The book *Methods in Educational Research: From Theory to Practice* by Maguerite G. Lodico, Dean T. Spaulding, and Katherine H. Voegtle is intended for graduate students who are also current practitioners, including classroom teachers and principals. The book aims to introduce readers to education research, covering a wide range of topics such as research philosophies, literature reviews, measurement, sampling, research designs, and analysis. However, the book's extensive coverage of topics means that each is only briefly discussed, which may not be sufficient for readers to gain a deep understanding. The authors attempt to make the material accessible through the use of figures, tables, checklists, and additional resources, which help clarify the text and direct readers to further information. However, some of the additional resources provided are outdated, and the book contains several errors in the quantitative sections. For example, the book incorrectly describes quasi-experimental studies as involving random assignment, which is not accurate. The language used in the book is straightforward, but it is sometimes overly simple and outdated, failing to reflect current terminology used in research proposals and articles. While some chapters, such as those on literature reviews and research proposals, may be useful for an introductory course, the book as a whole is too broad and contains incorrect information, making it unsuitable for use in introductory research methods courses for practitioners.The book *Methods in Educational Research: From Theory to Practice* by Maguerite G. Lodico, Dean T. Spaulding, and Katherine H. Voegtle is intended for graduate students who are also current practitioners, including classroom teachers and principals. The book aims to introduce readers to education research, covering a wide range of topics such as research philosophies, literature reviews, measurement, sampling, research designs, and analysis. However, the book's extensive coverage of topics means that each is only briefly discussed, which may not be sufficient for readers to gain a deep understanding. The authors attempt to make the material accessible through the use of figures, tables, checklists, and additional resources, which help clarify the text and direct readers to further information. However, some of the additional resources provided are outdated, and the book contains several errors in the quantitative sections. For example, the book incorrectly describes quasi-experimental studies as involving random assignment, which is not accurate. The language used in the book is straightforward, but it is sometimes overly simple and outdated, failing to reflect current terminology used in research proposals and articles. While some chapters, such as those on literature reviews and research proposals, may be useful for an introductory course, the book as a whole is too broad and contains incorrect information, making it unsuitable for use in introductory research methods courses for practitioners.