Scientifically Based Research
(Note: Gudance and information in this section will be updated if we receive new information from the United States Department of Educaiton. There has been considerable debate on this federal requirement).
- Proposals must show scientifically based research supporting at least one major component of its plan of action.
- Scientifically based research includes research that is relevant to education activities and programs and employs one or more of the following:
- Systematic and objective prodecures
- Observations or experiment
- Hypotheses testing
- Data from multiple observations and measurements related to other studies
- Acceptance by a peer reviewed journal
- Details sufficient for replication or offer a basis to build on findings.
- Proposals that are based on nationally known resources such as:
Borko,H. (2004), Professional development and teacher learning: Mapping the terrain. Educational Researcher 33(8), 3-15.
Darling-Hammind, L., & Youngs, P. (2002). Defining “Highly qualified teachers”: What does “scientifically –based research” actually tell us? Educational Researcher, 31(9), 13-25.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945.
Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes and efficacy. Education Policy Analysis Archives, 10 (13), 1-26.
Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., Hewson, P. W. (2003). Desigining professional development for teachers of science and mathematics ( 2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.
Margolin J., & Buchler, B. (2004). Critical issue: Using scientifically based research to guide educational decisions. Chicago: North Central Regional Educational Laboratories. Available at: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm
Milke Family Foundation. (2001) How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: ETS. Available at: http://www.ets.org/research/pic
Thompson, C. L., & Zeuli, J. S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (341-375). San Francisco: Jossey Bass.will also be seen as meeting the research requirement.
|
|
 |