(eBook PDF) An Introduction to

Educational Research: Connecting

Methods to Practice
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-connecting-methods-to-practice/
Table of Contents
Preface
Acknowledgments
About the Authors
PART I EXAMINING THE FOUNDATIONS OF EDUCATIONAL
RESEARCH
CHAPTER 1 • Studying Education Practice With Research
Considering the Value of Research
Introduction
Practitioner-Scholars Defined
Using Problems of Practice to Frame Research
Reflective Opportunity 1.1
An Overview of the Problems of Practice
Problem of Practice 1: Promoting Educational Equity in Student
Achievement
Problem of Practice 2: Implementing Education Policies
Problem of Practice 3: Reforming and Improving Educational
Organizations
Problem of Practice 4: Improving Instructional and Leadership
Practice
The Purposes and Types of Educational Research
Link to Practice 1.1
Reflective Opportunity 1.2
Research Paradigms
Unpacking Five Research Paradigms
Reflective Opportunity 1.3
Defining Research Methodologies and Research Methods
Link to Practice 1.2
CHAPTER 2 • Designing a Research Study
Developing a Research Study
Introduction
The Overarching Research Process
Identifying a Problem of Practice and Formulating It as a Research
Problem
From the Field 2.1
Reflective Opportunity 2.1
Designing a Study
Carrying Out Your Study and Analyzing Your Data
Reflective Opportunity 2.2
Writing and Sharing Your Results/Findings
Designing a Research Study
Formulating a Research Problem
From the Field 2.2
From the Field 2.3
Developing Research Questions
 Link to Practice 2.1
Identifying a Conceptual or Theoretical Framework
Selecting a Methodology: A Decision-Making Process
Link to Practice 2.2
Selecting the Research Methods
Determining the Approach to Data Analysis
Link to Practice 2.3
Qualitative Data Analysis
Quantitative Data Analysis
Link to Practice 2.4
Carrying Out the Study
Reflective Opportunity 2.3
CHAPTER 3 • Reviewing the Literature
Figuring Out Where to Begin Your Review of the Literature
Introduction
The Importance of the Literature Review
Reflective Opportunity 3.1
Unpacking the Literature Review
From the Field 3.1
From the Field 3.2
From the Field 3.3
From the Field 3.4
From the Field 3.5
Difference Between Qualitative and Quantitative Literature Reviews
From the Field 3.6
The Process of Conducting a Literature Review
Identifying a Topic for the Literature Review
Accessing Resources
Link to Practice 3.1
Reflective Opportunity 3.2
Searching the Literature and Identifying Resources
Assessing the Types of Resources Available
Identifying and Evaluating Research as Good or Reputable
Link to Practice 3.2
Reflective Opportunity 3.3
Staying Organized and Updated: A Few Reminders
Using Technology to Complete the Literature Review
Citation Management Systems
Annotation Tools
Reflective Opportunity 3.4
CHAPTER 4 • Considering Research Ethics
Facing Ethical Challenges
Introduction
Ethics and Educational Research
Inviting Participants’ Consent and Assent
Link to Practice 4.1
 Legal and Institutional Ethical Requirements
From the Field 4.1
Reflective Opportunity 4.1
Link to Practice 4.2
Managing Research Relationships with Schools and Districts
Considering Ethics Across the Research Process
The Role of Ethics in Planning and Designing a Study
The Role of Ethics in Carrying Out a Study
Link to Practice 4.3
Reflective Opportunity 4.2
The Role of Ethics in Reporting Research Findings
Emerging Ethical Challenges
Reflective Opportunity 4.3
PART II CONSIDERING APPROACHES TO EDUCATIONAL RESEARCH
CHAPTER 5 • Introducing Qualitative Research
Conducting Qualitative Research
Introduction
Characteristics of Qualitative Research
Researcher as Instrument
From the Field 5.1
Focus on Context
From the Field 5.2
Reflective Opportunity 5.1
From the Field 5.3
Reflective Opportunity 5.2
Emergent Research Design
Inductive Approach
From the Field 5.4
Diverse Data Sources
Qualitative Methodologies
Link to Practice 5.1
Case Study
Grounded Theory
Narrative
Link to Practice 5.2
From the Field 5.5
Phenomenology
Link to Practice 5.3
Ethnography
Reflective Opportunity 5.3
Discourse Analysis
Link to Practice 5.4
CHAPTER 6 • Introducing Quantitative Research
Conducting Quantitative Research
Introduction
Quantitative Research: Aims and Purposes
 Characteristics of Quantitative Research
Reflective Opportunity 6.1
Quantitative Research Designs
Experimental Research Designs
Single-Subject Experimental Research Designs
Non-Experimental Research Designs
Link to Practice 6.1
Reflective Opportunity 6.2
From the Field 6.1
Causal-Comparative and Correlational Designs
From the Field 6.2
From the Field 6.3
Link to Practice 6.2
Secondary Data Analysis (or Data Mining)
Reflective Opportunity 6.3
Survey Research
Link to Practice 6.3
CHAPTER 7 • Collecting Qualitative and Quantitative Data
Carrying Out Your Research
Introduction
Sampling Strategies
Sampling in Qualitative Research
Convenience Sampling
Purposeful Sampling
Snowball Sampling
From the Field 7.1
Link to Practice 7.1
Sampling in Quantitative Research
Simple Random Sampling
Systematic Sampling
Stratified Sampling
From the Field 7.2
Considerations When Sampling Effective Schools or Districts
Site Access and Participant Recruitment
Reflective Opportunity 7.1
Acquiring Access to Research Sites
Recruiting Participants for Your Research Study
Link to Practice 7.2
Collecting Qualitative Data
Interviews and Focus Groups
From the Field 7.3
Conducting the Interview
Observations
From the Field 7.4
Documents
Reflective Opportunity 7.2
 Collecting Quantitative Data
Student Assessments
Research Instruments
Surveys
Public-Use Datasets or Extant Data
Considering Technology Tools to Support Data Collection
CHAPTER 8 • Completing Qualitative Data Analysis
Analyzing Qualitative Data
Introduction
Defining Qualitative Data Analysis: Aims and Purposes
From the Field 8.1
From the Field 8.2
Carrying Out Qualitative Data Analysis
Link to Practice 8.1
Preparing and Organizing Your Data for Analysis
Becoming Familiar With Your Data
Reflective Opportunity 8.1
Transcribing Your Data
Memoing Your Data
Reflective Opportunity 8.2
From the Field 8.3
Coding Your Data
Moving from Codes to Categories and Categories to Themes
Making an Analysis Map
Knowing When Your Analysis Is Complete
Link to Practice 8.2
Issues of Validity in Qualitative Research
Reflective Opportunity 8.3
Link to Practice 8.3
Technology That Supports Qualitative Data Analysis
Quotation Feature
Memo Feature
Coding Feature
Visualizing/Display Feature
CHAPTER 9 • Completing Quantitative Data Analysis
Analyzing Quantitative Data
Introduction
Quantitative Data Analysis: A Cyclical Approach
Preparing the Dataset
Identifying Types of Variables
From the Field 9.1
Descriptive Statistics: Identifying Patterns, Trends, and Frequencies
Measures of Central Tendency
From the Field 9.2
Measures of Variability
Graphing the Data
 Selecting and Running Inferential Statistics
Hypothesis Testing
Link to Practice 9.1
From the Field 9.3
Link to Practice 9.2
Type-I and Type-II Error
Reflective Opportunity 9.1
Calculating Inferential Statistics
Identifying Relationships and Differences Between Variables
A Few of the Most Common Statistical Tests
t-Test
Analysis of Variance (ANOVA)
Simple Linear Regression or Multiple Regressions
Chi-Square
Identifying Missing or Out-of-Range Values
Link to Practice 9.3
Reflective Opportunity 9.2
Reliability and Validity in Quantitative Research
Technology That Supports Quantitative Data Analysis
Reflective Opportunity 9.3
CHAPTER 10 • Introducing Mixed Methods Research and Analysis
Contemplating a Mixed Methods Research Study
Introduction
Defining Mixed Methods Research
From the Field 10.1
Characteristics of Mixed Methods Research
Link to Practice 10.1
Reflective Opportunity 10.1
Mixed Methods Research Designs
Link to Practice 10.2
Models of Mixed Methods Research
Convergent Parallel Design
Explanatory Sequential Design
Exploratory Sequential Design
From the Field 10.2
Embedded Design
From the Field 10.3
Multiphase Design (Multi-Study)
Transformative Design
Reflective Opportunity 10.2
Selecting a Fixed or Emergent Mixed Methods Design
Beyond Selecting a Mixed Methods Model
Carrying Out a Mixed Methods Study
Mixed Methods Analysis
Analyzing Data in a Fixed or Emergent Mixed Methods Research
Design
 Link to Practice 10.3
Reflective Opportunity 10.3
Technology to Support Mixed Methods Analysis
CHAPTER 11 • Introducing Action Research
Seeing a Need for Action Research
Introduction
Overview of Action Research
Definition of Action Research
Reflective Opportunity 11.1
Types of Action Research
From the Field 11.1
Criticisms of Action Research
Link to Practice 11.1
The Action Research Cycle
Identify a Problem of Practice for an Action Research Study
From the Field 11.2
Analyze Existing Data to Develop an Explanation
Develop an Intervention or Response
Reflective Opportunity 11.2
Systematically Collect Qualitative and Quantitative Data
Analyze Data to Identify Potential Explanations
Assess the Impact of the Intervention or Response
Link to Practice 11.2
Reflective Opportunity 11.3
Unique Considerations for Action Research
Using Technology in Action Research
From the Field 11.3
Reflective Opportunity 11.4
PART III PRODUCING RESEARCH TO IMPROVE PRACTICE
CHAPTER 12 • Writing the Research
Writing Up Your Research Findings
Introduction
Engaging in the Academic Writing Process
Determining the Type of Report or Paper
Considering Your Audience
Making Thoughtful Language Choices
From the Field 12.1
Using Language Sensitively
From the Field 12. 2
Using Pronouns
From the Field 12. 3
Link to Practice 12.1
Using APA Manuscript Style
Reflective Opportunity 12.1
The Basic Structure of a Research Report
Writing the Introduction
 Writing the Literature Review
Writing the Methods Section
From the Field 12.4
From the Field 12. 5
Formulating Arguments and Presenting Findings
Link to Practice 12.2
Reflective Opportunity 12.2
Technologies to Support Writing and Disseminating Research
Technologies to Support the Writing Process
Scrivener
CHAPTER 13 • Using and Sharing Research to Improve Practice
Seeing the Process Through
Introduction
Revisiting the Meaning of Practitioner-Scholarship
From the Field 13.1
Research as an Opportunity to Reflect, Refine, and Renew
Technologies to Support Sharing Research
Blogs and Websites
Digital Storytelling
Reflective Opportunity 13.1
Summarizing the Research Process and the Methodologies Presented
Reflective Opportunity 13.2
Returning to the Place We Began: Problems of Practice
Reflective Opportunity 13.3
Glossary
References
Index
Preface
Aims of the Textbook
There are many introductory educational research textbooks available. The majority of
these textbooks provide a balanced discussion of qualitative, quantitative, and mixed
methods approaches to research and discuss the basics of how to conduct educational
research and evaluate published research studies. Similarly, this textbook offers a balanced
discussion across research methodologies and presents the basics of the research process.
However, when we set out to write this textbook, we wanted to take a slightly different
approach to the discussion of educational research. The majority of research textbooks
present research in a research-first manner, with research methodologies and methods as
the prime focus and implications for practice dealt with last or as separate “case studies.”
While this approach is useful for many students, in our own teaching we have found that
students who are currently immersed in professional practice often struggle to see the
connection between learning about the details and language of evaluating and conducting
educational research and their own professional practice. Further, many students find
research-first discussions of educational research intimidating or simply disconnected
from their daily lives. As such, we wanted to write a book for practitioners who inherently
strive to understand their professional work in more detail and who may also seek to
improve schools, districts, and educational organizations by conducting research within
these contexts. We refer to these individuals—indeed, to you—as practitioner-scholars
because we believe that it captures the nature of your work and the strength of your
interest in improving schools. More specifically, we wrote this book for classroom
teachers, teacher leaders, school and district administrators—those who individually and
collectively act as leaders in schools and districts.
The students we have worked with come from a diverse array of professional experiences,
many of which uniquely equip them to understand research through the lens of a
practitioner-scholar. Many of these practitioner-scholars enter our research methods
classrooms with a comprehensive understanding of the work that takes place on a daily
basis in their schools, districts, and educational organizations. They ask compelling and
interesting questions related to the problems of practice that they face each day. Many of
these same problems are found in the annals of educational research and are the focus of
scholars’ lives and careers. Recognizing the relationship between problems of practice and
educational research, in An Introduction to Educational Research: Connecting Methods to
Practice, we adopt a practice-first orientation. We aim to provide the reader with an
introduction to educational research in a way that aligns with their professional
experiences and illuminates the ever-present connections between these experiences and
educational research. Throughout the textbook, we incorporate problems of practice,
linking these problems to particular steps of the research process, theoretical perspectives,
research methodologies, and methods. In addition, we present links to specific research
practices throughout the textbook to highlight how practitioner-scholars undertake
research and, in practical terms, what that undertaking involves.
More particularly, this book serves five purposes. First, we provide you with a broad
introduction to the research process. Second, we assist you in becoming conversant in the
language of research, which will support you as you develop abilities related to the critical
consumption of research and the process of conducting research. Third, we offer
illustrative problems of practice that illuminate the connections between research and your
practice as a practitioner-scholar. Fourth, in exposing you to these problems of practice,
we hope to prepare you to identify research topics and ideas that you might study
independently or with your colleagues. Fifth, through reflective opportunities staged
throughout the book, we assist you in considering your identity as a researcher, identifying
your assumptions about responsibly conducting research, and weighing various
approaches to research given your particular interests and values.
It is important to keep in mind that the purpose of this textbook is not to introduce you to
all research methodologies and methods equally. Rather, the purpose is to prepare you to
connect specific research methodologies and methods with common problems of practice.
In orienting to the textbook this way, we acknowledge that some topics will not be
covered in depth or with sufficient breadth. Instead, we focus on those topics that we
believe are most essential to helping you develop the skills you need to think as a
researcher would in your own area of professional practice.
We thus strongly encourage you to see this book as a starting point in your learning
process—one that provides you with some useful tools for thinking critically about
educational research. Yet, we recognize that you will not become a practitioner-scholar
simply by reading this textbook. Rather, we invite you to view this textbook as one step in
the process toward an improved understanding of research, deeper appreciation for
professional practice, and a more compelling grasp of the connections between these two
worlds. Further, we invite you to begin thinking about how you might engage in the
practice of research in relation to your current work, as any textbook or methods course
can only take you so far. There will come a point at which you will need to go out and do
what you are reading about.
Organization of the Textbook
This textbook is organized in three parts. In Part I, we establish a broad context for
educational research methodologies (for example, qualitative and quantitative) and their
related methods (that is, procedures used to carry out a research study). We use
contemporary problems of practice (for example, the achievement gap) to orient you to
problems that can be explored through various research methodologies, while introducing
you to the varied purposes and definitions of educational research. In Part I, we also
review four broad approaches to educational research (qualitative, quantitative, mixed
methods, and action research) and associate these research methodologies with specific
problems of practice. We also consider the process of searching for relevant literature and
evaluating the quality of a published research study. We end the first section by
considering the foundational role of ethics in conducting research.
In Part II, we focus on the data collection and analysis processes, while also providing you
with an opportunity to consider some of the common approaches to qualitative and
quantitative research. In addition, we discuss mixed methods approaches to research and
analysis, as well as action research. Throughout, we highlight various technologies that
can support the data collection and analysis process.
In Part III, we provide a focused discussion around the process of writing and presenting
research findings for key stakeholders. We give particular attention to emergent practices
for disseminating research findings, particularly to groups of people who are engaged in
the work of schools, districts, and educational organizations. We conclude the textbook by
returning to the problems of practice to highlight the various ways in which research
methodologies can be used to understand, examine, critique, and address these problems.
We use this discussion as a springboard to encourage you to begin identifying, defining,
and carrying out a research study of your own.
Textbook Features to Support Learning
Throughout the textbook, we have included several features aimed at supporting your
learning. Each chapter begins by listing the key learning objectives. These objectives
point toward central ideas to consider and come back to as you read and study a particular
chapter. To support this feature, we provide Reflective Opportunities in each chapter,
which are invitations for you to think more deeply about a concept, and, at times, make
personal connections to your practice. These Reflective Opportunities are intended to help
you identify your own assumptions as a researcher, clarify your beliefs about responsibly
conducting research, and consider various strategies for carrying out research. We also
include Links to Practice in many of the chapters, which illustrate in practical terms
various steps in the research process, as well as how you might approach the research
process. As a complement to the Links to Practice, most of the chapters include From the
Field boxes, which provide illustrative examples drawn directly from published literature.
After each chapter’s summary, we list key terms with abbreviated definitions. These
defined concepts are intended to revisit the language of research and reinforce your
current understanding of the material presented in a given chapter. Following the key
terms, we provide Questions to Consider designed to facilitate individual reflection, as
well as small and large group discussions. If you are reading this book independent of a
class or without a group of colleagues, these questions might serve as a way for you to
check and extend your understanding. At the end of each chapter, four chapter exercises
are included that provide you with tasks designed to encourage you to apply what you
have read within a given chapter. We also offer recommended readings, which we refer to
as Learning Extensions. Because we assume that this textbook is only one component of
your learning process as a practitioner-scholar, we believe it is important to provide you
with suggested readings that may deepen your understanding and future practice. Finally,
there are several ancillaries available with this textbook. A student study site is available
that provides Student Quizzes, eFlashcards, and Multimedia Resources. There is also a
password-protected instructor site including a Word and Respondus Test Bank,
PowerPoimt Slides, Lecture Notes, and Multimedia Resources for each chapter.

SAGE edge offers a robust online environment you can access anytime, anywhere, and
features an impressive array of free tools and resources to keep you on the cutting edge of
your learning experience.
SAGE edge for Students provides a personalized approach to help you accomplish your
coursework goals in an easy-to-use learning environment.

Mobile-friendly eFlashcards strengthen your understanding of key terms and

concepts
Mobile-friendly practice quizzes allow you to independently assess your mastery of
course material
A complete online action plan includes tips and feedback on your progress and
allows you to individualize your learning experience
Chapter summaries with learning objectives reinforce the most important material
Interactive exercises and meaningful web links make it easy to mine internet
resources, further explore topics, and answer critical thinking questions
SAGE edge for Instructors, supports your teaching by making it easy to integrate quality
content and create a rich learning environment for students.

Test banks provide a diverse range of pre-written options as well as the opportunity
to edit any question and/or insert your own personalized questions to effectively
assess students’ progress and understanding
Sample course syllabi for semester and quarter courses provide suggested models
for structuring your courses
Editable, chapter-specific PowerPoint® slides offer complete flexibility for creating
a multimedia presentation for your course.
EXCLUSIVE! Access to full-text SAGE journal articles that have been carefully
selected to support and expand on the concepts presented in each chapter
Multimedia content includes original SAGE videos that appeal to students with
different learning styles
Lecture notes summarize key concepts by chapter to help you prepare for lectures
and class discussions
Course cartridge for easy LMS integration
Acknowledgments

We are grateful to several individuals who have been integral to the development of this
textbook. First, we thank the SAGE editorial team who provided us with ongoing
feedback and support throughout the writing process. We are particularly grateful to our
editor, Theresa Accomazzo, who offered us meaningful feedback and support as this
project unfolded. We are also thankful for the ongoing assistance provided by Jessica
Miller and Georgia McLaughlin. This textbook would not have been possible without the
efforts and commitment of the SAGE team.
We also acknowledge the many reviewers who devoted their time and efforts to shaping
this textbook. In particular, we thank:

Dr. Diane P. Bagwell, University of West Florida

Ruth Ban, Barry University
Steven R. Banks, University of Tennessee at Chattanooga
Valerie Beltran, University of La Verne
James A. Bernauer, Robert Morris University
Denise A. Boldman, PhD, Urbana University
Jill Bradley-Levine, University of Indianapolis
Mary (Rina) M. Chittooran, PhD, Saint Louis University
Harriett Gaddy, PhD, Centenary College
Gerard Giordano, University of North Florida
Dr. Marlene Gombach, Cleveland State University
Dr. Darrell L. Groves, Clark Atlanta University
Nataliya V. Ivankova, University of Alabama at Birmingham
Cynthia L. Jew, PhD, California Lutheran University
Rosalind Latiner Raby, California State University, Northridge
Dr. Maura Martindale, LSLS Cert. AVEd., California Lutheran University
Keli Mu, PhD, OTR/L, Creighton University
Benjamin Ngwudike, Jackson State University
Eucabeth Odhiambo, Shippensburg University
Arturo Olivarez, Jr., University of Texas at El Passo
Dr. Edward Schultz, Midwestern State University
John D. Tiller, EdD, Tennessee State University
Wendy G. Troxel, Illinois State University

We also thank our students—many of whom are practitioner-scholars in their own right—
for providing feedback and suggestions on early iterations of this textbook. We are
particularly grateful to the many students enrolled in Strategies for Educational Inquiry
(Y520) and Data-Driven Decision Making (A629) at Indiana University who read portions
of the textbook and whose reflections and writing assignments served as a catalyst for the
textbook’s development. In addition, we acknowledge our former doctoral students in the
Statewide Educational Leadership Program at Washington State University whose
experience conducting their own research greatly informed our understanding of
Another random document with
no related content on Scribd:
and 2 in. thick, was used as a lever. One end of this piece had a U-
shaped notch cut in it to straddle the supports under the projecting
ends. A board was attached to the table top, having one straight
edge set where the knife edge would just pass it.
If the knife has a good sharp edge it will do very satisfactory work.
When the edges are trimmed the knife can be removed and used for
its original work.—Contributed by E. S. Mundell, Lowpoint, Ill.
 How to Repair Rubber Gloves
While making a bunglesome job of patching a pair of rubber
gloves, which I used to keep the stains from my fingers while
developing photographic plates, a physician friend happened along
and told me how to do it properly. The method is as follows: Procure
a piece of card, such as heavy Bristol board used for filing cards;
spread it on one side, rather thick, with ordinary library paste and
stick it to the rubber tissue, preferably dentists’ rubber dam of light
weight; smooth it flat, and let the paste dry. When a patch is needed
cut one out, rubber and card together, and fit it to the cut in the
glove. Put the glove on the hand inside out, moisten the patch with
cement, let it dry for a few seconds and then press it in place hard. If
the tear is large, it is easier to lay the moistened patch down and fit
the edges of the tear to it, then press hard in place. After the cement
has thoroughly dried out, soak the patch in water and remove the bit
of card. This gives a patch fastened securely to the extreme edges;
flat, water-tight, and as fit to stand boiling as any patch, for
sterilizing. After removing the card, the glove is dusted with talcum.
—Contributed by J. S. Hogans, Uniontown, Pa.
 Miniature Metal-Bound Chests
By F. E. TUCK

B oys in a manual-training class became very enthusiastic over the

making of small chestlike boxes, bound with ornamental metal,
and adapted them to a great variety of uses. The boxes were
designed to suit the taste of the maker and for use as glove,
handkerchief, jewelry, toilet, treasure and other boxes, lined with silk,
and finished in wax and varnish, in various stains. Oak was used for
most of them, and the metals employed were largely copper and
brass, although silver is suitable for small boxes. They are simple in
construction, as shown in the working drawings, and can be made in
the home workshop. The photograph reproduced shows a group of
boxes, for various purposes, and in several styles of metal binding.
The long box at the top is for gloves or ties; the larger ones are for
the boys’ personal use, caring for collars, handkerchiefs, etc.; the
smaller boxes are for the dresser, providing for the care of jewelry
and similar small articles. The boxes proved great favorites as gifts,
and the monogram of the recipient may be etched into the metal.
 These Gift Boxes, Trimmed with Ornamental Metal, were Made by Boys in a
Manual-Training Class. A Long Glove Box is Shown Above; the Larger Boxes
Are for Handkerchiefs, and the Smaller Ones for Jewelry and Trinkets

Well-seasoned oak is the most suitable material for the making of

the boxes, as it harmonizes well with the plain metal trimmings. The
quarter-sawed variety is preferable, being more ornamental, and less
likely to warp or twist. For most of the boxes, stock ³⁄₈ in. thick is
suitable, although this may be cut down to ⁵⁄₁₆ in. for the smaller
boxes, if convenient. The method of joining the pieces is similar in all
the varieties of boxes, and the jewel box illustrated in the working
drawings will be taken as a specimen. The sides of the box are
butted against the ends, lapping over them, flush, and nailed with
small brads. The bottom is fitted between the sides and ends, and
nailed so that the nails are concealed by the metal bands, at the four
corners, and at other points, if bands are placed near the middle.
The stock for the box is cut and finished on all sides to the following
dimensions: all pieces to be ³⁄₈ in. thick; top, 4¹⁄₂ by 7¹⁄₂ in.; two
sides, 1⁷⁄₈ by 7 in.; two ends, 1⁷⁄₈ by 4 in.; bottom, 3¹⁄₄ by 6¹⁄₄ inches.
All the pieces should be scraped carefully to a smooth finish, and
the nails started with an awl, or a slightly flattened nail of the same
size, fitted into a hand drill. Extreme care must be taken, in nailing,
that the surface of the wood is not marred, which is likely to occur if
the nails are driven into the wood too rapidly, or without starting
holes for them. The feet are cut from a strip, ³⁄₈ in. thick and ³⁄₄ in.
wide, the cut edges being sandpapered smooth without destroying
the squareness and the sharp corners. They are nailed to the bottom
of the box with brads, care being taken to have the end grain of each
block at the end of the box, particularly if the metal trimmings do not
cover the blocks.
The cover is fixed in place with small plain butts, countersunk into
the wood, one leaf into the top and the other into the back of the box.
A simpler method is to set both leaves of the hinge into the edge of
the back. Care must be taken in fitting the hinges that they are set in
line with the back of the box, and holes for the screws should be
made before driving them into place. Too much care cannot be taken
with the fitting of the hinges, as the proper fitting of the lid, both as to
resting level and being in line with the edges of the box, depends on
the fitting of the hinges.
After the construction work and nailing is completed, the box may
be sandpapered carefully, rubbing in the direction of the grain, and
being careful not to round off the edges unduly. The
oversandpapering of woodwork marks the work of the careless
novice. The box should be handled as little as possible while the
metal trimmings are being fitted, and, before the finish is applied,
should be gone over lightly with sandpaper to remove dirt. When the
metal pieces are fitted, and ready to be fastened in place, the finish
may be applied to the box. Warm browns or other dark-oak finishes,
are best suited to the simple style of chest, and the metal fittings. A
coat of stain should be applied, and this followed, when dry, by a
coat of filler, rubbed well into the pores of the wood. The filler should
be permitted to dry hard and the surface is then sandpapered very
lightly with a fine grade of paper—No. 00 is best. Do not rub through
the filler or stain, particularly at the corners. Wax is the most readily
applied outer finish. Several coats may be used to give a substantial
finish. A coat of shellac, followed by coats of rubbing varnish, dried
well and rubbed between coats with No. 00 sandpaper may be
applied for a high-gloss finish. This is a more involved process and
requires that the varnish be rubbed down with pumice stone and
water, and finished with an oil polish.
Copper or brass, of No. 20 gauge or lighter, is suitable for the
making of the trimmings. The details of the handles are shown in the
sketch, at the right. Cut a back plate, ⁷⁄₈ in. by 1¹⁄₄ in., and fit the
handle of wire to it by means of a strap, bent from a strip of metal, ³⁄₈
in. by ⁷⁄₈ in. The other bands are merely strips, ¹⁄₂ to ³⁄₄ in. in width
and fitted to the size of the box, where applied. Strap hinges of the
same metal may be made, but the most convenient method for the
amateur is to fit the metal strips into place at the hinges, merely as
ornamental features. Various types of locks may be fitted into the
box, and for the worker having the necessary skill, it is interesting to
make a hasp, as indicated in the sketch.
The designing and making of the metal trimmings affords unlimited
opportunity for originality, and a good plan is to fit the desired strips,
cut from paper, to the box before making them of the metal. It is well
to remember, in this connection, that the simple bands and forms are
better suited to the plain box than ornate trimmings. Having
determined upon suitable patterns for the metal strips, cut them from
the sheet with snips, or tinner’s shears, care being taken to produce
a smooth edge. A file may be used to remove roughnesses and to
round the edges of the metal slightly. The metal is fastened with
escutcheon pins, which add to the ornamental effect if properly
spaced. Holes for them must be drilled, or punched, through the
metal.
The Construction of the Jewelry Box Is Typical of the Others. The Handle is
Shown in Detail. The Nailing of the Bottom and the Fitting of the Lining are
Shown at the Right

The metal may be left smooth and polished, or hammered with the
round end of a ball-peen hammer, to produce the dented effect
shown on several of the boxes in the group. This, as well as other
finishing of the metal, must be done before it is fixed in place.
Beautiful colors may be given to the metal by heating it, and
observing the colors as they “run.” A trial will enable one to judge the
proper heat for the various colors, which “run” from a light straw to a
deep purple, with various reddish intermediate tones. A brown
oxidized finish, or a verd-antique—greenish—finish may also be
obtained. The metal should be polished with wax to preserve the
finish if other than the latter type is used.
The boxes are lined with silk or other suitable material. The
method is as follows: Cut cardboard pieces to fit against the inner
sides of the bottom, sides, and ends. Pad one side of them with
cotton batting, and cover with silk, gluing the edges of it on the back
of the cardboard, as shown in the sketch. By bending the pieces
slightly, they may be inserted and glued in place. Care must be taken
in handling the glue, that the silk is not soiled. Pads of felt, or
chamois skin, may be glued to the bottom of the feet of the box, so
as not to mar the surface upon which it rests.
The most popular boxes, which are especially suitable for gift
purposes, are the jewelry, glove, and handkerchief boxes. Their
dimensions are: jewelry box, 2³⁄₄ by 4 by 7¹⁄₂ in.; glove box, 3¹⁄₄ by 5
by 13 in.; handkerchief box, 4 by 6 by 10 in. Other sizes suited to
special purposes may, of course, be designed readily, and made in
walnut, mahogany, or other cabinet woods.
A Piano or Reading Lamp
By WILLIAM E. FINKERNAGEL
This Lamp of Substantial Construction and Pleasing Design may be
Made at Small Cost. The Pedestal Assembled is Shown at the Left and
Details of the Parts and of the Metal Frame for the Shade, Above
Thehand
lamp illustrated was designed for use in reading, the doing of
work at which one is seated in a chair away from a table
lamp, or for lighting a piano rack. It is light, readily moved about,
easily made, and of pleasing design. It combines construction in
wood and metal, is inexpensive, and within the range of a careful
amateur craftsman. The pedestal is shown assembled at the left,
and above are detailed sketches of the parts. The construction of the
shade, which is 18 in. square, is shown at the right. The central post
is 40 in. long and 2 in. square, and the base measures 16 in. on the
arms.
The stock bill for the lamp is as follows:
1 piece, 2 by 2 in., oak, for post.
2 pieces, 1 by 3 by 16 in., oak, for base.
1 piece, 1 by 6 by 6 in., oak, for cap.
1 piece, 1 by 4 by 4 in., oak, for column base.
1 piece, 1 by 2 by 3 in., oak, for braces.
Copper or brass strip, 1 in. wide and ³⁄₃₂ in. thick, for shade frame. Wire
braces for shade.

Make all the pieces, smoothing and finishing their surfaces with a
scraper, before assembling the parts. The cap A may be made first.
Square the piece to 6 in. and cut a ¹⁄₄-in. chamfer around the upper
edge. Cut the 2 by 3-in. block on one of its diagonals and smooth it
to form the braces B. Square the ends of the post C to a length of 40
in., and smooth up the sides. Square the column base D to 4 in. and
cut a ³⁄₁₆-in. chamfer around its upper side.
Square up and smooth the cross arms E and F, for the base, to a
width of 3 in. and a length of 16 in. Bevel the upper corners 1 in., at
an angle of 45°. Bore holes with a ¹⁄₂-in. bit to form the rounded ends
of the portions cut out from the lower sides of the cross braces.
Chisel the wood away between the holes and smooth the resulting
surfaces. The half-lap joint, by which the cross braces are joined,
may then be made. It should not be made until the lower portions are
cut out of the cross braces, and the remaining portions are made of
exactly the same width, 2¹⁄₂ in., according to the drawing. The joint
must be fitted tightly in what is termed a driving fit, or it will not be
strong enough.
The construction may be assembled as follows, although several
methods may be adopted that will prove satisfactory: Fix the cap A to
the top of the post with glue and ¹⁄₂-in. dowels, bored not quite
through the cap. Screws may be used for this purpose, but they mar
the finish of the upper surface of the cap. Glue the braces B into the
corners to support the cap. They should be warmed before applying
the glue and rubbed slightly to bring them into place tightly and to
distribute the glue evenly. Small brads may be used to nail them in
place, but care must be taken not to mar the finish.
The column base D may be fixed to the bottom of the post in the
same way that the cap was fixed at the upper end. The cross braces
E and F, forming the base, should be glued in the half-lap joint and
fixed to the column base with glue and dowels, or screws sunk into
sockets from the lower side of the braces.
When the glue has dried, the pedestal should be scraped and
cleaned preparatory to a final sandpapering before applying the stain
and varnish.
The arms G for the shade holder are made of strips of brass or
copper, 1 in. wide and 8³⁄₄ in. long, bent to the proper form, as shown
in the sketch. The straight end, 2 in. long, is provided with two holes
through which screws are fixed into the top of the cap.
The shade is constructed as follows: Make a 4-in. square, H, of
brass strip, 1 in. wide, and solder or rivet it at the joint. Make the
lower square J of the same material and in the same way, 18 in. on
each side. Solder ¹⁄₈-in. wire, of a length that will give the desired
slant to the shade, at the corners of the squares, forming a rigid
frame for the covering. Cloth or silk may be used to cover the frame.
The braces for the shade may then be fastened to the top of the
cap, as shown in the assembly sketch, and their ends shaped to hold
the frame firmly. The pedestal should be smoothed off immediately
preparatory to finishing, and the sharp edges removed slightly. Care
should be taken in sandpapering, since rubbing across the grain is
ruinous, as is too much sandpapering. The latter particularly smacks
of the novice. A coat of stain, one of filler rubbed in thoroughly, a
coat of shellac, and a finish coat of wax or varnish will give a
satisfactory finish. The shellac and varnish coats should be permitted
to dry thoroughly and should then be sandpapered lightly before
applying other coats.
The electrical connections for the lamp may be made from a cord
extension to a socket fixed in the center of the cap. In some
instances it may be desirable to connect the cord from a floor socket.
In that case the post should be built up of two pieces of 1-in.
thickness, and a groove to admit the cord made in the center of it.
 Sewing Rack Attached to Rocker

The Swinging Rack Folds under the Arm of the Chair When Not in Use
 A rack like that shown in the illustration is convenient as a support
for articles being sewed or repaired by the home worker. It was
made by fastening two bars from a towel rack to the arm of the
rocker by means of a bolt. When not in use, the bars are folded back
under the arm of the chair. One of the bars may be provided with
hooks so that scissors and other sewing requisites may be placed on
them.—Mrs. J. E. McCoy, Philadelphia, Pa.
 Glass Bottle as a Candle Lamp

A candle may be carried in a glass bottle, as shown in the sketch,

with little danger of setting fire to surrounding objects, and without
permitting the melted wax to leak upon the floor. The bottom of the
bottle is cut off and the candle inserted as shown, the neck affording
a convenient handle.—Stanley Radcliffe, Laurel, Md.
 A Folding Wall Desk

Tolimited,
provide an inexpensive desk in a shop, where space was quite
the folding wall desk shown in the sketch was devised. It
was cut from a packing box and the hinged lid built up of boards of
better quality. To give a good writing surface, a piece of heavy
cardboard was fastened to the writing bed with thumb tacks and may
be renewed whenever necessary. The inside of the desk was fitted
with filing compartments arranged to care for a large variety of shop
forms and stationery. An inkwell holder made of a strip of sheet metal
was fixed to the end of the desk and the bottle suspended in it, there
being space for additional bottles also. The hinged lid is provided
with a hasp and padlock. When not in use the desk may be tilted
upward and locked against the wall with small catches. By using a T-
square against the left edge of the writing bed, a convenient drafting
table for shop sketching is provided.
 Fig. 1 Fig. 2
Fig. 4
Fig. 5 Fig. 3

The Packing Box from Which the Desk was Made is Shown in Fig. 1. The
Dotted Lines Indicate Where It was Cut to Give the Slanting Writing
Surface. The Device in Its Normal Position is Shown in Fig. 2; Hooked
against the Wall, in Fig. 3, and with the Lid Raised, Showing the
Compartments, in Fig. 5.
 The detailed construction, for the making of the desk from stock
lumber, by boys, or amateur workers with tools, may be carried out
as follows: Determine upon the size of the proposed desk.
Convenient dimensions are 30 in. long, 18 in. wide, 7 in. high at the
back, and 4 in. high at the front. Use ⁷⁄₈-in. soft wood; pine and
poplar are suitable. Cut and shape all the pieces before beginning
the assembling of the parts. The wood should be planed smooth and
may be sandpapered lightly when the construction is completed,
before applying a finish. A simple arrangement of the pieces so they
can be nailed together is that shown in the sketch, which was used
in making the box. First shape the pieces for the sides, 5¹⁄₄ in. wide
at the larger end, 2¹⁄₄ in. wide at the smaller, and 16¹⁄₄ in. long.
Clamp the boards together, or tack them with two wire nails while
shaping them, so that they will be exactly alike. Make a piece 5¹⁄₂ in.
wide and 30 in. long for the back, and one the same length and 2¹⁄₂
in. wide for the front. Nail them to the ends, as shown, permitting the
slight excess material to project over the upper edges of the
sidepieces. Trim off this extra stock with a plane so that the upper
surfaces of the front and back conform to the slant of the sidepieces.
Make a strip 4 in. wide for the upper edge of the desk, to which the
writing bed is hinged. Cut pieces for the bottom and nail them in
place.
Before nailing down the upper hinge strip the interior fittings
should be made. Use wood not thicker than ¹⁄₂ in., and fit the pieces
into place carefully, nailing them firmly through the outer faces of the
desk. A better method is to make the pigeonholes or compartments
with a piece of the thin stock on the ends of the partitions, so that the
compartments are built up as a unit and slid into the desk, no nails
being necessary to hold them.
The lid should be made of sound, dry stock and glued up of strips
about 3 in. wide, to prevent it from warping or twisting easily. If the
person making the desk has the necessary skill, it is best to fix a
strip, 2 in. wide, at each end of the writing bed, to hold the pieces
together and to keep the bed in shape.
 The holder for the inkwell is made of a 1-in. strip of metal, bent to
the shape shown in Fig. 4, and drilled to fit small screws. A can is
supported in the holder and the bottle rests in it.
The desk may be finished by painting it or giving it a coat of
shellac and one of varnish, either after it has been stained to match
adjoining woodwork, or in the natural color.