The Future of Education Research at IES Advancing an Equity-Oriented Science (2022) / Chapter Skim
Currently Skimming:
Pages 108-126
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 108... ...
In Chapter 4, we also discussed the import of funding research syntheses within a new Knowledge Mobilization project type. Conducting these syntheses across the different goals could illuminate gaps or surpluses in the progression of research.
|
From page 109... ...
Civil Rights Policy and Practices Education researchers have produced valuable empirical and conceptual studies on the context of equity in education over the past 20 years. From this literature, it is clear that U.S.
|
From page 110... ...
. Consistent with the committee's focus on equity as a crosscutting theme, and in line with President Biden's Executive Order on Racial Equity (EO
|
From page 111... ...
To these ends, IES could better support research on equity and civil rights policies by funding research that responds to the education field's knowledge of how racial injustice in the structures, processes, and practices of schools and systems have an impact on learning and lifetime outcomes by supporting new research on what schools and other education settings can do to mitigate these effects. This might include, for example, research on • School discipline: Disparities in discipline are well documented, and schools are engaged in a variety of strategies intended to reduce or eliminate these disparities.
|
From page 112... ...
The committee recognized the need for research addressing teacher education (TEd) and professional development (PD)
|
From page 113... ...
• Developing measures that are proximal to the goals of teacher education and professional development. As an example, recent advances have been made in measuring teacher content knowledge and establishing parameters for using teacher content knowledge as an outcome measure in cluster randomized trials (e.g., Kelcey et al., 2017; Phelps et al., 2016)
|
From page 114... ...
This may include, for exam ple, examining the effectiveness of new online TEd or PD programs. Or, it may involve technology to supplement existing learning op portunities, such as the use of simulations in teacher education or providing automated feedback to educators based on videos of classroom instruction.
|
From page 115... ...
Where education technology was available, the experience of remote learning forced by the pandemic in 2020 and 2021 has shown the deep limitations of current education technology infrastructure, products, practices, and research (Consortium for School Networking, 2021; Sahni et al., 2021; Education Endowment Foundation, 2020; Gallagher & Cottingham, 2020)
|
From page 116... ...
. Second, education technology research should examine how technology is embedded within learning environments, or how technology is designed for real-life contexts, social interactions, and cultural influences.
|
From page 117... ...
, ensuring that such research is not extractive and has relevance across a broad range of populations and contexts takes on even greater importance. Questions that should be addressed in research on Education Technology supported by NCER and NCSER include, but are not limited to • Development of new pedagogies and theoretical approaches ad dressing diversity, equity, and inclusion in education technology; • Ethically aligned design processes for education technology that benefit from knowledge mobilization and focus on diversity, equity, and inclusion; • Meaningful integration of responsible, accountable, and transpar ent analytics in learning environments; • Approaches to personalization, adaptivity, and adaptability that incorporate diversity, equity, and inclusion; focus on transparency; and go beyond learning progressions and adapting for learners' current level of knowledge; • Use of artificial intelligence-based approaches for novel education technology solutions, including personalization, adaptivity, and adaptability; • Measurement approaches for learning outcomes, as well as learner state and learner trait variables, using longitudinal log data from education technology environments; • Approaches to reliably measuring accountability/attendance versus engagement versus competency in remote learning, and the relative value of each of these outcomes; • Designing methods of efficacy and effectiveness research harnessing user logs from widely available education technology environments; • Development of standards for user logging and policies for data collection, storage, and ownership in education technology envi ronments; and
|
From page 118... ...
SPECIAL CONSIDERATIONS FOR NCSER While the current moment motivates the need for further research on specific topics across IES, the committee encourages IES to give specific consideration to pressing challenges facing the field of special education. What makes the re-examination of NCSER's topics so urgent?
|
From page 119... ...
IES, through NCSER, is ideally suited to support work that further extends the learning science work to individuals with disabilities and special education teachers. For example, outside of special education, scholarship in contentarea instruction (e.g., mathematics, science, history and civics)
|
From page 120... ...
Ultimately, reimagining the project types alone (as we have recommended in Chapter 4 of this report) will not address the numerous ways that topics, although technically fundable, are unlikely to get funded in the current topic structure.
|
From page 121... ...
RECOMMENDATION 5.2: Within each of its existing and future topic area competitions, IES should emphasize the need for research focused on equity. RECOMMENDATION 5.3: In order to encourage research in areas that are responsive to current needs and are relatively neglected in the current funding portfolio, NCER and NCSER should add the following topics: • Civil rights policy and practice • Teacher education and education workforce development • Education technology and learning analytics RECOMMENDATION 5.4: IES should offer new research competitions under NCSER around these topics: • Teaching practices associated with improved outcomes for students with disabilities • Classroom and school contexts and structures that support access and inclusion for improved outcomes for students with disabilities • Issues specific to low-incidence populations
|
From page 122... ...
Indeed, the committee recognizes that education research is perennially evolving in response to both the production of knowledge as well as the circumstances in the world. For this reason, the committee advises that the list of topics funded by the centers should also evolve in order to remain responsive to the needs of the field.
|
From page 123... ...
. Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education.
|
From page 124... ...
Paper prepared for the National Academies of Sciences, Engineering, and Medi cine, Committee on the Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education.
|
From page 125... ...
. Informing estimates of program effects for studies of mathematics professional development using teacher content knowledge outcomes. Evaluation Review, 40(5)
|
From page 126... ...
. Special education teacher education research: Current status and future directions.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.