Use In Educational Research Research Articles

CritSEM: Advancing QuantCrit to Examine Racialized Resegregation in Special Education

The field of education urgently needs research, aligned with QuantCrit, to disrupt the racialized overrepresentation [resegregation] of Black and Latinx students in special education. Our concern about how statistics have been (mis)applied motivated us to consider the possibility of quantitative methods for use in educational research that aims to dismantle white supremacy. Therefore, we developed CritSEM (Critical Structural Equation Modeling) as a methodological intervention for the purpose of telling a Critical Race Counterstory. Specifically, we examined the extent that anti-racist educators can disrupt processes causing the resegregation of Black and Latinx students in special education, using restricted data from the 2011 Early Childhood Longitudinal Study. Our study concludes with a discussion and implications about working toward an anti-racist special education system and applying QuantCrit in advanced statistical methods.

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

What’s the use of educational research? Six stories reflecting on research use with communities

The question of how education research can be ‘useful’ is an enduring and challenging one. In recent years, this question has been approached by universities through a widespread ‘impact’ agenda. In this article, we explore the tensions between usefulness and impact and present six stories that reflect on research use with communities. These stories engage issues of the risk of usefulness, the time that is needed to work collaboratively for research usefulness, whether theories developed in universities can be useful to communities for understanding the problems they face, who has the power to steer research to serve their purposes, and how community collective action can enhance the usefulness of research. The article concludes with a section that reflects on the importance of continuing to engage with the debates about research use in often highly commercially oriented university environments. This article brings together diverse voices that wrestle with the politics of research use beyond the neat, linear narratives of change that impact agendas tend to portray. These illustrations of the ethical dilemmas encountered through navigating research use with communities contribute to an ongoing conversation about refusing capitalist and colonialist logics of research extraction while working within institutions often driven by such logics.

Ethical Considerations in Using AI in Educational Research

This editorial explores the ethical challenges associated with integrating artificial intelligence into educational settings. They highlight key ethical principles to guide AI use in educational research, including transparency, accountability, fairness, and authenticity. The author emphasizes the need for ethical frameworks to address complex issues around biases, attribution, and the human-AI division of labor.

Motion Capture Systems and Their Use in Educational Research: Insights from a Systematic Literature Review

Motion capture is gaining significance in educational research. Different motion capture systems (MCSs) are used in educational research for different purposes and in different ways, which creates a diversity that is difficult to monitor. The aim of this article is to provide an overview of MCSs and their uses in educational research addressing primary and secondary school education. We conducted a systematic review focusing on the types of MCSs and the concrete systems being used, looking at how they are used, the purposes of their use, the aims and the research questions under investigation, the subjects/topics addressed in the studies, the locations/places of use, the potential benefits of using MCSs perceived by the researchers, and the underlying theories of movement. Based on n = 20 studies focusing on primary and secondary school education identified in our database search, we found that these studies mainly used optical MCSs. Furthermore, we identified three main purposes of their use: to directly support the learning process of students, as analysis tools, or for developing tutoring systems that support students in their learning. This paper gives insights into the use of MCSs in educational research and provides a springboard for further research using MCSs in educational research.

Mixed Method Research: Theoretical Foundations, Designs and Its Use in Educational Research

In educational sciences, 90s were the scene of the paradigmatic wars, as the researchers of quantitative or qualitative research only defended the ideas of the type of research they used and they constantly criticized the counter-paradigm. While this struggle is going on, mixed method research has emerged, a pragmatist approach that believes both methods of research are necessary and useful, and that these two methods can be used together when the research problem requires. In the 2000s, numerous studies on mixed method research have led this approach to be accepted as a third paradigm. From this history to the present, many studies have been carried out on this topic, from the philosophy of the mixed method to the genres, from the methodological substructure to the stages. Presenting a theoretical perspective, this study aims to scrutinize mixed method research with a special emphasis on its philosophical development and models. The weaknesses and strengths of mixed method as a research paradigm are also touched upon. Finally, its use in educational sciences and future directions regarding the development of this research method are discussed.

A framework for understanding the quality of evidence use in education

ABSTRACT Background There are growing expectations internationally that schools and systems will use research evidence to inform their improvement efforts. Such developments raise important questions about what it means to use research evidence well in education. Purpose To date, there has been wide-ranging debate about what counts as quality evidence, but very little dialogue about what counts as quality use. In response, this article presents a conceptual framework to define and elaborate what quality use of research evidence might mean in relation to education. Method The framework is informed by a cross-sector systematic review and narrative synthesis of 112 relevant publications from four sectors: health, social care, education and policy. The review explored if, and how, quality of evidence use had been defined and described within each of these sectors in order to inform a quality use framework for education. Findings Based on the cross-sector review, quality use of research evidence is framed in terms of two core components: (1) appropriate research evidence and (2) thoughtful engagement and implementation, supported by three individual enabling components (skillsets, mindsets and relationships) and three organisational enabling components (leadership, culture and infrastructure), as well as system-level influences. Conclusions There is potential for this framework to inform current approaches to the use of research in education. There is also an important need to test and refine its components through further empirical investigation, theoretical inquiry and intervention development.

Pelatihan Metode Penelitian Tindakan Kelas untuk Meningkatkan Kualitas Pembelajaran di SMPK Santa Clara Surabaya

The task of the teacher is to improve the quality of learning in a systematic and controlled manner through the use of educational research. The results of interviews with the principal at SMPK Santa Clara Surabaya, have obtained information that most teachers have not been able to improve the quality of learning. Classroom Action Research (CAR) training is expected to be able to understand and apply educational research methods to help solve learning problems. The training methods include material explanation, assignment, proposal making, individual presentation, task discussion, presentation assessment and training evaluation. The results of the training evaluation conducted through the Google Form application showed that 7 participants (58.3%) stated it was sufficient, 3 participants (25%) said it was good, and 2 participants (16.7%) stated that it was very good in understanding and implementing classroom action research proposals based on training method used. The results of the assessment of the PTK proposal presentation showed a very good criterion value with details of the performance criteria of 5 people (41.6%), mastery of 3 participants (25%), quality of material 4 participants (33.3%), use of time 5 participants (41.6 %) and the ability to answer 4 participants (33.3%).

The Effect of Research Evidence-Based Teaching Practices in Science Classrooms on Student Teachers' Attitudes towards Educational Research

Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research. Mixed methods research design was used in this study. The study was conducted through Quasi-experimental methods and focus group interviews. The data were collected with the "Teachers Attitude Scale towards Educational Research (TASTER)" and focus group interviews. Participants of the study included 106 third-year undergraduate student teachers. The experimental group applied EBPST during their teaching, while the control group applied existing traditional teaching at primary schools. The Quantitative findings showed that student teachers in the experimental group had significantly increased positive attitudes towards educational research when compared with student teachers in the control group. In addition, qualitative findings revealed that several factors negatively and positively influence the understanding and use of educational research for student teachers on the applicability of EBPST. Considering the results of this study, student teachers' EBPST effect on improving their attitudes, understanding, and the use of educational research in teaching.

Evidence-informed teaching and practice-informed research

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

The Good, the Popular and the Bad: Different Shades of ‘Theory’ Use in Educational Research

The Good, the Popular and the Bad: Different Shades of ‘Theory’ Use in Educational Research

LE PARADIGME INCLUSIF À TRAVERS LE PRISME DES RAPPORTS SOCIAUX INÉGALITAIRES

Cette contribution propose une réflexion théorique autour du concept d’exclusion et de sa mobilisation dans la recherche en éducation, et plus particulièrement sur les liens existants entre ce concept et le paradigme inclusif. Après avoir présenté une proposition théorique rendant compte des différents rapports sociaux inégalitaires permettant d’appréhender l’exclusion au sein du monde scolaire, une analyse de la place qu’occupent ces rapports au sein des différentes vagues historiques de l’inclusion scolaire permet d’avancer que le paradigme inclusif, au départ associé à l’intégration, s’est constitué en relation avec l’exclusion. En conclusion, il est rappelé que la dénonciation des rapports sociaux inégalitaires permet d’éviter que le paradigme inclusif ne se limite qu’à des changements cosmétiques ne servant qu’à reproduire le statu quo.

The HEXACO Model in Education and Work

Abstract. Researchers have long been interested in examining relationships between personality traits and performance in applied settings. Although the Big Five remains the most prevalent model of personality, studies adopting an alternative personality model known as the HEXACO model have been increasing in the past decade (e.g., Ashton et al., 2004 ; Lee & Ashton, 2004 ). The aims of the present paper are three-fold: First, we systematically review the literature on the HEXACO model and its applications in educational and work settings. Second, we introduce an emerging applied personality framework for use in educational research and practice, the ACT Behavioral Skills Framework ( Casillas, Way, & Burrus, 2015 ), which is based on the HEXACO model. Third, we offer a number of suggestions for how future research can continue to refine the development and application of the HEXACO model in educational and organizational research and practice.

Beyond space and time\u2014Conceiving the rhythmic configurations of adult education through Lefebvre\u2019s rhythmanalysis

Like a fabric made of different threads, adult education waives multiple places and reveals different paces whose influences may be complementary, contradictory and antagonistic with each other. The spaces and times that shape people’s life are rarely static or constant. They evolve and fluctuate. Every day, throughout their existence, people have to learn to adjust, coordinate and move through material, natural, social and symbolic environments that keep evolving. The aim of this paper is to explore how to conceive the influences of both spatial and temporal configurations through which adults learn, transform and develop themselves. To proceed, the reflection refers to Henri Lefebvre’s contribution, and more specifically to his conception of rhythmanalysis. The paper first introduces Lefebvre’s ideas around space and time, and opens up the possibility to conceive their relations through the concept of rhythm. Then, the idea of rhythmanalysis is introduced and its use in educational research discussed. The third part of the paper explores and illustrates more specifically three concepts introduced by Lefebvre to interpret the relations between rhythmic phenomena (arrhythmia, polyrhythmia and eurhythmia). It is finally suggested that this triple lens opens up the possibility to analyze the relations between space, time and educational processes through three prototypical rhythmic configurations found in the practice: the experiences of dissonance, alternance and resonance.

Understanding the Role, Expectations, and Challenges That Policy-Makers Face in Using Educational Research

This study provides an insight into the challenges faced in establishing a closer collaboration between educational research and its use in the policy-making process. It aims to identify the factors influencing transfer from research to policy-making and the policy-makers’ needs, expectations, and perception on the use of educational research. Thirteen semi-structured interviews were conducted with representatives of Romanian national and local institutions. Specific software was used to facilitate data management and coding. The results indicate that there is a disconnect between policy-makers’ expectations and the input they receive from the research community, as well as a lack of an institutional framework to facilitate communication and interaction between them. There are systemic blockages on both sides: politics and the cost of opportunity for decision-making, a high level of bureaucracy, limited resources and accessibility of results, a lack of financing and of institutionalized communication, as well as a lack of consultation and cooperation between the two parties. The results indicate a willingness on the policy-makers’ side to acknowledge the importance of using research to inform decisions and their role in facilitating this process. This implies that researchers have limited control over the subsequent stages and could indicate the early point in the research process when other actors should be involved in order to ensure the potential or actual impact of research on policy.

The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children

BackgroundSeveral studies have focused on the assessment of students’ motivation because this construct is very important to understand students’ learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children.MethodsParticipants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability.ResultsESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades.ConclusionsOur findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.

The Leadership Challenge in Wales: Voices From the Front Line

This edited transcript of a seminar held at Llandrindod Wells in November 2017 identifies the views of headteachers in Wales on a range of major issues including the qualities required for successful leadership, professional development for headship, the use of educational research, leading in different contexts, the importance of collaborative work and the need to change the dominant culture of excessive accountability in Welsh education. Headteachers believe a range of leadership and practical management skills are required for headship and although these are generic to all leadership situations, additional specific skills are required in some contexts. The importance of ongoing support for headteachers commencing when they train for headship, continuing through their induction period in post and then proceeding throughout their careers is emphasised. The importance of leading collaborative models of professional learning based on school-to-school working and drawing upon educational research is highlighted. Whilst there is recognition that schools need to be held accountable, the excessive and often punitive nature of accountability within the current education system in Wales is viewed as being detrimental to innovation and as having harmful effects on recruitment to and retention in headship. These are all seen as being important issues for the new National Academy for Education Leadership to consider.

Making use of educational research in higher education – academic teachers engaged in translational research

Why do not academic teachers more frequently use results from education, psychology, cognitive sciences, and related fields while planning, carrying out, and evaluating teaching? It has been argued that if only they did, education would improve. It has further been argued that results from these fields are not communicated in ways suitable for teachers from other disciplines, and therefore there is a need for translation. If the results from these fields were translated, it has been proposed, their use would increase with positive effects on education. A question remains: who should do the translation? This study investigates whether early career academics in engineering and technology can find, translate, and make relevant use of research into education, psychology, and related fields within written reports. Results show they can. Therefore, it is argued, translation itself will not increase the use of this type of research. Other explanations for the problem are discussed.

How does the context of research influence the use of educational research in policy-making and practice?

This paper presents results from a survey of Romanian education researchers on their experience of research uptake and transfer to policy makers and practitioners. A range of variables are analysed in order to understand the factors they perceived to influence the use of educational research. The researchers’ context was analysed, including factors such as conceptions of the academic role, funding, type of research and collaboration in research. An adaptation of the research utilisation scale (Knott and Wildavsky in Knowl Creat Diffus Util 1(4):537–578, 1980; Cherney et al. in Int J Educ Res 56:23–34, 2012) survey was administered to a sample of 115 academics from 17 public universities in Romania, representing 31% of the total number of academics in schools of education. The quantitative data were complemented with qualitative data derived from in depth interviews with 14 university managers from the main research-intensive universities. The results indicate that researchers’ context is a determinant key of research mobilisation in practice. Despite the importance given to this aspect by the researchers, the lack of institutional coherent strategies to enhance the research transfer and use could represent constraints and challenges that are often faced when academics engage in research aimed at influencing policy and practice.

Multiple Audiences for Encouraging Research Use: Uncovering a Typology of Educators.

We apply diffusion of innovations theory to examine two key research questions designed to inform efforts to improve the research-practice gap in education: (1) Are there distinct types of educators that differ in their prioritization of the compatibility, observability, complexity, relative advantage, and trialability of research? and (2) Are educators' roles or context associated with their categorization in this typology? Using semi-structured interview data in two Michigan counties from intermediate school district staff (N=24), district central office staff (N=18), principals (N=22), and school building staff (N=23), we first used directed content analysis to code for mentions of compatibility, observability, complexity, relative advantage, and trialability. Next, using the coded data, we conducted a hierarchical agglomerative cluster analysis and follow-up cross-tabulations to assess whether cluster memberships were associated with educators' roles or county context. Educators in our sample could be categorized in one of five clusters distinguished primarily by different patterns of prioritization of the compatibility, observability, and complexity of research. Membership in these clusters did not vary by role but did vary by county, suggesting the importance of context for educators' perceptions of research. These findings suggest that narrowing the research-practice gap in education will require attending to multiple audiences of educators with distinct priorities that guide their perceptions and use of educational research and evidence-based practices.