Educational data has been a recurring theme on this blog. In this post, I continue considering the nature of data in education and the nature of data in science… comparing and contrasting the two. Constructs and Instruments Scientists are always specific about what they are measuring, and there are accepted methods for measuring these quantities. Read More
A colleague and I recently had a conversation about “data” and its role in education. I maintained that advocated for using data have a fundamental misunderstanding of science and evidence. I further maintained that misapplication of the principles of science and inquiry makes the decisions made by “data-driven leaders” in schools dubious at best. This Read More
Much of the science surrounding teaching and learning has occured in cultures that are white, educated, industrialized, rich, and democratic (WEIRD). While I am not criticizing that focus, especially by researchers and practitioners who work in those cultures, I do suggest we must use care in extending what we “know” about teaching and learning from Read More
A part of all education research is recognizing one’s responsibility to proceed in a manner that respects the subjects, the process, and the community. Ethical researchers do not endanger the physical or emotional health of subjects, and they take steps to ensure the privacy of subjects and preserve subjects’ right to withdraw without penalty. Also, Read More
When I was working on my master of arts in education two decades ago, my mentors introduced me to qualitative research methods, especially interviewing. One of the lessons I learned early in that work was that the term and concepts we usually apply to the quality of quantitative data do not accurately describe the expectation Read More
173: Merrill’s First Principles of Instruction As an educator, I see so many theories or frameworks or models of advocated by school leaders, scholars, vendors, philanthropists, and others. I share the frustration of those educators who wish their endless series of “innovative” (an adjective used by the advocates) practice would end, and we would decide Read More
115: Bridging Gaps: Research and Instruction Education is one of several soft technologies that share an interesting trait: The scholars who discover the science behind the natural phenomena that are the basis of the technology and the practitioners who apply that science to the human purpose are different people. Other examples of human technologies marked Read More
112: Naturalistic Approaches to Research and Teaching In their seminal book on Naturalistic inquiry, Yvonna Lincoln and Egon Guba (1985) argued that much scientific research is based on a reduction of the problem according to positivist principles, and that those assumptions are increasingly insufficient to describe many problems in the social sciences, including education. Whereas, Read More
109: Why Standardized Testing Flopped In the fall of 2018, an article appeared in my news feed multiple times. Peter Greene, a contributor to Forbes magazine posed the question “Is The Big Standardized Test A Big Standardized Flop?” in the title of his article. No educator (or parent, or higher education professional, or employer) is Read More
110: A Disturbing Observation I recently visited a classroom in which there were two activities planned for the day. First, students were gathering data that is to be used to answer the question “Is anyone average?” Second, the students were completing some standardized tests which are part of the school’s assessment plan. While the measuring Read More