Research Strategies: Joining Deaf Research Strategies: Joining Deaf Educators Together Educators Together Deaf Education Virtual Topical Deaf Education Virtual Topical Seminars Seminars Donna M. Mertens Donna M. Mertens Gallaudet University Gallaudet University October 19, 2004 October 19, 2004
19
Embed
Research Strategies: Joining Deaf Educators Together Deaf Education Virtual Topical Seminars Donna M. Mertens Gallaudet University October 19, 2004.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Research Strategies: Joining Research Strategies: Joining Deaf Educators TogetherDeaf Educators Together
Donna M. MertensDonna M. MertensGallaudet UniversityGallaudet University
October 19, 2004October 19, 2004
Oh OK I will add research to my Oh OK I will add research to my list of things to do….list of things to do….
Major ThemesMajor Themes• Why we need good research and Why we need good research and
evaluationevaluation
• Complexities that challenge usComplexities that challenge us
• Theoretical framework to guide our Theoretical framework to guide our path: Shifting paradigms in disability path: Shifting paradigms in disability community and in research community and in research communitycommunity
• Methodological ideas to address Methodological ideas to address challengeschallenges
Why we need good research & Why we need good research & evaluationevaluation
• We have a lot of challenges in deaf ed.We have a lot of challenges in deaf ed.• We don’t know everything we need to We don’t know everything we need to
know.know.• It is required by the grant.It is required by the grant.• We might even be able to document We might even be able to document
effective practices using technology to effective practices using technology to educate deaf and hard of hearing educate deaf and hard of hearing students and to prepare their teachers.students and to prepare their teachers.
Complexities that challengeComplexities that challengeHow can we How can we
incorporateincorporate• Systematic, Systematic,
empirical methodsempirical methods• Controls, random Controls, random
assignmentassignment• Different conditions, Different conditions,
evaluators, evaluators, observersobservers
• Multiple Multiple measurements, measurements, observations, and observations, and studiesstudies
When we have:When we have:• Heterogeneous Heterogeneous
Paradigms, Disabilities, and Paradigms, Disabilities, and Research & EvaluationResearch & Evaluation
• People with People with disabilities disabilities have been have been framed using a framed using a variety of variety of paradigms, paradigms, includingincluding
• The The medical/deficit medical/deficit modelmodel
• The socio-The socio-cultural modelcultural model
• Researchers and evaluators Researchers and evaluators have used a variety of have used a variety of paradigms to conduct paradigms to conduct systematic inquires systematic inquires on/for/with people with on/for/with people with disabilitiesdisabilities
• The transformative The transformative paradigm is the approach paradigm is the approach that most closely parallels that most closely parallels the socio-cultural view of the socio-cultural view of people with disabilities, so people with disabilities, so we will focus on that we will focus on that paradigm.paradigm.
Characteristics of the Transformative Characteristics of the Transformative ParadigmParadigm• Central importance: lives and Central importance: lives and
experiences of marginalized groups experiences of marginalized groups (e.g., women, minorities, people with (e.g., women, minorities, people with disabilities, those who are poor)disabilities, those who are poor)
• Analyzes asymmetric power Analyzes asymmetric power relationshipsrelationships
• Links results of social inquiry to actionLinks results of social inquiry to action• Use transformative theory to develop Use transformative theory to develop
the program theory/evaluation the program theory/evaluation approachapproach
Step 2: Problem SensingStep 2: Problem Sensing
• If a deficit paradigm is used to If a deficit paradigm is used to define the problem, it will look quite define the problem, it will look quite different than if a socio-cultural different than if a socio-cultural framework is used.framework is used.
• What does a research problem look What does a research problem look like in a deficit paradigm? How like in a deficit paradigm? How would a socio-cultural paradigm re-would a socio-cultural paradigm re-frame the problem? frame the problem?
• Raises issues of powerRaises issues of power
Last 6 steps:Last 6 steps:• Step 3: Literature review; research Step 3: Literature review; research
Step 4: Identify design Step 4: Identify design (quantitative/qualitative/mix(quantitative/qualitative/mixed)ed)• What is the independent variable?What is the independent variable?• What is the intervention?What is the intervention?(Research = Intervention in a context with (Research = Intervention in a context with
an expected outcome – what is your an expected outcome – what is your claim?)claim?)
• Who will you give the intervention to?Who will you give the intervention to?• When will you give it to them?When will you give it to them?• Is it possible to have a comparison Is it possible to have a comparison
group?group?
LOGIC MODEL
Longer term outcome
(STRATEGIC AIM)
Intermediate outcome
Short term outcome
CustomersOutputsActivitiesResources/Inputs
WHYHOW
PROGRAMRESULTS FROM
PROGRAM
EXTERNAL CONDITIONS INFLUENCING PERFORMANCE (+/-)
A logic model is a diagram and text that describes/ illustrates the logical (causal) relationships among program elements and the problem to be solved, thus defining measurements of success.
Elements of the Logic Model
1. Resources/Inputs: Programmatic investments available to support the program.
2. Activities: Things you do– activities you plan to conduct in your program.
3. Outputs: Product or service delivery/implementation targets you aim to produce.
4. Customer: User of the products/services. Target audience the program is designed to reach.
5. Outcomes: Changes or benefits resulting from activities and outputs. Outcome Structure
– Short-term – Changes in learning, knowledge, attitude, skills – Intermediate – Changes in behavior, practice or decisions– Long-term – Changes in condition
6. External Influences: Factors that will influence change in the affected community.
Benefits of Logic Modeling
• Communicates the performance story of the program or project.
• Focuses attention on the most important connections between actions and results.
• Builds a common understanding among staff and with stakeholders.
• Helps staff “manage for results” and informs program design.
• Finds “gaps” in the logic of a program and work to resolve them.
Step 5: Re-framing sampling Step 5: Re-framing sampling with a transformative eyewith a transformative eye• Myth of homogeneityMyth of homogeneity• Understanding the dimensions of Understanding the dimensions of
importanceimportance• Theoretically important Theoretically important
characteristics (e.g., trust)characteristics (e.g., trust)• Impact of labels (at risk vs. Impact of labels (at risk vs.
resilience)resilience)• Barriers? Cultural appropriateness?Barriers? Cultural appropriateness?
Step 6: Reframing Data Step 6: Reframing Data Collection with a Collection with a Transformative EyeTransformative Eye•Mixed methodsMixed methods
•Benefits to/involvement with the Benefits to/involvement with the community (social validation)community (social validation)
•Appropriateness of methodsAppropriateness of methods
•Build trustBuild trust
•Data collection:Data collection:
culturally appropriateculturally appropriate
•Tie to social actionTie to social action
Action Research ResourcesAction Research Resources
• Action Research – the journal Action Research – the journal http://www.sagepub.co.uk/journal.ashttp://www.sagepub.co.uk/journal.aspx?pid=105462px?pid=105462
• Action research web sites:Action research web sites: