Session 8 - Leading Change Through Research

8/13/2019 Session 8 - Leading Change Through Research

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TEIS: LEADING

CHANGE THROUGHRESEARCH

Diosdado M. San Antonio

Officer In Charge

DepED Region 4A (CaLaBaRZon)


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Talk Outline

KottersChange Model

Perspectives on Creating Education

Educational Research

Realms

Aspects

Action Research

Publishing Research Results


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VMG elements of some TEIs

Through relevant researches, utilize researchfindings to improve curriculum and instruction,and brings about informed and research-

oriented teachers in the future (BUCE). Be a constructor of knowledge.....Be a change

agent....Bridge the gap between experienceand knowledge and encourage questioning

minds. (UPCE). ....nurturing innovative teachers and education

leaders (PNU).


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Three Ways of Creating EducationMICHAEL BASSEY,

Faculty of Education, Nottingham Polytechnic

Hunches

using intuitionwithout

challenge andwithoutmonitoring theconsequences.

Historically

repeating whathas been done

before basing today'saction on theway it wasdone previously

Research

asking aboutintentions, by

determiningtheir worth, byappraisingresources, byidentifyingalternative

strategies, andby monitoringand evaluatingoutcomes.


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Research

process of finding out whichis conducted not on arandom or arbitrary basis butin the light of some

theoretical perspective.

Systematic

Inquiry

perceptions, interpretations,

explanations and conclusionsare subject to questioningwhich challenges them bothlogically and ethically.

CriticalInquiry


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Three Realms of Research in

Education

Empirical Research

data collection is centre

stage; data are systematically

collected by strictprocedures, criticallyanalysed, interpretedand conclusions drawn.

ReflectiveResearch

involves systematic andcritical thinking

findings of empiricalresearch are thestarting point for reviewand argument abouteducational issues.

Creative Research

the devising of new

systems, thedevelopment of novelsolutions, and theformulation of newideas, by systematicand critical inquiry.


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Two Categories of Research

Workers

Understand

trying to describe, interpret or explain whatis happening without inducing any change

giving a theoretical account which links withexisting theoretical ideas

Change

trying to induce some change which theysee as beneficial

using systematic and critical enquiry inattempts to improve the practical situation


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Four Critical Aspects of

EducationLemke and Sabelli

wherepeople learnor learningenvironment

whichpeople learnand why

what peoplelearn

how peoplelearn

Cognition Content

ContextEquity


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Action ResearchNSW, Australia, 2010

the term which describes the integration of

action(implementing a plan) with research

(developing an understanding of the

effectiveness of this implementation).


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Academic or Formal Research VS

Action ResearchFORMAL RESEARCH ACTION RESEARCH

Training needed Extensive Little

Goals Knowledge that is

generalizable to

a wider audience

Results for improving

practice in a local

situation

Method ofidentifying

Problems

Review of previousresearch findings

and extensions of them

Problems currently facedor improvements

needed in a set of

classrooms or a school

Literature review Extensive enquiry into all

research previouslyconducted on this topic

using primary sources

Some primary sources

but also use ofsecondary sources plus

what practitioners

are doing in other

schools

Sampling Random or

representativereferabl with lar e

Students and/or

members of the schoolcommunit


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Academic or Formal Research VS

Action ResearchFORMAL RESEARCH ACTION RESEARCH

Research design Rigorous controls over

long periods

Flexible, quick time

frame, control through

triangulation

Approach Deductive reasoning

theory tohypothesis to data to

confirmation

Inductive reasoning

observations,patterns, interpretations,

recommendation

Analysis of data Tests leading to

statistical

significance

Generally grouping of

raw data using

descriptive statistics

Application of results Theoretical significance Practical significance


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The Proper Perspective on

ResearchJeffrey R. Henig, EL 2008

No single research study can ever provide the

kind of definitiveand universal answers that

policymakers and citizens seem to yearn for.

Reason why this is so..... fundamental limitations of data;

measures, no matter how precise, are always one

step or more removed from the concepts that we really

are interested in


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Although individual studies cannot carry the

weight of contemporary expectations, research

as a collective enterprise......can enrich our

knowledge base. comprising multiple studies,

attacking questions from differing angles, and

exposed to the checks and balance of studies in

differing settings and

using differing methodologies


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But sifting through accumulated studies to

discern the weight of the evidence requires at

some point the application ofjudgment.

Research can inform decisions but cannot, initself, displace the need forjudgment.


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Getting published in a reasonably

good journal requires...(Thomas Plumper)

a research agenda of general interest,

a good idea,

methodological skills,

a well-developed sense of logic,

writing skills


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A Good Idea... 4 types of ideas usually

published in good journals:

an innovative theory

a powerful test of an existing theory

a methodological innovation

a paper which is based on a potentially new

data set


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Manuscripts get rejected because

they

make no or a too small contribution,

make inconsistent or logically wrong claims

offer insufficient, unconvincing, or poor

empirical evidence,

run counter something the referees have

written before,

are poorly written and do not sufficiently sellthe paper


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Selling a Manuscript to Editors,

Referees, and Readers

Many referees make a first decision while

reading the introduction. This is where you

have to sell the paper. You never get a second

chance to make a first impression. Likewise, editors select referees based on

reading of your summary and introduction.

Try to steer their decision by citing your friendsin the intro and avoid citing your foes in the

intro.


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The Necessary Content (and

Order) of an Introduction

1.Appetizer

2.Argument

3.Summary of Argumentation

4.Brief Summary of Research Design and

Major Findings

5.Contribution


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The 20 Dos

1.Conduct research in an established and

growing research area.

2.Work on papers that make a contribution.

3.Choose a contribution that maximizesattention.

4.Make sure that your theory has a fair chance

of being wrong. 5.Make sure that your theory is consistent and

innovative.


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The 20 Dos

6. Choose your empirical field strategically.

7. Minimize the gap between theory and

empirical analysis.

8. Demonstrate (as far as possible) the validityof causal and/or observational inferences.

9. Choose the optimal method for your

analysis. 10. Write in a simple, illustrative, and lively

way.


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11. Sell your paper to your reader.

12. Polish your paper, especially the

introduction.

13. Stress the contribution of your paper.

14. Cite a few friends and no foes in the

introduction.

15. Dont forget to cite papers published in thejournal you intend to submit to.


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16. Dont submit your paper to journals which

are not included in the SSCI.

17. Dont allow rejections to frustrate you.

18. Revise your paper as much as necessary(but with opportunity costs in mind).

19. Dont argue with the editor.

20. Try to get asap (at least) into the 2-2-2stream.


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When you take stuff from one

writer it's plagiarism; but when you

take it from many writers, it's

research. Wilson Wizner

Research is to see what everybody

else has seen, and to think what

nobody else has thought. Albert Szent-Gyorgyi
http://www.searchquotes.com/quotation/When_you_take_stuff_from_one_writer_it's_plagiarism;_but_when_you_take_it_from_many_writers,_it's_re/11553/http://www.searchquotes.com/quotation/When_you_take_stuff_from_one_writer_it's_plagiarism;_but_when_you_take_it_from_many_writers,_it's_re/11553/http://www.searchquotes.com/quotation/When_you_take_stuff_from_one_writer_it's_plagiarism;_but_when_you_take_it_from_many_writers,_it's_re/11553/http://www.searchquotes.com/quotation/When_you_take_stuff_from_one_writer_it's_plagiarism;_but_when_you_take_it_from_many_writers,_it's_re/11553/http://www.searchquotes.com/quotation/Research_is_to_see_what_everybody_else_has_seen,_and_to_think_what_nobody_else_has_thought/238985/http://www.searchquotes.com/quotation/Research_is_to_see_what_everybody_else_has_seen,_and_to_think_what_nobody_else_has_thought/238985/http://www.searchquotes.com/quotation/Research_is_to_see_what_everybody_else_has_seen,_and_to_think_what_nobody_else_has_thought/238985/http://www.searchquotes.com/quotation/Research_is_to_see_what_everybody_else_has_seen,_and_to_think_what_nobody_else_has_thought/238985/http://www.searchquotes.com/quotation/Research_is_to_see_what_everybody_else_has_seen,_and_to_think_what_nobody_else_has_thought/238985/http://www.searchquotes.com/quotation/Research_is_to_see_what_everybody_else_has_seen,_and_to_think_what_nobody_else_has_thought/238985/http://www.searchquotes.com/quotation/Research_is_to_see_what_everybody_else_has_seen,_and_to_think_what_nobody_else_has_thought/238985/http://www.searchquotes.com/quotation/When_you_take_stuff_from_one_writer_it's_plagiarism;_but_when_you_take_it_from_many_writers,_it's_re/11553/http://www.searchquotes.com/quotation/When_you_take_stuff_from_one_writer_it's_plagiarism;_but_when_you_take_it_from_many_writers,_it's_re/11553/http://www.searchquotes.com/quotation/When_you_take_stuff_from_one_writer_it's_plagiarism;_but_when_you_take_it_from_many_writers,_it's_re/11553/http://www.searchquotes.com/quotation/When_you_take_stuff_from_one_writer_it's_plagiarism;_but_when_you_take_it_from_many_writers,_it's_re/11553/


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http://www.deakin.edu.au/health/research/doc

uments/Preparing_articles_publication%2023.

08.05.pdf


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Session 8 - Leading Change Through Research