Educational Researcher 43卷5期文章

1. Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation

Author:Peter Aubusson, Paul Burke, Sandy Schuck, Matthew Kearney, and Bart Frischknecht

Source:Educational Researcher 43.5  (June/July 2014): 219-229.

Abstract:This article reports on the pioneering use in education of Discrete Choice Experiments (DCEs) to assess teachers’ decisions regarding deployment of rich tasks. The incorporation of this quantitative method into what is usually considered the domain of qualitative researchers is an innovative feature of this study. The DCEs enabled rigorous, reliable, and efficient investigation of the relationships between attributes of the complex environment in which teachers operate. The findings articulate the choices made by teachers related to rich task pedagogy, technology use, and other resources. Understanding the influences on these choices will inform the adoption and adaptation of productive technologies, improve dissemination of good practices, and enhance the design of digital technologies, resulting in better student learning outcomes.

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2. Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment

Author:Andrew D. Plunk, William F. Tate, Laura J. Bierut, and Richard A. Grucza

Source:Educational Researcher 43.5  (June/July 2014): 230-241.

Abstract:Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity.

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3. Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Education Research

Author:Christopher J. Lemons, Douglas Fuchs, Jennifer K. Gilbert, and Lynn S. Fuchs

Source:Educational Researcher 43.5  (June/July 2014): 242-252.

Abstract:Experimental and quasi-experimental designs are used in educational research to establish causality and develop effective practices. These research designs rely on a counterfactual model that, in simple form, calls for a comparison between a treatment group and a control group. Developers of educational practices often assume that the population from which control groups are drawn is unchanging in its behavior or performance. This is not always the case. Populations and study samples can change over time—sometimes dramatically so. We illustrate this important point by presenting data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program. The studies were conducted across 9 years and involved 2,591 students. Findings demonstrate a dramatic increase in the performance of control students over time, and suggest the need for a more nuanced understanding of the counterfactual model and its role in establishing evidence-based practices.

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4. Common Structural Design Features of Rubrics May Represent a Threat to Validity

Author:Stephen Mark Humphry and Sandra Allison Heldsinger

Source:Educational Researcher 43.5  (June/July 2014): 253-263.

Abstract:Rubrics for assessing student performance are often seen as providing rich information about complex skills. Despite their widespread usage, however, little empirical research has focused on whether it is possible for rubrics to validly meet their intended purposes. The authors examine a rubric used to assess students’ writing in a large-scale testing program. They present empirical evidence for the existence of a potentially widespread threat to the validity of rubric assessments that arose due to design features. In this research, an iterative tryout-redesign-tryout approach was adopted. The research casts doubt on whether rubrics with structurally aligned categories can validly assess complex skills. A solution is proposed that involves rethinking the structural design of the rubric to mitigate the threat to validity. Broader implications are discussed.