Educational Researcher 44卷1期

1. Experience-Sampling Research Methods and Their Potential for Education Research

Author: Sabrina Zirkel, Julie A. Garcia, and Mary C. Murphy

Source: Educational Researcher 44.1(Jan. /Feb. 2015): 7-16.

Abstract: Experience-sampling methods (ESM) enable us to learn about individuals’ lives in context by measuring participants’ feelings, thoughts, actions, context, and/or activities as they go about their daily lives. By capturing experience, affect, and action in the moment and with repeated measures, ESM approaches allow researchers access to expand the areas and aspects of participants’ experiences they can investigate and describe and to better understand how people and contexts shape these experiences. We argue ESM approaches can be particularly enriching for education research by enabling us to ask new and interesting questions about how students, teachers, and school leaders engage with education as they are living their lives and thus help us to better understand how education contexts shape learning and other outcomes. In this article, we highlight the value of these approaches for addressing new and exciting questions they may help education researchers to answer as they allow us to uncover experience in new ways.

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2. Reinventing the Role of the University Researcher

Author: Ingrid A. Nelson, Rebecca A. London, and Karen R. Strobel

Source: Educational Researcher 44.1(Jan. /Feb. 2015): 17-26.

Abstract: This study examines the structuring of university–community research partnerships that facilitate theoretically grounded research while also generating findings that community partners find actionable. We analyze one partnership that positions university-based researchers as members of a team working to create, maintain, and use a longitudinal multiagency data source. Through our focus on the evolution of this university–community collaboration, we show how researchers established their commitment to a mutually beneficial exchange and how data-driven action emerged when community agencies assumed ownership and prioritized action throughout the research process

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3. Guidance for Schools Selecting Antibullying Approaches: Translating Evidence-Based Strategies to Contemporary Implementation Realities

Author: Nadia S. Ansary, Maurice J. Elias, Michael B. Greene, and Stuart Green

Source: Educational Researcher 44.1(Jan. /Feb. 2015): 27-36.

Abstract: This article synthesizes the current research on bullying prevention and intervention in order to provide guidance to schools seeking to select and implement antibullying strategies. Evidence-based best practices that are shared across generally effective antibullying approaches are elucidated, and these strategies are grounded in examples garnered from model antibullying programs as implemented in contemporary schools. Future directions for practice, research, and policy are also explicated.

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4. Person-Organization Fit and Research on Instruction

Strategies to Contemporary Implementation Realities

Author: Peter Youngs, Ben Pogodzinski, Erin Grogan, and Frank Perrone

Source: Educational Researcher 44.1(Jan. /Feb. 2015): 37-45.

Abstract: Research from industrial and organizational (I-O) psychology indicates that outside of K–12 education, employees’ sense of fit with their organizations is often associated with job satisfaction, performance, commitment, and retention. Person-organization (P-O) fit has been conceptualized as the degree of congruence between an individual’s values, goals, and/or cognitive skills and abilities and the characteristics or requirements of their workplace. This essay reviews research from I-O psychology on how P-O fit predicts key outcomes for workers outside of K–12 education and discusses recent studies of P-O fit and teacher commitment and retention. We then theorize ways in which P-O fit can be used in research on teachers’ instruction, using research on teachers’ enactment of ambitious mathematics instruction as an example. Finally, the essay concludes by identifying directions for future research.

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5. Thinking Together and Alone

Author: Deanna Kuhn

Source: Educational Researcher 44.1(Jan. /Feb. 2015): 46-53.

Abstract: Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K–12 students. To what extent is this enthusiasm warranted? Is the practice uniformly productive, or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and the objectives achieved? In addition to examining these questions, this article suggests further questions that might be addressed with the objective of establishing a more comprehensive base of evidence to substantiate the practice of collaborative learning. Finally, the article reconsiders why collaborative cognition should be a critical concern.

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6. What Is Improvement Science? Do We Need It in Education?

Author: Catherine Lewis

Source: Educational Researcher 44.1(Jan. /Feb. 2015): 54-61.

Abstract: The theory and tools of “improvement science” have produced performance improvements in many organizational sectors. This essay describes improvement science and explores its potential and challenges within education. Potential contributions include attention to the knowledge-building and motivational systems within schools, strategies for learning from variations in practice, and focus on improvement (rather than on program adoption). Two examples of improvement science in education are examined: the Community College Pathways Networked Improvement Community and lesson study in Japan. To support improvement science use, we need to recognize the different affordances of experimental and improvement science, the varied types of knowledge that can be generalized, the value of practical measurement, and the feasibility of learning across boundaries.