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TEP 233A: Topics in Education Research & Design

TEP 233A: Topics in Education Research & Design. Welcome! Four presentations over the Winter Quarter: Jim Levin (today) Ross Frank, Ethnic Studies (Monday, Jan 24) Amanda Datnow, USC (Wednesday, Feb 9) Brian Goldfarb, Communication (Monday, Feb 28). Proseminar web page.

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TEP 233A: Topics in Education Research & Design

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  1. TEP 233A: Topics in Education Research & Design • Welcome! • Four presentations over the Winter Quarter: • Jim Levin (today) • Ross Frank, Ethnic Studies (Monday, Jan 24) • Amanda Datnow, USC (Wednesday, Feb 9) • Brian Goldfarb, Communication (Monday, Feb 28)

  2. Proseminar web page • http://tepserver.ucsd.edu/courses/tep233a/wi05/

  3. Coordinators for next 3 presentations • Ross Frank, Ethnic Studies (Monday, Jan 24) Jo & Daniel • Amanda Datnow, USC (Wednesday, Feb 9) Ruth & Carrie • Brian Goldfarb, Communication (Monday, Feb 28) Krysti & Suzanne

  4. Educational Research Expertise as Multiple Coordinated Research Methods Jim Levin Teacher Education Program University of California, San Diego http://tepserver.ucsd.edu/courses/tep233a/wi05/levin/

  5. Plan for this session • Short presentation by Jim Levin • Survey of research methods you use and why • Small group discussion of methods • Report to whole from each group • General discussion and summary

  6. Debate about research methods • NCLB: "scientifically based research" • Random-assignment • Qualitative vs. quantitative

  7. What is the nature of educational research expertise?

  8. What is the nature of expertise? • Studies of expertise • What's the difference between an expert and a novice?

  9. Mental models of the Web • Survey study: "What is your mental model of the Web?" • Novices with the web: 18 unique responses (from 44 subjects) • Experts with the web: 27 unique responses (from 38 of the same subjects) (Levin, Stuve, & Jacobson, 1999)

  10. Mental models of the Web • Case studies of 10 people (2 novices, 4 intermediate, 4 experts) • A novice had a single model of the Web • An expert had several models and chose which model to use depending on the task

  11. An expert is: a person • with multiple coordinated representations of a subject area and • with the meta-knowledge of when to use which representation and when to switch.

  12. Representational Toolkit Framework for Expertise • An expert has a set of representational tools, and knows which tool to use for which task and when to switch from one tool to another.

  13. Methodological debate among carpenters? • Which is the best tool? the hammer or the saw?

  14. What's your goal? • Do you have two pieces of wood and a nail and want to fasten them together? or • Do you have one piece of wood and a line along which you’d like them separated?

  15. An expert carpenter: • Has expertise with a wide range of tools • Has the knowledge of which tool to use for which purpose

  16. Educational research methods debates • Which is the best research method?

  17. What are your research goals?

  18. Which research method best accomplishes your research goals?

  19. Mixed Methods Research • Johnson & Onwuegbuzie "Mixed Methods Research: A Research Paradigm Whose Time Has Come"

  20. Educational research expertise • Research methods toolkit framework • The power of multiplicity - bringing multiple coordinated research approaches to bear on educational problems • Multiple coordinated methods

  21. Distributed educational research expertise • A distributed network of coordinated educational researchers with expertise in a diverse set of research methods - a community of educational research practitioners

  22. How to achieve educational research expertise? • One step is to make explicit the range of educational research methods and the strengths and weaknesses of each method

  23. Interactive portion of presentation • Survey activity: take a few minutes to fill out the questionnaire being handed out • Small group discussion activity: count off by twos and form three groups to discuss research methods identified by each member • Whole group discussion: reports from each group and general discussion

  24. Mental models of educational research (generated during the presentation) Dinner party Big blob Luxor - pyramid with floors Telescope - stars as students; observer as researcher ; stars as other researchers Gardening - planting, watering, weeding, noting changes, changing Debate forum - between practitioners and researchers

  25. More mental models of educational research

  26. Strengths and weaknesses (generated during the presentation)

  27. More strengths and weaknesses

  28. Yet more strengths & weaknesses

  29. Summary • An expert has multiple coordinated representations. • An expert educational researcher • An expert educator • A learner moving to expertise • A community of educational research practitioners is a distributed network of coordinated educational researchers with expertise in a diverse set of research methods

  30. Contact information: Jim Levin jalevin@ucsd.edu http://tepserver.ucsd.edu/~jlevin/

  31. p.s. on Educational expertise • Multiplicity of educational approaches to support to acquisition of multiple coordinated representations

  32. How to support educational research expertise? • New interactional frameworks • Collaborative work across disciplines • Integration of research and teaching; research and learning

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