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Strengthening Research to Improve Schooling Outcomes

Strengthening Research to Improve Schooling Outcomes. Presentation Outline. Clarifying the concepts Action research Some research areas Possible research questions Mixing research methods Points to remember in writing research reports.

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Strengthening Research to Improve Schooling Outcomes

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  1. Strengthening Research to Improve Schooling Outcomes

  2. Presentation Outline • Clarifying the concepts • Action research • Some research areas • Possible research questions • Mixing research methods • Points to remember in writing research reports

  3. ResearchMICHAEL BASSEY, Faculty of Education, Nottingham Polytechnic

  4. Two Categories of Research Workers

  5. Action ResearchNSW, Australia, 2010 • the term which describes the integration of action (implementing a plan) with research (developing an understanding of the effectiveness of this implementation).

  6. Educational Action Research... • “refers to taking a systematic look at some educational practice and recording what was done, why it was done, collecting data, analyzing the data and reflecting on how the results might influence future teaching endeavors.” • (http://actionresearch.altec.org/)

  7. Some Research Areas

  8. What Works in SchoolsMarzano, 2003

  9. Master teachers have high skills and high will - Jackson, 2003 SKILL is the science of teaching involves a teacher’s pedagogical and content knowledge WILL is the art of teaching has to do with a teacher’s passion involves a teacher’s drive to help all students be successful

  10. The Will and Skill Matrix

  11. Four Categories of Teaching Skill Master Teacher • teaching is fluid and automatic • seems to know the right thing to do at the right time Practitioner • proficient in practice but approach to teaching is not entirely seamless Apprentice • takes time to understand curriculum objectives and figure out how to meet them all, but tends to attack each objective separately and misses interrelationships and how each objective contributes to the big picture of student learning • lessons of apprentice teachers often lack coherence Novice • tends to struggle with planning and classroom management and therefore has a disjointed approach to teaching

  12. Strategies for Addressing Will

  13. Helping Every Teacher Become a Master Teacher

  14. Helping Every Teacher Become a Master Teacher

  15. Four Critical Aspects of EducationLemke and Sabelli

  16. Possible Research Questions

  17. In addition to profiling respondents.... • Are there significant differences in the performance of respondents who experienced the intervention and those who did not? • To what level has the intervention produced the desired outcomes? • What factors fostered/hindered the production of the outcomes? • Why do these factors facilitate/constrain the production of the outcomes? • What other strategies that can produce the outcomes are identified by the respondents?

  18. Mixed Research Methods • Research in which the investigator collects and analyses data, integrates the findings, and draws inferences using both qualitative and quantitative approaches or methods in a single study or program of inquiry (Tashakkoriand Creswell, 2007:4).

  19. Combining qualitative and quantitative methods.... • brings together the strengths and benefits of each while reducing their respective weaknesses and limitations (Bryman, 1988). • can provide some corroboration or offer fuller understanding than can be achieved through a single method. • ensures or increases the internal validity of results.

  20. Points to remember in writing research reports

  21. Research Paper Evaluation CriteriaKelley, Bennett and Moore, 2002 • How well does the Title introduce the study? • How well does the Abstract describe the research study? • Are the Research Questions adequately defined? • Does the Rationale justify the purpose for the study and/or place it within the context of current theory and practice?

  22. Evaluation Criteria cont. • Is the Methodology clearly described and well matched to the research questions? • Is the Analysis of Data adequately described? • Are the Findings clearly identified? • Are the Implications for future research, classroom practices, or policy discussed?

  23. When you take stuff from one writer it's plagiarism; but when you take it from many writers, it's research. • Wilson Wizner • Research is to see what everybody else has seen, and to think what nobody else has thought. • Albert Szent-Gyorgyi

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