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Identifying Research-Based Solutions for School Improvement:

Identifying Research-Based Solutions for School Improvement:. Workshop Context and Vision. Context The bar has been raised for education practice and research Vision Educators can effectively use research to identify research-based solutions for their schools.

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Identifying Research-Based Solutions for School Improvement:

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  1. IdentifyingResearch-Based Solutions for School Improvement:

  2. Workshop Context and Vision • Context • The bar has been raised for education practice and research • Vision • Educators can effectively use research to identify research-based solutions for their schools

  3. Why Was This Workshop Developed? • To raise educators’ Awareness… of the importance and relevance of research for schools and NCLB standards • To develop educators’ Skills… in using research to identify what works • To develop educators’ Capacity… for using research in the context of their own school’s mission toward school improvement

  4. How Research Can Help • From a State and Federal Accountability Perspective • From a Professional Perspective • From a School Improvement Perspective

  5. The Steps in Planning School Improvement Preparation Internal Analysis Improving Student Learning Plan revision cycle continuation Schoolwide Plan Development Evaluation Review and Refinement Implementation

  6. Educational research is the formal, systematic application of the scientific method to the study of educational problems.

  7. Using Research to Guide Change in School Improvement Planning • What works—programs and practices that improve student achievement—? • How does it work—the principles and operation of a program—? • Where does it work—elementary, middle, high—? • For whom does it work—all students, ELL, high poverty students—? • What is required to make it work—school resources and capacity—?

  8. Six Criteria of Scientifically Based Research as Defined in NCLB • Uses experimental or quasi-experimental designs • Employs systematic, empirical methods • Relies on measurements that provide reliable and valid data • Uses rigorous data analyses • Ensures that studies are clear and detailed to all for replication • Has been reviewed or accepted by independent experts

  9. 1. Uses Strong Research Design • Experimental or quasi-experimental design (Gold or Silver Standard) • Design minimizes alternative explanations for the outcomes

  10. 2. Employs Systematic, Empirical Methods • There must be a link between the research question and the method • This link must be clearly explained and justified • The researcher must competently implement the method

  11. 3. Relies on Measurements That Provide Reliable and Valid Data • Reliability =If a measure yields consistent results when taken under similar conditions, it is reliable. • Validity =If a measure accurately predicts what it is designed to predict, it is valid.

  12. 4. Uses Rigorous Data Analyses • The data must be adequately analyzed so the conclusions can be justified • Usually includes the following: • Statistical analysis of student achievement data (usually test scores) • Statistically significant findings

  13. 5. Provides Detailed Results That Allow for Replication • There must be a clear, detailed description of method – instruments, data collection, and data analyses • There must be enough information to allow a different researcher to conduct the same study

  14. 6. Results Have Been Subjected to Scrutiny • The study has been reviewed by independent experts or accepted in a peer reviewed journal • The review opens the study to examination, criticism, review, and replication by peer investigators and ultimately to incorporate the new knowledge into the field

  15. Hierarchical Standard for Peer-Reviewed Venues 1.Peer-Reviewed Journals - Print Journals (AERJ, RER, Educational Researcher, etc.) - Online Journals (EPAA, CIE, TCR Online, etc.) 2. Peer-Reviewed Professional Conferences - Reports and presentations that are formally reviewed, similar to the peer-review journal process 3. Non-Peer-Reviewed Journals - Magazines (Educational Leadership) 4. Internal Studies - Often conducted by model providers

  16. Using Research in the Context of NCLB • Research must provide evidence of effectiveness on student achievement • Research design must be experimental or quasi-experimental

  17. Different Research Designs for Different Purposes • Implementation • Research Type: Quantitative or Qualitative • Theoretical Base • Research Type: Quantitative or Qualitative • Evidence of Effectiveness • Research Type: Quantitative

  18. Activity: Identifying the Purpose of a Study

  19. What Are the Types of Research Designs? Collecting Numbers– Quantitative Collecting Observations– Qualitative

  20. Quantitative • Collection of numerical data to describe, explain, predict, and measure outcomes of a phenomenon of interest • Data analysis is mainly statistical • Deductive process

  21. Qualitative • Collection of extensive narrative data based on observation to gain insight into a phenomenon • Data analysis includes production of verbal synthesis/summarizing • Inductive process

  22. Characteristics of Qualitative and Quantitative Research

  23. Quantitative Research Designs

  24. Experimental • Goal is to establish a cause-and-effect relationship between two variables • The study creates artificial conditions of sameness in 2 or more settings to study the effect/impact of an intervention (program/practice) • A study can only be called experimental when ALL conditions can be controlled

  25. Components of an Experimental Study • All conditions are controlled • Environment • Random assignment • Assignment to two groups: • Experimental and Control • Measures the outcome – the difference that occurs as a result of the intervention (practice or Program)

  26. Examples of Conditions to Control • Materials • Teacher training, experience • Classroom environment • Time spent using an intervention • Type of school • Student population

  27. Random Sampling • Selecting a group of subjects (sample) for study from a larger group (population) so that each individual is chosen entirely by chance • Every member of the population has an equal probability of being included • Designed to reduce “bias”

  28. Control Group Does not receive treatment under the investigation Experimental Group Receives treatment under investigation Samples: Control vs. Experimental

  29. Examples of Intervention (Program or Practice) • Method of instruction (practice) • Block scheduling • Looping • Type of learning materials • Size of learning group • Reform programs

  30. Scientifically Based Research: Gold Standard • Experimental study • Research type: Quantitative • Determines potential links between practice or program and student achievement • Controls all of the following: • Environment • Intervention (practice or program) • Subject selection

  31. Quasi-experimental • When it is NOT possible to control for at least one of the three elements of experimental design: • Environment • Intervention (program or practice) • Assignment to experimental and control groups

  32. Promising Research: Silver Standard • Quasi-experimental study • Research type: Quantitative • Cannot determine causality • Controls all but one of the following: • Environment • Intervention (program or practice) • Subject selection

  33. Descriptive • Reports the way things are. • Used to summarize, organize, and simplify data. • Typical questions: How do kids score on reading achievement tests across race/ethnicity and gender? How safe do students feel in your school?

  34. Supporting Research:Bronze Standard • Includes qualitative and quantitative designs • Effects on student achievement cannot be attributed directly to the intervention (program or practice)

  35. Review • Quantitative research is about looking at the numbers • The three types of Quantitative research: • Descriptive • Experimental • Quasi-experimental

  36. Review • Scientifically Based (Experimental) Research– “Gold Standard” • Promising (Quasi-experimental) Research – “Silver Standard” • Supporting Research— “Bronze Standard”

  37. Present in study Yes No 1. Conditions are controlled (e.g. materials, teacher training/experience, type of school, student population, etc.) 2. Subjects randomly assigned to control and experimental groups 3. Appropriate use of an experimental and control group as follows: A. Experimental group receives the intervention/innovation under investigation, AND B. Control group does not receive any treatment or receives a different intervention/innovation than the experimental group Activity: Understanding Gold and Silver Standard Research Scientifically Based or Promising Research?

  38. Handout: Understanding “Bronze Standard” Research

  39. Components of All Research Studies • Abstract • Objective (Problem/Purpose) • Research Procedures/Methodology • Findings • Discussion Section • Conclusion Objective (Problem/Purpose) Research Procedures/Methodology Conclusion

  40. A. Abstract • A summary of the study, usually between 100 and 500 words • Addresses the following: • problem investigated • subjects and instruments involved • design and procedures • major conclusions

  41. B. Objective (Problem/ Purpose) • Problem statement • Research Question • Hypothesis • Purpose of study

  42. C. Research Procedures/ Methodology • Who are the subjects? • What are the types of research design? • What are the methods of analysis?

  43. F. Conclusion • Responds to the original research question and hypothesis • Reviews what the study shows • Identifies what can be inferred from the study • Brings coherence to the study

  44. STILL REQUIRES “PROFESSIONAL JUDGMENT” “ ….school leaders will need to rely on the best available empirical evidence and some degree of professional judgment in creating their programs.” Source: “Scientifically-based Research and the Comprehensive School Reform,” CSR Program Guidance

  45. Using Professional Judgment Means: • Being a critical consumer • Examining research to determine whether it is relevant to the school’s specific context • Synthesizing findings across studies • Incorporating the evidence into the decision-making process

  46. The Steps in Planning School Improvement Preparation Internal Analysis Improving Student Learning Plan revision cycle continuation Schoolwide Plan Development Evaluation Review and Refinement Implementation

  47. Contact Information: NCCSR: AskNCCSR@goodschools. gwu.edu -or- Contact@iel.org Monica Martinez: Martinezm@iel.org Enter the Gateway at:www.goodschools.gwu.edu

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