1) The document discusses different types of educational research including quantitative, qualitative, and action research. It defines key terms like theory and hypothesis.
2) It emphasizes the importance of making school decisions based on peer-reviewed research rather than personal experience, tradition, or commercial claims.
3) The document provides examples of how to implement action research by identifying problems, collecting data, analyzing findings, and applying results to improve student learning.
2. Life is difficult …Once we truly know that life is difficult – once we truly understand and accept it – then life is no longer difficult. Because once it is accepted, the fact that life is difficult no longer matters. Scott Peck, The Road Less Traveled
3. Life is a series of problems Do we want to complain or solve them? Do we want to teach our students to solve them? Courage, on the other hand, is contagious. When those around us demonstrate courage, it’s easier for the rest of us to be brave to solve those problems!
4. How do we address these problems? By being scientists! Scientists participate in “research”. Asking questions and finding answers by researching and collecting data to determine what we believe can help us understand the world and the problems we encounter better!
5. Research – 3 Types Defined: Quantitative Research (Experimental Research) – Answering a research question by following specific steps with a treatment group (the group they experiment with) and a control group (the group they do not experiment with) to discover the result. -- Hypotheses are tested, and if data evidence supports them, they become theories.
6. Research – 3 Types Defined: Qualitative Research (Observation Research) -- The research question is developed through a process of asking questions, which guide data collection and observations. -- Questions are open-ended and less-defined.
7. Research – 3 Types Defined: Action Research – This style of research is the most like qualitative research because researchers take the world as it is and then reach their conclusions without trying to change it to fit their opinions or variables.
8. Scientific Research Terminology: Know the lingo – THEORY: A way to explain a set of facts Can be observed or measured Creates a context for understanding the world May be several theories related to the same subject that can be very different in opinion (ex. Behavioral Learning Theory vs. Cognitive Learning Theory) Doesn’t always exists forever – can be disproved!
9. Scientific Research Terminology: Know the lingo – Hypothesis: Untested guess or question First step in a study or experiment “I think that ______”, “I wonder about ______”. Can be supported or nullified by data collected during the process.
10. No matter how we choose to research… What we believe to be true – our view of reality - (PARADIGM) can affect how and what perspectives and data we choose to “see”. For the best research to take place, our paradigms must be partially suspended to open our minds to new solutions and data findings in our lives.
11. Paradigms - 3 views of reality Materialistic Monism – A way of looking at life where the universe is only made up of matter and energy and the only way that things can exist are if they can be weighed and measured. How is this seen in schools? Students receive information from teacher and produce it back through some measure, like a test.
12. Paradigms - 3 views of reality Dualism – The universe is made up of physical (matter and energy) and metaphysical (consciousness beyond physical that can’t be measured with 5 senses.) How is this seen in schools? When knowledge is constructed and built upon prior knowledge, learning is active and dualism is taking place.
13. Paradigms - 3 views of reality Transcendental Monism – A view of reality that believes reality isn’t usually found in physical world but beyond our senses in consciousness. How is this seen in schools? All subject areas are connected and teachers believe true knowledge exists in the individual student. Students must find/develop their strengths and passions, and school strives to create better human beings inside and out.
14. Putting the pieces together… All of these areas and terms affect our ability and processes as educational decision-makers in our schools. Better decision-makers equal more knowledgeable, responsible, and equipped students and staff.
15. How are school decisions typically made? Personal experience – Teacher has tried a strategy or approach and bases that one experience on all future decisions. Powerful because of personal connection, but a sound strategy because there are many variables missing. One or two studies – Finding a few studies or opinions to support your particular point of view to make research “say what you want it to say.” Dangerous method – scientific studies must be peer-reviewed.
16. How are school decisions typically made? Famous person – A well-known person makes a statement, and educators take it as “Gospel truth”. Many of these are based on philosophy and ideology. Must be based on research! (Show me the data!) Tradition or folklore – A decision or practice continues because “we’ve always done it that way.” Also not based on research, but on habit and emotion!
17. How are school decisions typically made? Magic bullets and flashy new packages – Believing claims made on the outside of commercial packages that promise to be a “cure all” for a particular issue. There is no one miracle product! Instead, it must be peer-reviewed, research-based, and intelligently adopted/adapted to meet your school’s needs.
18. How are school decisions typically made? And the winner is… Research-based theory and a synthesis of peer reviewed studies – This is the best approach! Schools and teachers collaborate to look at a body of research and make solid, research-based decisions. All staff continues in high-quality professional development to be lifelong learners and effective decision-makers for the benefit of students!
19. Responsible Decision-Making in My School One way we implement effective decision-making is through the implementation of MTSS collaborative meetings with principal, psychologist, resource, Title, and classroom teachers to reflect on teaching methods, data collection/analyzation/application. Frank, open-ended questions are asked, and a team process is used to come to solutions. Collaborative responsibility is taken by all. They are “OUR STUDENTS”.
20. Action Research: research in action! Steps: #1 – Ask a question/identify a problem/define an area to explore #2 – Decide what/how /frequency of data collection #3 – Collect and analyze #4 – How can findings be used and applied? #5 – Report/share findings and action plan with others #6 – Put the findings into a theory
21. Action Research: research in action! Action research is systematic and well-planned. Can be empowering for teachers, as they bridge the gap between research and actual practice!
22. Workplace questions/problems to be investigated/addressed by action research: #1 – Recent changing population over the years and its relationship to test scores. #2 – Do early intervention preschools and all-day kindergarten have a lasting effect on student achievement? Do differences show up down the road in students?
23. Workplace questions/problems to be investigated/addressed by action research: #3 – We work hard to meet the needs of special needs students, but are we sufficiently meeting gifted students’ needs in our school? #4 – What are the effects of direct, explicit instruction on student engagement/learning?
24. Workplace questions/problems to be investigated/addressed by action research: #5 – How can we better meet the needs and challenges presented by the presence of a severely handicapped, wheelchair-bound student in our 3 story grade school? #6 – How can I improve the data collection/organization/presentation/storage in my room so student learning is continually positively affected?
25. Workplace questions/problems to be investigated/addressed by action research: #7 – Improving my schedule and flow to have more data/plan time for instruction differentiation and data management. #8 – How can I become more proficient at implementing the instruction/reinforcement/review of state assessed reading/math skills throughout my year for long-term student mastery?
26. How can research help? We as teachers must first suspend our paradigms/beliefs to ask the tough questions! We should follow the 6 steps of action research Steps should be systematic and well-planned We must collaborate and secure peer-reviewed and research-based answers We need to see ourselves as daily decision-making scientists for the betterment of our students, because THAT IS WHAT WE ARE!
