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GEDU 6170 Research Literacy
Saad Chahine, PhD
May 1, 2014
Breadth of Educational Research
AERA
http://www.aera.net/AboutAERA/tabid/10062/Default.aspx
Divisions
http://www.aera.net/AboutAERA/MemberConstituents/Division
s/tabid/10178/Default.aspx
SIGs
http://www.aera.net/AboutAERA/MemberConstituents/SIGs/tab
id/10179/Default.aspx
Forms
• Articles
• Journals/magazines
• Conferences
• Government/Institutional reports
• Books (researched vs authored)
Quality
• Blind Peer Reviewed Journal articles published
in reputable academic journals
• Blind Peer Reviewed Journal articles
published in reputable academic journals
• Research Reports by reputable institutions
(caution: political agendas)
• Edited Books
• News Articles/Books (Major difference
between authors and researchers)
Empirical Methods
• Quantitative
– Randomized control trials
– Quasi experimental
– Pre/post design
• Qualitative
– Case study
– Ethnography
– Phenomenology
• Mixed Methods
– Sequential
– Concurrent
– Iterative
Writing that does not
specify the method is
usually not research
based and is more
opinion… in education
there is a great deal of
opinion on “what works”
Impetus for Research
• Curiosity
• Practical Need
• Academic Funding
• Contracted Funding*
• Ongoing Concerns
• Consistent body of evidence
(Shank & Brown p.8)
Four basic goals
1. Create a useful public record
– What good is it to do research, if the researchers do not share
the results?
2. Write articles that are precise and accurate as possible
– Researchers need to documents thoroughly and correctly any
and all steps, procedures and findings
3. Create articles that are as clear as possible
– Even the most complex ideas can be explained easily
4. Organize their articles in as orderly a fashion as possible
– How does a piece of research fit in with the larger body of
evidence?
(Shank & Brown p. 10)
Tone of Articles
1. Rhetoric – expected tone of language of a
community
2. Style guides – writing style conventions and
guides e.g. APA style guide
3. Structures
• textual structures, outlines, charts & figures, underlining or
italicizing
4. Precedents
• Rules, conventions, shared knowledge, shared assumptions
Start with Secondary Articles
• These are often professional journals
• http://www.ascd.org/publications/educational-
leadership.aspx
• http://www.canadianteachermagazine.com/
• Secondary Journals are not as rigorous as
primary research journals sometimes more
relevant for practice settings
Types of Secondary Articles
• Lay review
– Provide some exposure to the topic
• Focused Review
– Systematic review of research
• Action Plan
– Focused review with a piece on how to move forward
• Interview
– A published interview transcript often informative
• Opinion Piece
– Difficult to evaluate, many of these in education
Activity
• In groups review the article you were provided
• As a larger group identify:
– Purpose
– Methodology
– Importance
– Relevance to Education

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Research Literacy GEDU6170 MSVU

  • 1. GEDU 6170 Research Literacy Saad Chahine, PhD May 1, 2014
  • 2. Breadth of Educational Research AERA http://www.aera.net/AboutAERA/tabid/10062/Default.aspx Divisions http://www.aera.net/AboutAERA/MemberConstituents/Division s/tabid/10178/Default.aspx SIGs http://www.aera.net/AboutAERA/MemberConstituents/SIGs/tab id/10179/Default.aspx
  • 3. Forms • Articles • Journals/magazines • Conferences • Government/Institutional reports • Books (researched vs authored)
  • 4. Quality • Blind Peer Reviewed Journal articles published in reputable academic journals • Blind Peer Reviewed Journal articles published in reputable academic journals • Research Reports by reputable institutions (caution: political agendas) • Edited Books • News Articles/Books (Major difference between authors and researchers)
  • 5. Empirical Methods • Quantitative – Randomized control trials – Quasi experimental – Pre/post design • Qualitative – Case study – Ethnography – Phenomenology • Mixed Methods – Sequential – Concurrent – Iterative Writing that does not specify the method is usually not research based and is more opinion… in education there is a great deal of opinion on “what works”
  • 6. Impetus for Research • Curiosity • Practical Need • Academic Funding • Contracted Funding* • Ongoing Concerns • Consistent body of evidence (Shank & Brown p.8)
  • 7. Four basic goals 1. Create a useful public record – What good is it to do research, if the researchers do not share the results? 2. Write articles that are precise and accurate as possible – Researchers need to documents thoroughly and correctly any and all steps, procedures and findings 3. Create articles that are as clear as possible – Even the most complex ideas can be explained easily 4. Organize their articles in as orderly a fashion as possible – How does a piece of research fit in with the larger body of evidence? (Shank & Brown p. 10)
  • 8. Tone of Articles 1. Rhetoric – expected tone of language of a community 2. Style guides – writing style conventions and guides e.g. APA style guide 3. Structures • textual structures, outlines, charts & figures, underlining or italicizing 4. Precedents • Rules, conventions, shared knowledge, shared assumptions
  • 9. Start with Secondary Articles • These are often professional journals • http://www.ascd.org/publications/educational- leadership.aspx • http://www.canadianteachermagazine.com/ • Secondary Journals are not as rigorous as primary research journals sometimes more relevant for practice settings
  • 10. Types of Secondary Articles • Lay review – Provide some exposure to the topic • Focused Review – Systematic review of research • Action Plan – Focused review with a piece on how to move forward • Interview – A published interview transcript often informative • Opinion Piece – Difficult to evaluate, many of these in education
  • 11. Activity • In groups review the article you were provided • As a larger group identify: – Purpose – Methodology – Importance – Relevance to Education