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CHRIS BORGMEIER, PHD PORTLAND STATE UNIVERSITY Ways of Knowing & Research Based Practices.

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Presentation on theme: "CHRIS BORGMEIER, PHD PORTLAND STATE UNIVERSITY Ways of Knowing & Research Based Practices."— Presentation transcript:

1 CHRIS BORGMEIER, PHD PORTLAND STATE UNIVERSITY Ways of Knowing & Research Based Practices

2 Reading Review Stanovich Preface & Ch. 1 Group Presentations  Carnine, D. (2000) Why Education Experts Resist Effective Practices (And What It Would Take to Make Education More Like Medicine).  Jacobson, J. W., & Mulik, J. A. (1995). A history of facilitated communication. PBS Frontline Video "Facilitated Communication: Prisoners of Silence"  Ravitch, D. (1998). What if Research Really Mattered?  Slavin, R.E. (1989). PET and the Pendulum: Faddism in Education and How to Stop It.

3 “We associate truth with convenience, with what most closely accords with self-interest and personal well-being, or promises best to avoid awkward effort or unwelcome dislocation of life. We also find highly acceptable what contributes most to self- esteem.” John Kenneth Galbraith

4 “Conventional wisdom must be simple, convenient, comfortable, and comforting… not necessarily true.” Steven Levitt

5 “Social behavior is complex, and to comprehend its character is mentally tiring. Therefore we adhere, as though to a raft, to those ideas which represent our understanding” John Kenneth Galbraith

6 Ways of Knowing Personal experience  Research can stimulate, inform, reinforce, challenge & question our own experiences to enhance professional judgment Tradition  Simply accept what has been done as the bet or right way (eliminates the need to search for knowledge & understanding) Authority  People considered to experts or authorities are major sources of knowledge Challenge = these ‘ways of knowing’ are primarily idiosyncratic, informal & influenced heavily by subjective interpretation

7 Ways of Knowing Research  Involves a systematic process of gathering, interpreting and reporting information  Disciplined inquiry characterized by accepted principles to verify that claim is reasonable

8 Types of Research Basic Research – formulates & refines theories Applied Research – improves practice & solves practical problems Action Research – goal is to solve a specific classroom or school problem, improve practice or help make a decision at as single site

9 What to look for in articles Refereed v. Non-refereed articles Refereed articles – reviewed by panel of peers/experts Non-refereed – not reviewed by experts Pay Journals – pay to have information published Primary source – original articles or reports in which researchers communicate directly the methods & results of their study  Need to then evaluate the methods used in the study Secondary source – reviews, summarizes or discusses research conducted by others Commentary/opinion

10 Quantitative & Qualitative Research Based on different assumptions about how to best understand and come to know what is true  Quantitative – emphasizes numbers, measurement, deductive logic, control & experiments  Qualitative – emphasizes natural settings, understanding, verbal narratives, and flexible designs

11 Quantitative Research Experimental Research  Investigators have control over 1 or more variables & manipulate 1 factor to see if it has an impact on student behavior  Can be used to identify Causal relationships  True Experimental design = random assignment  Quasi-experimental design = no random assignment  Single Subject design = experiment with a single person or a few individuals

12 Randomized Control Trials “Gold Standard” for evaluating an intervention’s effectiveness Studies that randomly assign individuals to an intervention group or to a control group, in order to measure the effects of the intervention  Advantage: allows evaluation of whether the intervention caused the outcomes, as opposed to other factors

13 Quantitative Research Non-experimental Research – no experimental manipulation or experimental control of factors that may influence subjects  Usually because events already occurred, or because they can’t be manipulated  Means research can only ‘describe’ something or identify relationships between variables; cannot determine causation  Descriptive – info. about frequency or amount of something  Comparative – examine differences between groups on target variable  Correlational – investigate relationships between 2 variables Is there a relationship between

14 Single Subject Design Example 3 middle school students Measure on-task behavior in 15 sec. intervals (momentary time sampling) during first 10 min. of class Intervention: Greet at door saying students name & positive comment

15 Evaluating a Research Study Quantity  One study is only one study (unless it’s a meta-analysis)  Convergence of evidence required Quality  Type of Research Design  Sample (size & match)  Measures (really measure important change?)


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