As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research.
In a move toward standards-based reform in public educ., many educ'l. reform efforts require schools to demonstrate that they are achieving educational outcomes with students performing at a required level of achievement. Testing provides a useful calibrator, but it requires contextual sensitivity in interpretation. This report shows how research-based and reason-based educ'l. practice are also crucial for determining the quality and impact of programs. Teachers can develop the skills to recognize scientifically based practice &, when the evidence is not avail., use basic research concepts to draw conclusions on their own. Here is a primer for those skills that will allow teachers to become independent evaluators of educational research.
Many educational reform efforts require schools to demonstrate that they are achieving educational outcomes with students performing at a required level of achievement. Evidence of instructional effectiveness can come from: demonstrated student achievement in formal testing situations; published findings of research-based evidence that the instructional methods being used by teachers lead to student achievement; or proof of reason-based practice that converges with a research-based consensus in the scientific literature. Teachers can develop the skills to recognize scientifically based practice. This report offers a primer for those skills that will allow teachers to become independent evaluators of educational research.
In the recent move toward standards-based reform in public education, many educationalreform efforts require schools to demonstrate that they are achieving educational outcomeswith students performing at a required level of achievement. Federal and state legislation, inparticular, has codified this standards-based movement and tied funding and other incentivesto student achievement. At first, demonstrating student learning may seem like a simple task, but reflection reveals thatit is a complex challenge requiring educators to use specific knowledge and skills. Standards basedreform has many curricular and instructional prerequisites. The curriculum mustrepresent the most important knowledge, skills, and attributes that schools want their studentsto acquire because these learning outcomes will serve as the basis of assessment instruments.Likewise, instructional methods should be appropriate for the designed curriculum. Teachingmethods should lead to students learning the outcomes that are the focus of the assessmentstandards. As professionals, teachers can become more effective and powerful by developing the skills torecognize scientifically based practice and, when the evidence is not available, use some basicresearch concepts to draw conclusions on their own. This booklet offers a primer for those skillsthat will allow teachers to become independent evaluators of educational research.
Teachers play a variety of roles in their work--instructor, coach, advocate, and learner--but they also act as scientists in several ways. As they make the important decisions about what and how to teach, they must evaluate the claims associated with educational strategies and programs. And in the classroom, they must constantly assess and reassess the value of programs and their impact on students. The basic principles of the scientific method are: (1) Science progresses by investigating testable problems; (2) A testable theory yields predictions that could possibly be proven wrong; (3) Scientific knowledge has passed some minimal tests; (4) Data and theories are considered in the public domain, or included in the research base, only after a peer review, either by a journal or a panel; (5) Published data and theories allow for replication and criticism by other scientists; (6) Theories are tested by systematic observation bound by the logic of true experiments; (7) Correlational studies, useful when experiments can not be carried out, only help rule out hypotheses; and (8) Researchers use many different methods to reach conclusions. Most often, they draw conclusions only after a slow accumulation of data from many studies. Teachers can further strengthen their instruction and protect their students' valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This booklet, distilled from the monograph "Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research to Make Curricular and Instructional Decisions" (Paula J. Stanovich and Keith E. Stanovich) published by The Partnership for Reading, provides a brief introduction to understanding and using scientifically based research. [This publication was produced by The Partnership for Reading, a project administered by the National Institute for Literacy, is a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, the U.S. Department of Education, and the U.S. Department of Health and Human Services.].
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Methods in Educational Research Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content. Praise for the Previous Edition "A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association "I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation
