Quality Research in Literacy and Science Education: International Perspectives and Gold Standards

666 Pages·2009·6.201 MB·English

by  Dr. Mack C. Shelley II, Dr. Larry D. Yore, Dr. Brian Hand (auth.), Dr. Mack C. Shelley II, Dr. Larry D. Yore, Dr. Brian Hand (eds.)

Quality Research in
Literacy and Science Education
Mack C. Shelley II
Larry D. Yore
Brian Hand
Editors
Quality Research
in Literacy and
Science Education
International Perspectives
and Gold Standards
Editors
Dr. Mack C. Shelley II
Iowa State University
USA
[email protected]
Dr. Larry D. Yore
University of Victoria
Canada
[email protected]
Dr. Brian Hand
University of Iowa
USA
brian-hand@ uiowa.edu
ISBN 978-1-4020-8426-3 e-ISBN 978-1-4020-8427-0
Library of Congress Control Number: 2008937476
© 2009 Springer Science + Business Media B.V.
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Contents
Part I General Introduction
1 Education Research Meets the “Gold Standard”:
Evaluation, Research Methods, and Statistics after
No Child Left Behind ............................................................................... 3
Mack C. Shelley II, Larry D. Yore, and Brian Hand
Part II Setting the Agenda: Science Education and Science-based Research
2 Why “Gold Standard” Needs Another “s”:
Results from the Gold Standard(s) in Science and
Literacy Education Research Conference ............................................. 19
Larry D. Yore and Pietro Boscolo
3 Research and Practice: A Complex Relationship?................................ 41
Robin Millar and Jonathan Osborne
4 Moving Beyond the Gold Standard: Epistemological
and Ontological Considerations of Research in
Science Literacy ....................................................................................... 63
Donna E. Alvermann and Christine A. Mallozzi
5 Longitudinal Studies into Science Learning:
Methodological Issues .............................................................................. 83
Russell Tytler
6 An International Perspective of Monitoring Educational
Research Quality: Commonalities and Differences .............................. 107
Richard K. Coll, Wen-Hua Chang, Justin Dillon, Rosária Justi,
Eduardo Mortimer, Kim Chwee Daniel Tan, David F. Treagust,
and Paul Webb
7 Considering Research Quality and Applicability
Through the Eyes of Stakeholders .......................................................... 139
Denyse V. Hayward and Linda M. Phillips
v
vi Contents
Part III Curriculum and Pedagogy
8 Researching Effective Pedagogies for Developing the
Literacies of Science: Some Theoretical and
Practical Considerations ....................................................................... 151
Vaughan Prain
9 Pedagogy, Implementation, and Professional Development
for Teaching Science Literacy: How Students and Teachers
Know and Learn..................................................................................... 169
Lori A. Norton-Meier, Brian Hand, Andy Cavagnetto,
Recai Akkus, and Murat Gunel
10 Approaching Classroom Realities: The Use of Mixed
Methods and Structural Equation Modeling in Science
Education Research ............................................................................... 189
Martina Nieswandt and Elizabeth H. McEneaney
11 Mixed-methodology Research in Science Education:
Opportunities and Challenges in Exploring and Enhancing
Thinking Dispositions ............................................................................ 213
Tamar Levin and Tili Wagner
12 New Directions in Science Literacy Education.................................... 245
E. Wendy Saul and Brian Hand
Part IV Statistics, Research Methods, and Science Literacy
13 Multilevel Modeling with HLM: Taking a Second
Look at PISA .......................................................................................... 263
John O. Anderson, Todd Milford, and Shelley P. Ross
14 Methods from Item Response Theory: Going Beyond
Traditional Validity and Reliability in Standardizing
Assessments ............................................................................................ 287
Amy G. Froelich
15 Confounding in Observational Studies using Standardized
Test Data: Careful Disentanglement of Statistical
Interpretations and Explanations ......................................................... 303
Mary C. Meyer
16 Predicting Group Membership using National Assessment
of Educational Progress (NAEP) Mathematics Data .......................... 323
David A. Walker and Shereeza F. Mohammed
Contents vii
17 Incorporating Exploratory Methods using Dynamic
Graphics into Multivariate Statistics Classes:
Curriculum Development ...................................................................... 337
Dianne Cook
18 Approaches to Broadening the Statistics Curricula ............................ 357
Deborah Nolan and Duncan Temple Lang
19 Dr. Fox Rocks: Using Data-mining Techniques to Examine
Student Ratings of Instruction .............................................................. 383
Morgan C. Wang, Charles D. Dziuban, Ida J. Cook,
and Patsy D. Moskal
20 Process Execution of Writing and Reading:
Considering Text Quality, Learner
and Task Characteristics ....................................................................... 399
Huub van den Bergh, Gert Rijlaarsdam, Tanja Janssen,
Martine Braaksma, Daphne van Weijen, and Marion Tillema
21 Can We Make a Silk Purse from a Sow’s Ear? ................................... 427
Daniel J. Mundfrom
Part V Public Policy and “Gold Standard(s)” Research
22 Speaking Truth to Power with Powerful Results:
Impacting Public Awareness and Public Policy ................................... 443
Mack C. Shelley II
23 Funding Patterns and Priorities:
An International Perspective ................................................................ 467
Hsiao-Ching She, Larry D. Yore, John O. Anderson,
Sibel Erduran, Wolfgang Gräber, Alister Jones,
Johannes Klumpers, Stephen Parker, Marissa Rollnick,
Robert D. Sherwood, and Bruce Waldrip
24 Research Ethics Boards and the Gold Standard(s)
in Literacy and Science Education Research ...................................... 511
Robert J. Anthony, Larry D. Yore, Richard K. Coll,
Justin Dillon, Mei-Hung Chiu, Cynthia Fakudze, Irene Grimberg,
and Bing-Jyun Wang
25 Data Sharing: Disclosure, Confi dentiality, and Security .................... 559
David J. Dude, Michelle A. Mengeling,
and Catherine J. Welch
viii Contents
26 Stitching the Pieces Together to Reveal the Generalized Patterns:
Systematic Research Reviews, Secondary Reanalyses,
Case-to-case Comparisons, and Metasyntheses of Qualitative
Research Studies .................................................................................... 575
Gretchen B. Rossman and Larry D. Yore
27 The Gold Standard and Knowing What to Do .................................... 603
Stephen P. Norris, Linda M. Phillips, and John S. Macnab
Part VI Epilogue: New Standards, New Directions, and New Realities
28 Refl ections on Beyond the Gold Standards Era and
Ways of Promoting Compelling Arguments about Science
Literacy for All ....................................................................................... 623
Larry D. Yore, Mack C. Shelley II, and Brian Hand
Author Index................................................................................................... 651
Subject Index .................................................................................................. 663
About the Coeditors
Mack C. Shelley II
Email: [email protected]
Mack Shelley is University Professor in the Department of Statistics and the
Department of Political Science (and Director of the Public Policy and Administration
program) at Iowa State University, Ames, IA, USA. From 2003 to 2007 he served
as Director of the Research Institute for Studies in Education (and was Coordinator
of Research from 1999–2003), and from 1999 to 2007 he was a Professor in the
Department of Educational Leadership and Policy Studies. He was coeditor of the
Policy Studies Journal (1993–2002) and a member of the Editorial Advisory Board
for TESOL Quarterly (2003–2005), and currently is Associate Editor of the Journal
of Information Technology & Politics. His research and teaching focus on statistical
methods and their applications to public policy and program evaluation. His fund-
ing sources include the National Science Foundation, US Department of Education,
Center for Substance Abuse Prevention, US Department of Health and Human
Services, Pew Foundation, American Judicature Society, Iowa Department of
Education, Iowa Department of Public Health, Des Moines Independent Community
School District, Iowa Department of Public Health, and Iowa Board of Regents. His
publications include 10 books, 19 book chapters, 85 journal articles and refereed
proceedings papers, and over 200 other publications. He serves regularly as a sta-
tistical consultant.
Larry D. Yore
Email: [email protected]
Larry Yore is a University Distinguished Professor in the Faculty of Education at
the University of Victoria, Victoria, British Columbia, Canada. He has teaching
experience at both secondary and tertiary levels, serving as a junior-senior second-
ary school science teacher, K-12 science coordinator, secondary science department
head, and instructor and supervisor of student teachers. In nearly four decades in
teaching and research, he has been engaged in developing provincial science cur-
ricula, national science frameworks, and national K-12 assessment projects. In
addition, he has been involved in many administrative positions and is currently
codirecting the Pacific CRYSTAL Centre for Science and Technology Literacy in
ix
x About the Coeditors
Western Canada. He has served on or is currently a member of the editorial boards
of the Journal of Research in Science Teaching, School Science and Mathematics,
Science Education, Journal of Science Teacher Education, Journal of Elementary
Science Education, International Journal of Science Education, L1—Educational
Studies in Language and Literacy, Science and Technology Education, and
International Journal of Science and Mathematics Education. His recent research
focuses on the role of language uses in science and science education and how
language arts affect science inquiry. He has published numerous journal articles;
coauthored elementary science textbooks; edited special issues related to applica-
tions of language arts in science education; consulted on various research, curricu-
lum policy, and professional development projects provincially, nationally, and
internationally; and presented numerous lectures, workshops, etc.
Brian Hand
Email: [email protected]
Brian Hand is a Professor of Science Education at the University of Iowa, Iowa
City, IA, USA. Prior to moving to the University of Iowa, he was the Director of
the Research Center for Excellence in Science and Mathematics Education at Iowa
State University. His research focuses on two areas. The first area focuses on lan-
guage as a learning tool to improve students’ understanding of science and the use
of multimodal representation within science classrooms. This research extends the
use of writing as a learning tool to include different modes of representation. The
second area of research is the development of scientific argument through the use
of the Science Writing Heuristic. This research is aimed at helping students
learn to use science argument to construct science knowledge. He has received
external funding from the National Science Foundation and the Iowa Department
of Education. He has served on or is currently a member of the editorial boards of
the Journal for Research in Science Teaching, International Journal of Science
Education, Research in Science Education, Science Education, and Elementary
Science Education Journal. He has published 2 books, with 2 in press, 16 book
chapters, and 60 referred journal articles. He was a secondary school chemistry/
physics teacher for 11 years and has extensive experience working with educators
from K–13 in professional development settings.
Acknowledgments and Disclaimer
The editors wish to thank the National Science Foundation (Grant number
0437198), Iowa State University, the University of Iowa, and the University of
Victoria for the support and related opportunities provided. Any opinions, findings,
and conclusions or recommendations expressed in this material are those of the
authors and do not necessarily reflect the views of the National Science Foundation,
Iowa State University, the University of Iowa, and the University of Victoria.
About the Coeditors xi
The editors want to thank the 2nd Island Conference planning team (Donna E.
Alvermann, University of Georgia; Stephen P. Norris, University of Alberta; Linda
M. Phillips, University of Alberta; and E. Wendy Saul, University of Missouri, St.
Louis), the conference participants, and the authors and reviewers for the chapters
in this book, especially the contributions made by Victor Battistich, University of
Missouri, St. Louis (deceased), and Christine D. Tippett, University of Victoria.
Finally, the editors and authors want to recognize and thank Sharyl A. Yore for her
administrative support, manuscript management, and technical editing. Her
guidance and encouragement were instrumental in the completion of this book.