American Educational Research AssociationAnnual Meeting

New York City - March 26, 2008

Ronald Dietel

Four Six Ways to Improve Research Use

Campbell Report: R&D Funding Policies of NIE

We understand the political pressure for “dissemination” of the results of R&D, but we conclude that NIE has done little to attack the problem…

We do not think that work in the field can be halted until theory catches up…

Research on knowledge-utilization could be more extensively funded as an essential basis for policy in this area.

Roald Campbell & others, 1975

Education Research Could Improve Schools, But Probably Won’t

Research is not readily accessible–either physically or intellectually–to the potential users.

Summaries of major studies appear in periodicals like Education Week, but the detailed results (usually written for other researchers in academic-speak) are usually available only in separate reports or in relatively low-circulation journals that don’t reach those who most need to know.

Ronald Wolk, Education Week, 2007

International Focus on Research Use-OECD

• Use-inspired basic research

• Systematic accumulation and dissemination of knowledge

• Stronger research-use capacity

• Research-based continuous improvement strategies

1. Use-Inspired Research

• Is it useful for the intended audience?

• Is it credible?

• Is it timely?

2. Increase Teacher Research Knowledge and Beliefs

1.Believe that research is valuable

2.Know where to find research

3.Know good research from poor research

4.Have time to use research

5.Know what to do when things don’t work

3. More Exemplars of Effective Practice

1. What Works Clearinghouse

2. Research Centers & Organizations

3. R&D Labs

4. Comprehensive Centers

4. Communicate in Plain Language

• Schools of Education

• AERA

• Professional Associations

Simplify Writing

For example, one indication of the move towards the ikonic mode is shown when the child turns the sensorimotor “understanding” that an object exists regardless of his/her perception of it to an ikonic conception of it;

the sensorimotor skills of walking and grasping form the basis for the running and catching games of later childhood and early adulthood.

Most importantly, these sensorimotor skills will now be available to contribute to intermodal activity as the individual moves through other modes.

Tables and Graphs

• Research Questions Are the district’s formative assessments aligned to state and school

district content standards? Do the district formative assessments improve learning in mathematics? What is the correlation between performance on the district assessments

and performance on the state test?• Formative assessments that are not aligned to standards are not useful in

guiding and informing instruction, Smith and James, 1992 • Analysis of mathematics content standards that had been used to design

third-grade assessments, was then used to design instruction--with learning experts

• Random selection of 400 students who received different types of math instruction (ten lessons each) before taking the district mathematics assessment: Data on mathematics alignment Evidence collected in mathematics formative assessment using different

mathematics curricula and instruction Learning experts analysis of data Triangulation of data Study Results

More is Messy

Less is Lovely

Do the district formative assessments improve learning in mathematics?

5. Research Use Center

• Synthesize Existing Knowledge

• Lessons from Other Disciplines

• Research on Research Use

• Spread to others

6. What AERA, IES and We Can Do

• Promote use-inspired basic research

1. Make it part of what we do

2. Promote funding

• Regular collaborative activities

Six Ways to Improve Research Use

• Quality research

• Increase teacher knowledge

• More exemplars

• Communicate in plain language

• Research use center

• Shared roles and responsibilities

ron@ucla.edu