The Challenges of Producing Evidence-Based Claims: An Exploratory Study of NSF's Math and Science Partnership Community. WCER Working Paper No. 2009-4

Autor/inn/en	Hora, Matthew T.; Millar, Susan B.; Arrigoni, Jessica; Kretchmar, Kerry
Institution	Wisconsin Center for Education Research
Titel	The Challenges of Producing Evidence-Based Claims: An Exploratory Study of NSF's Math and Science Partnership Community. WCER Working Paper No. 2009-4
Quelle	(2009), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Science Education; Evidence; Educational Research; Research Methodology; Conferences (Gatherings); Program Evaluation; Educational Researchers; Attitudes; Vocabulary; Data Collection; Research Problems; Outcomes of Education; Research Design + Suchen Sie Ihr Suchwort? Mathematische Bildung; Naturwissenschaftliche Bildung; Evidenz; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Programme evaluation; Programmevaluation; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Attitude; Einstellung; Verhalten; Wortschatz; Data capture; Datensammlung; Forschungskritik; Lernleistung; Schulerfolg; Forschungsdesign
Abstract	This paper describes the analysis of the National Science Foundation (NSF) Math and Science Partnership (MSP) program's January 2008 Learning Network Conference (LNC). This study focuses on the methodologies used by the MSP community to generate evidence and seeks to understand topics of interest to the 320 LNC participants. The data set for this study included the 47 abstracts accepted for presentation, 68 interviews conducted during the conference, observations of all 26 breakout sessions, and 98 "think pieces" written by conference attendees. The analytic procedures included a holistic scoring rubric for the abstracts and inductive analyses of the interview, observation, and think-piece data using a structured approach to grounded theory. Findings included enthusiasm for the conference theme, respondent focus on realistic and field-tested ways to generate evidence instead of theory and implementation reports, and a strong assumption that student learning outcomes are the type of outcome data of primary interest to the NSF. The study also identified factors that influence the MSP community's approach to evaluation. Overall, the study is framed by observed patterns in how principal investigators (PIs) and their teams responded to project evaluation requirements. Some PIs experienced a dilemma as to whether their dominant operational approach should be discovery--as for science, technology, engineering, and mathematics (STEM) research projects--or delivery of pre-specified outcomes. Other PIs and project leaders were slow to start the evaluation and were impressed by the complexity of producing sound evaluation findings. Three appendices are included: (1) Data Collection Instruments; (2) Methodology; and (3) LNC Call for Abstracts. (Contains 17 footnotes.) (As Provided).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: http://www.wcer.wisc.edu/publications/workingpapers.index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10