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TEP 233A: Topics in Education Research & Design Welcome! Four presentations over the Winter Quarter: –Jim Levin (today) –Ross Frank, Ethnic Studies (Monday,

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Presentation on theme: "TEP 233A: Topics in Education Research & Design Welcome! Four presentations over the Winter Quarter: –Jim Levin (today) –Ross Frank, Ethnic Studies (Monday,"— Presentation transcript:

1 TEP 233A: Topics in Education Research & Design Welcome! Four presentations over the Winter Quarter: –Jim Levin (today) –Ross Frank, Ethnic Studies (Monday, Jan 24) –Amanda Datnow, USC (Wednesday, Feb 9) –Brian Goldfarb, Communication (Monday, Feb 28)

2 Proseminar web page

3 Coordinators for next 3 presentations Ross Frank, Ethnic Studies (Monday, Jan 24) Jo & Daniel Amanda Datnow, USC (Wednesday, Feb 9) Ruth & Carrie Brian Goldfarb, Communication (Monday, Feb 28) Krysti & Suzanne

4 Educational Research Expertise as Multiple Coordinated Research Methods Jim Levin Teacher Education Program University of California, San Diego

5 Plan for this session Short presentation by Jim Levin Survey of research methods you use and why Small group discussion of methods Report to whole from each group General discussion and summary

6 Debate about research methods NCLB: "scientifically based research" Random-assignment Qualitative vs. quantitative

7 What is the nature of educational research expertise?

8 What is the nature of expertise? Studies of expertise What's the difference between an expert and a novice?

9 Mental models of the Web Survey study: "What is your mental model of the Web?" Novices with the web: 18 unique responses (from 44 subjects) Experts with the web: 27 unique responses (from 38 of the same subjects) (Levin, Stuve, & Jacobson, 1999)Levin, Stuve, & Jacobson, 1999

10 Mental models of the Web Case studies of 10 people (2 novices, 4 intermediate, 4 experts) A novice had a single model of the Web An expert had several models and chose which model to use depending on the task

11 An expert is: a person with multiple coordinated representations of a subject area and with the meta-knowledge of when to use which representation and when to switch.

12 Representational Toolkit Framework for Expertise An expert has a set of representational tools, and knows which tool to use for which task and when to switch from one tool to another.

13 Methodological debate among carpenters? Which is the best tool? the hammer or the saw?

14 What's your goal? Do you have two pieces of wood and a nail and want to fasten them together? or Do you have one piece of wood and a line along which you’d like them separated?

15 An expert carpenter: Has expertise with a wide range of tools Has the knowledge of which tool to use for which purpose

16 Educational research methods debates Which is the best research method?

17 What are your research goals?

18 Which research method best accomplishes your research goals?

19 Mixed Methods Research Johnson & Onwuegbuzie "Mixed Methods Research: A Research Paradigm Whose Time Has Come"

20 Educational research expertise Research methods toolkit framework The power of multiplicity - bringing multiple coordinated research approaches to bear on educational problems Multiple coordinated methods

21 Distributed educational research expertise A distributed network of coordinated educational researchers with expertise in a diverse set of research methods - a community of educational research practitioners

22 How to achieve educational research expertise? One step is to make explicit the range of educational research methods and the strengths and weaknesses of each method

23 Interactive portion of presentation Survey activity: take a few minutes to fill out the questionnaire being handed outthe questionnaire being handed out Small group discussion activity: count off by twos and form three groups to discuss research methods identified by each member Whole group discussion: reports from each group and general discussion

24 Mental models of educational research (generated during the presentation) Dinner party Big blob Luxor - pyramid with floors Telescope - stars as students; observer as researcher ; stars as other researchers Gardening - planting, watering, weeding, noting changes, changing Debate forum - between practitioners and researchers

25 More mental models of educational research

26 Strengths and weaknesses (generated during the presentation)

27 More strengths and weaknesses

28 Yet more strengths & weaknesses

29 Summary An expert has multiple coordinated representations. –An expert educational researcher –An expert educator –A learner moving to expertise A community of educational research practitioners is a distributed network of coordinated educational researchers with expertise in a diverse set of research methods

30 Contact information: Jim Levin

31 p.s. on Educational expertise Multiplicity of educational approaches to support to acquisition of multiple coordinated representations

32 How to support educational research expertise? New interactional frameworks Collaborative work across disciplines Integration of research and teaching; research and learning


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