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