DEVELOPMENTAL EDUCATION PRACTITIONER/SCHOLARS: PROMOTING RESEARCH CONTRIBUTIONS FROM THE “FRONT LINE” Barbara J. Calderwood Assistant Director for Publications National Center for Developmental Education Appalachian State University, Boone, NC www.ncde.appstate.edu Workshop for Collin College Faculty January 7, 2011
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Barbara J. Calderwood Assistant Director for Publications
Developmental education practitioner/scholars: promoting research contributions from the “front line” . Barbara J. Calderwood Assistant Director for Publications National Center for Developmental Education Appalachian State University, Boone, NC www.ncde.appstate.edu - PowerPoint PPT Presentation
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DEVELOPMENTAL EDUCATION PRACTITIONER/SCHOLARS:
PROMOTING RESEARCH CONTRIBUTIONS FROM THE “FRONT LINE”
Barbara J. Calderwood Assistant Director for Publications
National Center for Developmental EducationAppalachian State University, Boone, NC
www.ncde.appstate.edu
Workshop for Collin College Faculty January 7, 2011
1. On plain white paper write:(a) your name and (b) what you believe is the most pressing
issue for research in developmental education.
SNOWBALL FIGHT!
2. Divide the room down the middle and move to either side of the room, taking your paper along and scrunching it into a “snowball.”
3. Let the snowballs launch! First throw yours, then pick up the nearest
snowball and keep throwing until time is called.
SNOWBALL FIGHT!
4. When time is called, keep the “snowball” you have in hand or pick up the nearest one.
Side A will find the originator of their “in hand” snowball, ask the originator to briefly explain their research issue noted on the paper, and listen carefully in order to be prepared to explain the issue to the group.
Workshop Goals Define
Importance of research Culture of Evidence / Formal Research Types of Evaluation
Brainstorm Research Projects Review of published studies Potential studies from Collin Community College faculty
Discuss Hot Topics in the Field Fitting into the Research Agenda
College-wide/State priorities
Importance of Research Research should undergird
practice in developmental education.
Evaluation should be systematic Two-way communication is
essential: . practitioners researchers
Importance of Research“Culture of Evidence”
Data collection from individual courses, programs, institutions
Provides some evaluation evidence
Often convenience sample
Limited transferability of findings
Formal Research Studies
Planned research design
Selective population Often longitudinal/
cross campus data Appropriate
analysis applied to reach findings
Importance of ResearchEVALUATION
FormativeOngoing / impacts
changes to learning environment
Classroom researchAction research
SummativeCompleted at
conclusion of intervention /tells “what happened”
Outcomes assessment at conclusion (i.e., CCCC Tracking data)
Importance of ResearchEVALUATION
QualitativeDetailed info from Smaller
”N”Interviews, surveys,
observation, focus groups etc. provide data
Follow protocol, triangulateTELLS WHY
QuantitativeLarge sample Statistically
analyzed data or frequency
Cross institutional/ longitudinal data
TELLS WHAT
Developing a Research Project Partner to strengthen study
complementary co-researchers/authors (statistician, experienced writer, access to institutional research)
Parallel practitioners for teaching/learning study Disaggregate data
Ethnicity/age/gender/socio-economic status / part- or fulltime/hours employed
Build your study Departmental/campus report Conference Presentation Journal article
Moving Toward Publication Be well familiar with the publication
targeted for submission (authors guidelines) Consider “drafting” additional or new
teammates Follow editorial style and submission
requirement carefully If not accepted for publication, learn from
process—If asked to revise and resubmit, be sure you understand and address all requests (this is a great sign!)
Common Themes from Guidelines for Evaluation
Clearly, directly, and simply articulate the questions, purpose, goals, and objectives to be addressed (AAHE: #3, #7 B & B: #1 MDRC: #4, #5)
Pool resources/colleagues (AAHE: #6 B & B: #3 MDRC: #7, #8)
Fully understand methodology and findings (AAHE: #2 MDRC:#6)
Apply multiple criteria/models as appropriate (AAHE: #4 B & B: #2, #4, #5, #6)
Sample Article Review Briefly read/review article. As a group, discuss and note the type of
study it represents and its evaluation characteristics.
Select group representative who will report: Brief summary of the study Characteristics of research/evaluation How study results/information can be best
used(5 minute report)
Potential Research Project from Group Member
Back in groups, choose one idea from for a research project
Outline how to develop and build a study (report—presentation—publication)
Choose a group representative to report your ideas for development. (5 minutes)
Hot Topics (JDE) Learning communities in
DE Accelerated Learning
Programs
Peer-Assisted Learning Peer-Assisted Study
Strategies Civil Rights and Learning
Assistance Right to Postsecondary
Education
Downside of technology Socially immature
students Dual enrollment ADHD Academic coaching Military and impact on
learning centers Effectiveness of
community and social support/social media tools.
Hot Topics (JDE) Decentralized vs. centralized
programs Optimal class size Adjunct instructors Limited English/limited literacy
programs Mandatory vs. voluntary placement Adaptive testing & technology Disability technology Developmental education online Developmental education theory ESL teaching/learning/literacy Policy and program changes Brain-based constructive knowledge Mathematics
constructivism/technology in mathematics
Exit
requirement/entrance requirement alignment
Bridge programs (possible merging with literacy program)