educational Psychology program at the University of
Colorado at Boulder, I had primarily been exposed to traditional
quantitative research methodologies. Once in my program, I had the
opportunity to learn more about both qualitative and quantitative
methodologies through the various coursework offered in the School of
Education. As a student, this exposure has helped me in developing an
appreciation of the value of multiple methodologies in educational
research and also in developing an understanding of the strengths of
each methodology. I believe it is necessary to employ a variety of
research methodologies in order to effectively study and develop
understandings of the problems seen in today's educational climate. In
my own research, I've utilized methodologies such as classroom
observation, surveys, interviews, and randomized experimental trials. I
believe that the use of multiple methodologies has enabled me to
explore interesting research questions to a degree not possible if I
were to retain a singular methodology focus. The exposure I've gained
from the School of Education to multiple methodologies has been one of
the most positive aspects of my experiences in the doctoral program at
CU. "
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Reflection from Dean Lorrie Shepard We
are delighted to have had the opportunity to partner with the Carnegie
Initiative on the Doctorate. We have used the opportunity to strengthen
the integration of qualitative and quantitative research methods and to
connect the learning of research methods to substantive work on
educational policy and practice.
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Teacher Education & Education Policy Michael Orosco, Educational Equity and Cultural Diversity (EECD) "As
I complete my second year in the Educational Equity and Cultural
Diversity Doctoral Program at CU-Boulder, I look back at a critical
mission that I wanted to address personally and professionally. This
mission was to develop into a strong researcher who incorporates
teacher education and educational policy. CU’s Education faculty
and its doctoral program have guided me in fulfilling this vision by
modeling the implementation of rigorous standards that NCATE and NCLB
require for researchers and practitioners alike. CU’s top-rated
faculty has provided me a first-class research-based education, not
only through its doctoral courses but also by allowing me to apply
these research skills in training future teachers through its teacher
education program and to work on two federally-funded technical
assistance and development projects (Bueno & NCCRESt) . After two
years, CU-Boulder has not only allowed me to keep my teacher voice but
also has given me a researcher voice that will allow me to conduct
research and scholarship that improves educational policies and
classroom practices for public education."
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