Educational Research Association Research Articles

Birthing the Motherscholar and Motherscholarship

ABSTRACT Though initially introduced in a 2011 American Educational Research Association conference panel, this introduction explicates where the term motherscholar theoretically derives, how motherscholarship has grown, and how to continue the movement. Also, included is a brief synopsis of each article in the special issues.

A Response to Punti and Dingel’s Critique of the Validity of the Intercultural Development Inventory for BIPOC Students. Comment on Punti, G.; Dingel, M. Rethinking Race, Ethnicity, and the Assessment of Intercultural Competence in Higher Education. Educ. Sci. 2021, 11, 110

Addressing social inequity and increasing intercultural competence is a critical challenge in the 21st century. This work should be informed by rigorous, scientifically grounded research, accurate interpretations of that research, and the implementation of policies and training that are based upon the integrity of such research efforts. The Intercultural Development Inventory (IDI), because of its psychometric integrity, is one such assessment tool that is used to pursue these challenges in higher education. The psychometric integrity of the IDI is unequivocally situated within the Standards for Educational and Psychological Testing (Standards for Educational and Psychological Testing 2014. American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME]). Punti and Dingel assert that the IDI is not valid specifically for Black, Indigenous, and People of Color (BIPOC) university students because it does not take into account the experience of being a minority/ethnic group member vis-à-vis racism and inequality. It is troubling that Punti and Dingel’s critique (1) is based on their use of an interview methodology that does not comport with the Standards for Educational and Psychological Testing and (2) ignores the scientific evidence supporting the cross-cultural validity of the IDI with BIPOC.

4th International Research Conference organised by the Association for Research in Post-Compulsory Education (ARPCE) at Harris Manchester College, University of Oxford, UK

4th International Research Conference organised by the Association for Research in Post-Compulsory Education (ARPCE) at Harris Manchester College, University of Oxford, UK

Kindergarten and School Social Assistance During the COVID-19 Pandemic in Hungary

In this paper, we have analyzed the results obtained in the third year of our longitudinal research (2018–2020) regarding the work of kindergarten and school social workers, research conducted in connection with the Hungarian Educational Research Association. The service provided by kindergarten and school social workers was made generally available in Hungary by a legislation change implemented in 2018. By the end of the school year 2018/2019, after initial difficulties, we noticed a positive change in the supportive attitude and acceptance of teachers and public educational institutions towards the work of kindergarten and school social workers. We confirmed an increase in connections to fellow professions as well as in the level of mutual initiative (Homoki & Czinderi, 2020). The continuous development of the service and the reinforcement of professionals is essential as there is a high degree of fluctuation at the national level (Sinka, 2019), even more increased by the effects of the COVID-19 pandemic, posing unprecedented challenges for actors in public educational institutions. Based on our qualitative data obtained by a focus group interview, we have shown how social workers in different types of settlements and educational institutions of the country (N = 13) were ableto adapt to the crisis. What was the degree of fluctuation? What kind of challenges did they face, and what types of resources were they able to mobilize during the online education in the first and second waves of the pandemic? Our data show a shift in priorities at the individual, group, and community levels of social work.

Networks of research collaboration within World Education Research Association

The paper focuses on the issue of advancing education research through research networking, and it directs our attention to one of the World Education Research Association program, which is called World Education Research Association-International Research Networks, WERA-IRNs. The program pro- motes and supports the development of high quality research, particularly with regard to creating the conditions for high-quality research through research networking in education. Reflecting on the aims of WERA-IRNs and its more than 10-year history (2010-2021), and what is already part of the WERA practice in sustaining and developing the WERA-IRNs program, it is visible that WERA-IRNs can serve as an important model for advancing education research through international research collaboration. For the purposes of the paper a historical analysis of source materials is used. The paper concludes with thoughts on future research on networks of research collaboration and science policy challenges in the era of collaborative turn in science. Research on scientific collaboration networks should be connected with the smart approach towards scientific collaboration policy and its challenges. It is necessary to take into account the horizontal nature of scientific collaboration policies, and the variety of levels at which science policies can be designed and implemented. Key words: geography of science, research network, scientific collaborative turn in science, scien-tific associations, research capacity building, World Education Research Association (WERA), World Education Research Association International Research Networks (WERA-IRNs).

Content and internal structural validity of the motivation for mathematics abbreviated instrument

This study details the development and initial validation of a 16-item psychometric instrument measuring college students’ motivation for mathematics. The Motivation for Mathematics Abbreviated Instrument (MMAI) consists of four factors (intrinsic motivation, mastery orientation, performance orientation, and expectancy) that were derived from three predominant motivation theories: self-determination, achievement goal, and expectancy value. The instrument development process began with an initial pool of 107 items from existing motivational measures. Input from members of the American Education Research Association (AERA) Special Interest Group (SIG) for Motivation in Education, interviews with students and instructors, and factor analyses of a preliminary (n = 186 post-secondary students) and final administration (n = 386 post-secondary students) of the instrument were used to create the final version of the 16-item measure. Qualitative analyses verified content. Results of the confirmatory factor analyses indicated acceptable fit of the 16-item four-factor model and measurement invariance by gender. We found strong composite reliability. Average variance extracted revealed acceptable internal validity. We conclude that the MMAI is a brief, psychometrically sound measure of motivation that provides a practical and useful tool for classroom-based research into motivation for mathematics.

The Politicization of Education Research and the AERA

Like many science-related professional associations founded on the principles of unbiased research, nonpartisanship, and best practices, the American Educational Research Association (AERA) has become thoroughly politicized.

Speculative Experimentation, Exclusion, and Uneven Material Agencies: A Response to Mirka Koro’s Egon Guba Lecture

This article was presented as a response to Dr. Mirka Koro’s Egon Guba Lecture offered at the 2021 American Educational Research Association Conference.

Speculative Experimentation in (Methodological) Pluriverse

This article is slightly modified from the Invited Egon Guba Memorial Lecture I gave at the American Educational Research Association (AERA) annual meeting in 2021. Drs. Aaron Kuntz and Juha Suoranta served as my discussants and their individual responses and comments are linked to this article. I think of this article having many potential provocations and imagined audiences while I intentionally did not carry forward linear and logical argumentation structure. Instead, I thought about qualitative pasts, many presences of today’s qualitative inquiries and I aimed to vision potentially more diverse and inviting qualitative futures. I wrote within and through interrelated plural flows of relationality, including speculative, experimentative, and methodological flows. Furthermore, speculative experimentation inspired me as one methodological possibility as it offers opportunities for creative imagination, critical hesitation, reflective questioning, and thinking with unthinkable futures.

Uluslararası Test Standartlarının ve Yönergelerinin Sistematik ve Karşılaştırmalı İncelenmesi

The purpose of this study is to examine the standards and guidelines recommended by institutions and organizations interested in psychological testing and measurement worldwide and to introduce the relevant literature to those concerned. Within the scope of this purpose, the content of updated test standards recommended by the American Educational Research Association, the American Psychological Association and the National Council on Educational Measurement, which are the pioneers of institutions that develop standards for psychological testing, were examined. Besides, test adaptation guidelines developed by the International Testing Commission were included, which provide comprehensive guidelines on test adaptation and usage of intercultural testing. The Test Analysis Model proposed by the European Federation of Psychologists’ Associations was also presented generally, and the standards specifically regarding psychological tests and measurement processes used in employment processes established by the International Standards Organization were examined. General evaluations regarding the listed guidelines and standards were made, and the contents of the guidelines and standards were introduced to the all researchers interested in psychological measurement.

«Educational research must penetrate the cultural construction of the nation … and leave the comfort zone of moralizing about the world». Interview with Daniel Tröhler

Daniel Tröhler is an international heavyweight in Educational Sciences who has published, edited, or co-edited over 50 books or Special Issues in Journals, more than 100 journal articles, and more than 150 book-chapters. His book «Languages of Education - Protestant Legacies, National Identities, and Global Aspirations»(Routledge, 2011) was translated into multiple languages and won the American Educational Research Association’s (AERA) Outstanding Book Award. Since 2017, Tröhler holds the professorship for «Foundations of Education»at the University of Vienna (Austria). Prior to that, he researched and taught at the University of Luxemburg (2008 – 2016) and the University of Zurich (Switzerland) (2002 – 2008) where he also completed his undergraduate degree, PhD degree, and habilitation. His research explores national histories of thought in the field of education and their institutional manifestation from the 18th century to the present. Through historical as well as comparative analysis of laws, textbooks, and curricula, he juxtapositions institutional histories and history of ideas and analyzes their regional, national, and transnational impact. Tröhler was also guest professor in Oulu (Finland), Granada (Spain), and is since 2018 visiting Professor in Oslo (Norway).

Centering blackness as freedom scholarship: case studies from freedom scholars

We center and unpack the American Educational Research Association’s (AERA) Commission on Research in Black Education’s (CORIBE) research validity principle, which emphasizes that the highest priority must be placed on studies of: (A) African tradition (history, culture and language); (B) Hegemony (e.g. uses of schooling/socialization and incarceration); (C) Equity (funding, teacher quality, content and access to technology); and (D) Beneficial practice (at all levels of education, from childhood to elderhood). We present four interrelated and overlapping critical case studies/stories which demonstrate the application, elasticity, and validity of Black emancipatory scholarship frameworks.

Adopting a Conceptual Validity Framework for Testing in Speech-Language Pathology.

Purpose Limited evidence-based guidelines for test selection continue to result in inconsistency in test use and interpretation in speech-language pathology. A major barrier is the lack of explicit and consistent adoption of a validity framework by our field. In this viewpoint, we argue that adopting the conceptual validity framework in the Standards for Educational and Psychological Testing (American Educational Research Association et al., 2014) would support both the development of more meaningful and feasible clinical tests and more appropriate use and interpretation of tests in speech-language pathology. Method We describe and evaluate the Standards for Educational and Psychological Testing (American Educational Research Association et al., 2014) validity framework and consider its relevance to speech-language pathology. We describe how the validity framework could be integrated into clinical practice and include examples of how it could be applied to support common clinical decisions. We evaluate the costs and benefits of adopting this framework, from the perspectives of speech-language pathologists, clients, and test developers. Results The Standards' validity framework clarifies complex validity issues by shifting the focus of validity from tests to the decisions speech-language pathologists make based on test results. By focusing on decisions, the framework requires critical evaluation of test use, rather than evaluating tests against sets of criteria. Adopting this framework has the potential for appreciable improvement in the way tests are used and valued across our profession. Conclusions Speech-language pathologists, test developers, and clients will benefit from improved evidence-based assessment practices. It is recommended that regulators, test developers, professional associations, universities, and researchers adopt the framework and endorse it as best practice moving forward. This viewpoint proposes a series of first steps toward supporting uptake of the framework into research and practice.

Robert A. Rhoads

Previous articleNext article FreeIn MemoriamRobert A. Rhoads 1957–2018PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreIn this issue the Comparative Education Review is honored to publish one of the last research articles by Robert A. Rhoads, who passed away on October 25, 2018, at the age of 60, after a long battle with cancer. His essay was subsequently, after peer review, revised and completed by his wife, Xiaoyang Sun (Ningbo University of Finance and Economics), and two other scholars familiar with his work, Jenny Jong-Hwa Lee (UCLA) and Xuyan Wang (Hangzhou Normal University).Rhoads was a much-loved professor at UCLA and a scholar of higher education in China and elsewhere, of internet-based instruction, and of university students’ lives. His most recent books include the coauthored China’s Rising Research Universities (Johns Hopkins University Press, 2014) and Global Citizenship and the University (Stanford University Press, 2011)—for which he won the Outstanding Publication of the Year Award from the Postsecondary Education Division of the American Educational Research Association (AERA)—and The University, State, and Market: The Political Economy of Globalization in the Americas (Stanford University Press, 2006), coedited with Carlos Torres. Those on the CER editorial team who knew Rhoads remember him as an interesting scholar and a strong supporter of his students, as well as a kind and gracious colleague. Previous articleNext article DetailsFiguresReferencesCited by Comparative Education Review Volume 65, Number 2May 2021 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/713671 Views: 285 © 2021 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Adaptation transculturelle de tests et échelles de mesure psychologiques : guide pratique basé sur les Recommandations de la Commission Internationale des Tests et les Standards de pratique du testing de l’APA

Thirty years ago, Vallerand (1989) wrote a pioneering article entitled “Toward a methodology for the transcultural validation of psychological questionnaires: Implications for research in the French language”, whose success has never failed, as well as its usefulness. However, considerable progress has been made in the field of test development and test adaptation since the publication of this article, notably with the publications (and their updates) of the ITC Guidelines for Translating and Adapting Tests (2017) by the International Test Commission, and of the Standards for Educational and Psychological Testing (2014) by the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education (NCME). Based on these two key references, the present article aimed to update the procedure proposed by Vallerand. Without claiming to replace these major references, on the contrary, our objective here is to propose a 10-step procedure for adapting tests and psychological measures originally developed for other cultures and/or languages, a sort of framework guiding in step-by-step manner the adaptation of tests and the validation of their scores.

Contributors

Contributors

The importance of collaboration for knowledge co‐construction in ‘close‐to‐practice’ research

This commentary is offered in response to the British Educational Research Association (BERA)’s commissioned report on close‐to‐practice research. In conducting a rapid evidence assessment coupled with a small number of qualitative interviews, the report represents an overly dichotomised and partial approach to understanding the relationships between research and practice, and the nature of knowledge generated within such relationships. Specifically, the report fails to adequately address the central importance of collaboration to the generation of knowledge and assumes that knowledge is either academic research or practitioner enquiry, without considering a more integrated, co‐constructed ‘third space’. I argue that practice‐focused research should be fundamentally concerned with making an impact on practice and, therefore, effective collaboration between research and practice necessarily entails grappling with issues of power and democratisation. These are values that underpin and shape research in important ways that must be considered in conceptualisations of methodological quality. I also raise questions about the transparency and quality of decision‐making in the close‐to‐practice BERA report, including whether the six papers identified as ‘high quality’ by the authors would meet their own definition. Their report is not definitive, but rather a catalyst for further discussion. I offer suggestions for some practical steps for how BERA could work to provide a more holistic framing for this vital field of inquiry.

Creative Forest: an emergent learning environment

Creative Forest is an educational space that connects, facilitates and empowers learners in education, enterprise and local community. Using an ecosystem methodology that resembles a forest metaphor, learner’s co-construct networks, interact, collaborate, and seek out and share expertise as a way of transforming social and cognitive relationships and values that craft a future of learning that is distinctly different and unconstrained. Learners are integral to the operation and success of the learning community as a way of designing, managing and promoting individual or group/community design projects for either self-discovery and knowledge creation or creative and entrepreneurial endeavour. The essence of the ecosystem relies on a permeable structure that allows participants to reveal tactics to reinvent, subvert, and recontextualise the folds and refolding of the learning space for meeting the needs and understanding of encounters of everyday practice. Learners are central to the ecosystem. “Learning is usually a progressive change in what we know or can do” (Nuthall, 2001). For Creative Forest, learners is a term that applies to everyone, everyone is a learner, everyone is a teacher, and learning to do by doing.
 
 Creative Forest is a reorientation in educational thinking that has challenged traditional, didactic education for its implied assumption of a separation between knowing and doing, where knowledge is treated as an integral, self-sufficient substance, theoretically independent of the situations in which it is learned and used. This assumption is in conflict with the social knowledge that emerges from learners’ interaction with each other and the Internet, which they use as a tool to reach out, interact, mentor and share experiences and knowledge. Given this situation, learning organisations are sometimes challenged to shift from their traditional role, perceived as the transfer of abstract, decontextualised formal concepts rather than personalised interconnecting socially constructed experiences (that promote critical learning and citizenship). Building a system that encourages students to co-construct, interact and collaborate on individually orientated projects shaped the foundation structure and supportive mechanisms for the development of Creative Forest.
 
 This paper presentation will discuss a journey into building Creative Forest as an emergent innovative learning environment and talk through its application in education, business and community contexts.
 References
 
 Nuthall, G, A. (2001) Student experience and learning process: Developing an evidence based theory of classroom learning. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle.

Lorraine "Laurie" D. Eyde (1932-2019).

Presents an obituary for Lorraine "Laurie" D. Eyde (1932-2019). Lorraine "Laurie" Dittrich Eyde was born February 20, 1932, in New York City, New York, and grew up in Queens, New York. She died peacefully on July 10, 2019, in Arlington, Virginia. Laurie received her bachelor's degree in 1953 from Tufts University and doctorate in industrial/organizational psychology in 1959 from The Ohio State University. She married the botanist Richard Eyde in 1957 and they spent 1960-1961 in Lucknow, India. In 1961, Laurie and Richard moved to theWashington, DC, area, and Laurie began a more-than-50-year career in public service, first at the U.S. Department of Health, Education, and Welfare and, from 1971, as a personnel research psychologist at the U.S. Office of Personnel Management (OPM). At OPM, she found a mentor in Ernest S. Primoff and went on to work with him on the job element method, one of the first job analysis approaches to focus on workers' competencies. Laurie's doctoral thesis compared attitudes toward workforce participation held by women in her own 1953 graduating class with attitudes of women who graduated 5 years later. In 1963, she recontacted both groups of women and, in 1968, published an article in Journal of Counseling Psychology reporting on that 5-year follow-up. Laurie is most widely known for her work on the ethical use of tests. In 1985, she helped organize the Joint Committee on Testing Practice, a collaboration between the American Educational Research Association, the American Psychological Association (APA), and the National Council on Measurement in Education. She was an associate editor of Responsible Test Use: Case Studies for Assessing Human Behavior, based on the work of Joint Committee on Testing Practice's Test User Qualification's Working Group and Test User Training Work Group. Beginning in 1996, she was a member of the Psychological Assessment Work Group, established by APA's Board of Professional Affairs. In 1985, Laurie received a Distinguished Leadership Award from APA's Committee on Women in Psychology. She was also a charter fellow of the American Psychological Society and served on its board of directors. Laurie is survived by her son Dana and granddaughter, Rosemary. She was predeceased by her husband, Richard Eyde, and son Douglas. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Informing without Conforming: Applying Two Frameworks to Enrich Autoethnography

This article explores my experiences using two frameworks to guide the design, implementation and reporting of an autoethnography. I used Hughes, Pennington, and Makris’ (2012) framework for translating autoethnography to the American Educational Research Association (AERA) Standards for reporting empirical research to inform the structure, design, and process for the autoethnography, and Milner’s (2007) framework for researchers to examine seen, unseen, and unforeseen dangers to guide my reflection, support reflexivity, and examine the development of a dynamic positionality. In this article, I illustrate how using these frameworks enhanced the rigor and reflexivity of my autoethnographic research.