Research Bold Initiative Team

Common Ways We “Use” Research We read about an innovation and say it is “research” We hear someone share an innovation and call it “research” We try an innovation and call it “research” We ignore innovations because it is deemed “research”

The problems with using research We listen to charismatic speaker at a conference who says, “…..” We read an article that advocates the use of “…..” We hear about changes in teacher practices or student achievement linked to “…..” We see critiques by educational leaders that evaluate “…..”

We need to learn to be “smart shoppers” of research!

The Role of NCLB in Evaluating Research Major emphasis on Scientifically - Based Research (SBR) Use of control groups for studying results of interventions Meets higher demands for federally funded projects, including grants

Criteria for Evaluating Research Relevance Rigor Systematic Approach Objectivity Replicability Data Analyses/Interpretation

“Brands” of Research Primary sources –Based upon actual studies conducted, complete with data sets –Typically found in scholarly and research journals Secondary sources –Explain or describe actual studies, usually to persuade or argue –Found in various degrees, from professional journals to newspapers to popular magazines

So, what does it look like when teachers use educational research? Significant change occurs when teachers use educational research in instructional decisions Another significant change occurs when teachers move from using secondary sources to primary sources Even more change occurs when teachers work collaboratively on analyzing primary source research NSDC Staff Development Standards, 2001

Teacher uses educational research when making instructional decisions Source: “Moving NSDC’s Staff Development Standards into Practice” Level 1 Works with colleagues and administrators to interview educational researchers, make school visitations, and determine necessary organizational support before adopting a new innovation. Understands the study of research can take an extended period of time. Knows how to interpret research results. Understands what constitutes reliable and valid research. Level 2 Works with colleagues and administrators to conduct an extensive review of all pertinent research and study research to ensure a good match with populations and outcomes before adopting a new practices. Knows how to interpret research results. Understands what constitutes reliable and valid research. Level 3 Works with colleagues and administrators to conduct an extensive review of all pertinent research studies – both positive and negative - when making educational decisions. Knows how to interpret research results. Understands what constitutes reliable and valid research. Level 4 Uses research studies when making educational decisions. Knows how to interpret research results. Understands what constitutes reliable and valid research. Level 5 Uses professional journals that summarize research (not actual research studies) when making educational decisions Level 6 Does not use educational research to make decisions

Principal reads and interprets educational research Source: “Moving NSDC’s Staff Development Standards into Practice” Level 1 Demonstrates advanced skills in determining appropriate research design, interpreting research results, and determining whether results can be generalized Level 2 Demonstrates modest skills on reading and interpreting educational research (validity and reliability. matching populations, and interpreting effect size measures) Level 3 Demonstrates little skill in reading and interpreting educational research Level 4 Does not recognize the need to read and interpret educational research

Central Office Staff read and interpret educational research Source: “Moving NSDC’s Staff Development Standards into Practice” Level 1 Demonstrates advanced skills in analyzing educational research (determining appropriate research design, interpreting research results, and determining whether results can be generalized) Level 2 Demonstrate modest skills in reading educational research and interpreting results ( validity and reliability. matching populations, and interpreting effect size measures) Level 3 Demonstrate little skill in reading and interpreting educational research