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Pages 127-140

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From page 127...
... . A Compendium of Education Technology Research Funded by NCER and NCSER: 2002–2014.
From page 129...
... . We include both measures (a project type, or goal, in the IES matrix)
From page 130...
... Through its RFAs and guidance to proposal reviewers -- and in alignment with recommendations for internal validity through the WWC -- IES encourages submitted studies to meet high technical standards. Examples include the requirement that Efficacy and Replication studies be adequately powered, that studies prioritize research designs aligned with causal inferences (e.g., experimental designs, quasi-experimental designs, single subject designs)
From page 131...
... This means IES will need to invest in other approaches beyond causal designs (e.g., descriptive, qualitative, mixed methods)
From page 132...
... Methods Research Moving Forward In this report, we have argued that education research needs to focus on five crosscutting themes: the heterogeneity of contexts, experiences, and treatment effects; the adaptation of programs and policies to local contexts, leading to different degrees and types of implementation; the need to better understand and test new ways to support the development of knowledge that is useful for decision making; the continued need to take advantage of education technologies; and the need to focus directly on the goal of improving equity in educational experiences. In this section, based upon what has been previously studied and these themes and goals, we propose areas that need new methodological development.
From page 133...
... To date, only three of the methods grants have focused directly on the development and testing of methods for the prediction of local treatment effects. Predicting local effects with precision will require both new statistical methods for analysis, such as machine learning and Bayesian Additive Regression Trees, and more complex research designs, such as factorial, crossover (Bose & Dey, 2009)
From page 134...
... To date, six Statistical Models and Research Methods grants have focused on these topics. However, more methods are needed to study implementation and adaptations made as programs move across places and people (reconceived in Chapter 4 as Development and Adaptation grants)
From page 135...
... In Chapter 4, we proposed the creation of a new project type focused on Knowledge Mobilization. The purpose of this project type is to continue to develop a science of decision making in education, in order to understand current practice and to develop and test new strategies for mobilizing knowledge produced from research so that it may be used to support improved practice in schools.
From page 136...
... However, there is great potential for adapting such methods for use in experimental design of interventions to foster knowledge mobilization that include observation or, for example, video analyses of nationally representative samples of school board meetings (see Box 6-1 for an additional need in the knowledge mobilization space)
From page 137...
... Additionally, one of the arguments the committee makes in Chapter 4 of this report is that "connectors" between project types are needed to help surface promising findings and interventions. This suggests that one area of growth will be the need for methods for systematic review and metaanalytic studies.
From page 138...
... For example, NCER recently awarded five grants under the Digital Learning Platforms to Enable Efficient Education Research Network that will redesign existing digital learning platforms to support research. Education technology data differ from typical data in randomized trials in that they include a vast amount of process data.
From page 139...
... Importantly, as with randomized trials, this next wave of methods development needs to focus both on estimating the average treatment effect using these designs and on methods for understanding heterogeneity and generalizability. Generally, a methodological focus on equity can proceed in two ways: either via an examination of changes over time (or across treatment and control groups)
From page 140...
... Through 2020, the centers have funded 176 measurement studies.1 An analysis of the abstracts of these studies indicates that they can be categorized by their unit of analysis: students, teachers, or "other" (Table 6-1) .2 Collectively, these studies have provided the field with a number of measures related to student outcomes and student characteristics.


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