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Designing a qualitative study
- Applied Social Research Methods. Thousand Oaks, CA: Sage
, 2009
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Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results from a Randomized Field Trial
- Educational Evaluation and Policy Analysis
, 2006
"... The effects of a voluntary summer reading intervention were assessed in a randomized field trial involving 552 students in 10 schools. In this study, fourth-grade children received 8 books to read during summer vacation, and were encouraged by their teachers to practice oral reading at home with a f ..."
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The effects of a voluntary summer reading intervention were assessed in a randomized field trial involving 552 students in 10 schools. In this study, fourth-grade children received 8 books to read during summer vacation, and were encouraged by their teachers to practice oral reading at home with a family member and to use comprehension strategies during independent, silent reading. Reading lessons occurred during the last month of school in June, and 8 books were mailed to students on a biweekly basis during July and August. The estimated treatment effects on a standardized test of reading achievement (Iowa Test of Basic Skills) were largest for students who reported owning fewer books at home, less fluent readers, and minority students. These findings suggest that a voluntary summer reading intervention may represent a scaleable and cost-effective policy for improving reading achievement among lower-performing students. 2 Numerous empirical studies indicate that the achievement gap in reading forms and widens during summer vacation rather than during the school year. In a study of summer learning in Atlanta, Heyns (1978) found that “the gap between black and white children, and between low- and high-income children widens disproportionately during the months when schools are not in session ” (p. 187). A synthesis of studies on summer learning loss (Cooper et al., 1996) showed that middle-income students enjoyed reading gains during the summer whereas low-income students lost ground. Longitudinal studies have continued to show that gaps in reading achievement based on children’s socioeconomic status grow larger during summer vacation than during the school year (Alexander et al., 2001; Downey et al., 2004). In addition, there is some evidence that summer reading loss is greater for minority students than
A Job Too Big for One: Multiple Principals and Other Nontraditional Approaches to School Leadership
- Educational Administration Quarterly
, 2006
"... Background: Current federal, state, and local school accountability measures as well as policy initiatives that call for improved leadership have placed increasing demands on principals. Many districts face shortages of appropriate candidates for the job; popularly, this shortage is explained by the ..."
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Background: Current federal, state, and local school accountability measures as well as policy initiatives that call for improved leadership have placed increasing demands on principals. Many districts face shortages of appropriate candidates for the job; popularly, this shortage is explained by the fact that simply too few hero-principals exist for all openings available, particularly in high-needs districts. An alternative to finding the perfect—and rare—candidate for an increasingly untenable position is to restructure the job itself. Purpose: This article examines 10 schools that have adopted alternative structures: schools with two principals, three principals, and rotating principals and a school with the principal’s duties distributed among teachers. These 10 sites provide examples of alternative ways of organizing school leadership with varying benefits and challenges. Research Methods: Data collection at the 10 schools included site visits conducted by a team of researchers, interviews with principals, teacher leaders, and district super-visors. Observational and interview protocols were adapted from the Northwestern University Distributed Leadership Study. These protocols focus on uncovering not only
Scientifically based research in education: Epistemology and ethics. Adult Education Quarterly, 56(4), 239–266. doi: 10.1177/0741713606289025
- Journal of Cognitive Neuroscience
, 2006
"... In this article, the author begins to trace the concept scientifically based research in federal ..."
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In this article, the author begins to trace the concept scientifically based research in federal
The teacher's role in classroom discourse: A review of recent research into mathematics classrooms
- Review of Education Research
, 2008
"... Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving expla-nation, argumentation, and defense of mathematical ideas becomes a defin-ing featur ..."
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Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving expla-nation, argumentation, and defense of mathematical ideas becomes a defin-ing feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the liter-ature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the class-room and that allow students to achieve desirable outcomes. From the find-ings, they conclude with implications for teachers.
When politics took the place of inquiry: A response to the national mathematics advisory panel’s review of instructional practices
- Educational Researcher
, 2008
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Defining and designing mixed research synthesis studies
- Research in the Schools
, 2006
"... Mixed research synthesis is the latest addition to the repertoires of mixed methods research and systematic review. Mixed research synthesis requires that the problems generated by the methodological diversity within and between qualitative and quantitative studies be resolved. Three basic research ..."
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Mixed research synthesis is the latest addition to the repertoires of mixed methods research and systematic review. Mixed research synthesis requires that the problems generated by the methodological diversity within and between qualitative and quantitative studies be resolved. Three basic research designs accommodate this diversity, including the segregated, integrated, and contingent designs. Much work remains to be done before mixed research synthesis can secure its place in the repertoires of mixed methods research and systematic review, but the effort is well worth it as it has the potential to enhance both the significance and utility for practice of the many qualitative and quantitative studies constituting shared domains of research. Mixed research synthesis is the latest addition to the repertoires of mixed methods research and syste name integ quan resea whic is co (e.g., phys from prog synth and empi synth data, resea revie “sum and, resea In this article, we offer an overview of the impetus for mixed research synthesis and the challenges it signs to e have general is, and terature wn on-nthesize
GROUP COGNITION AS A FOUNDATION FOR THE NEW SCIENCE OF LEARNING
"... In the new global world, it is time to recognize that knowledge is primarily produced socially and progressively, not just by spontaneous acts of isolated minds. Individuals participate in this as knowledge learners, knowledge users and knowledge builders, predominantly through their interactions in ..."
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In the new global world, it is time to recognize that knowledge is primarily produced socially and progressively, not just by spontaneous acts of isolated minds. Individuals participate in this as knowledge learners, knowledge users and knowledge builders, predominantly through their interactions in small groups. The cognitive work of small groups can be distinct from individual thinking and community knowledge processing. We need a new science of group learning to complement our sciences of individual learning and community knowledge building. In particular, we need a science that will help us to realize the potential of computer networking to foster the formation of virtual groups and computersupported collaborative learning. The construct of group cognition provides a theoretical and practical foundation for developing the needed science, for analyzing the work of small groups and for designing effective collaboration software. The Virtual Math Teams Project provides a model of such scientific research. Along with related explorations of group processes, it has already started to produce concrete analyses of group cognition and to develop a multi-faceted online educational environment. A science of group cognition can systematically provide findings that are objective, reliable and generalizable through its interpretive case studies. With its focus on the group as the unit of description, group cognition joins other post-cognitive theories, which extend the analysis of cognition beyond the psychological individual. As the pivotal middle ground in which knowledge is primordially co-constructed, the group provides a foundation for sciences of learning at the individual, small group and community levels.
The state of qualitative inquiry: a contested science
"... Certainly for artists of all stripes, the unknown, the idea or the form or the tale that has not yet arrived, is what must be found. It is the job of artists to open doors and invite prophe-sies, the unknown, the unfamiliar; it’s where their work comes from, although its arrival signals the beginnin ..."
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Certainly for artists of all stripes, the unknown, the idea or the form or the tale that has not yet arrived, is what must be found. It is the job of artists to open doors and invite prophe-sies, the unknown, the unfamiliar; it’s where their work comes from, although its arrival signals the beginning of the long disciplined process of making it their own. Scientists too, as J. Robert Oppenheimer once remarked, ‘live always at the “edge of mystery”—the boundary of the unknown. ’ But they transform the unknown into the known, haul it in like fishermen; artists get you out in that dark sea. (Solnit, 2005, p. 5) Qualitative researchers in education throughout the world who use theories and methodologies drawn from anthropology, sociology, philosophy, and the arts and humanities disagree as to whether they are scientists who ‘transform the unknown into the known, ’ artists traversing unfamiliar seas, or some combination of both. Indeed, one might ask whether, after poststructuralism, we should continue to invoke the science/art dualism, especially as qualitative inquiry exists at the intersection of this and other binaries and because qualitative researchers have been adept at trans-gressing such disciplinary divides. The task of this special issue is to address the ‘state of qualitative inquiry. ’ But if the category qualitative inquiry is so unstable that it might be both art and science, and if, indeed, it stretches across disciplinary discourses and practices as well as across cultural boundaries and national divides, is it possible to adequately fix the category in order to describe its ‘state’? We think this task may be, as Spivak (1993) writes,
Building confidence in qualitative research: Engaging the demands of policy
- Qualitative Inquiry
, 2008
"... Author’s Note: This article was originally presented to a symposium on “Standards of Evidence ..."
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Author’s Note: This article was originally presented to a symposium on “Standards of Evidence
