The National Academies Press

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Pages 164-184

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From page 164... ... This will require training focusing on methodological approaches appropriate to these research questions, including qualitative methods, survey research, and mixed methods. To address these "how" and "why" questions with cuttingedge tools and approaches, researchers will also need training in methods for working with new data sources and "found data," including machine learning, predictive analytics, and natural language processing. Read the entire page →
From page 165... ... Summer internship programs could also provide research opportunities for practicing teachers who wish to consider working in education research. Several other changes can lead to shifts in who is served by existing career-development training programs. Read the entire page →
From page 166... ... More broadly, careerdevelopment training programs can build in opportunities for trainees to engage with scholars at different career stages, as these opportunities may open new possibilities for trainees to receive mentoring or to gain skills via research site visits, "shadowing" opportunities, or research apprenticeships. These strategies focus not only on getting people into the field, but also on retaining them as they transition from undergraduate and graduate study into research careers in academic and nonacademic organizations.2 By leveraging their training programs for researchers at different career stages, NCER and NCSER would be well positioned to promote sustained career development and thereby support retention of education researchers (Byrd & Mason, 2021) Read the entire page →
From page 167... ... focusing on research portfolios at NIH has suggested that some of the challenges NIH faces in creating a diverse pipeline of scholars is that the agency has not tended to prioritize issues or research topics that are of interest to diverse scholars or the populations they serve. The same may be true for IES, although evidence is not yet available to discern if there is a mismatch between education researchers and IES's funding priorities. Read the entire page →
From page 168... ... In addition, there is tangible value in ensuring that the field of education research is diverse insofar as it improves the overall quality of eventual research, increases the likelihood that issues of equity will be taken up in research, and supports the ultimate identity building of future researchers. RECOMMENDATION 7.3: IES should collect and publish information on the racial, ethnic, gender, disability status, disciplinary, and institutional backgrounds (types of institutions including Historically Black Colleges and Universities and MinorityServing Institutions) Read the entire page →
From page 169... ... Teacher Education and Special Education, 35(2) Read the entire page →
From page 171... ... This total included grants focused on each of the five project types (Chapter 4) and a myriad of topics (Chapter 5) Read the entire page →
From page 172... ... 172 FIGURE 8-1 Annual awards for NCER and NCSER, 2002–2020, for grants categorized as Exploration, Development & Innovation, Efficacy, Replication/Effectiveness, or Measurement. SOURCE: Klager & Tipton, 2021 [Commissioned Paper] Read the entire page →
From page 173... ... We then turn to a discussion of three areas where the committee believes the current structure and organization of the review process 1 The committee notes that this grant competition schedule represents a typical schedule for the main Education Research and Special Education Research grants. NCER and NCSER regularly run several other competitions that are competed on different time schedules. Read the entire page →
From page 174... ... , panels and reviewers, and the review and scoring process. RFAs In FY2022, RFAs allowed grant proposals for NCER's Education Research Grants competition to include up to 22 pages of a narrative that included four required sections: Significance, Research Plan, Personnel, and Resources. Read the entire page →
From page 175... ... in education research. For reviewers, this commitment includes serving as the primary Read the entire page →
From page 176... ... In addition, the Office of Science now provides a set of three videos that explain what happens to an application after it is submitted, what the responsibilities are of an IES peer reviewer, and what panel meetings are like (including a mock panel meeting) Read the entire page →
From page 177... ... IES does not consistently share demographic information on its applicants, reviewers, and grantees with the public, making it impossible to track whether the application and review process is resulting in an equitable distribution of awards and, if not, where in the process disparities are introduced; (2) the current procedures undermine IES's ability to be timely and responsive to the needs of the education research community; and (3) Read the entire page →
From page 178... ... ; relative to other project types, MSIs were more likely to hold Exploration grants than any other type. By and large, most grants have been held by Carnegie-classified Research 13 universities (68% NCER, 72% NCSER) Read the entire page →
From page 179... ... . As written in the blog post, "These data underscore the need for IES to continue to broaden and diversify the education research pipeline, including institutions and researchers, and better support the needs of underrepresented researchers in the education community" (IES, 2021b) Read the entire page →
From page 180... ... For this reason, the RPP column only includes grants with the RPP project type specifically identified, and therefore does not include the entire suite of partnership investments. Read the entire page →
From page 181... ... TABLE 8-2 Average Proportion of NCSER Funding by Project Type and Institution, 2002–2020 SOURCE: Klager & Tipton, 2021 [Commissioned Paper] Read the entire page →
From page 182... ... Given the role that both racial and disciplinary diversity on review panels can play in supporting high-quality research, the committee notes the importance of ensuring that review panels are, in fact, representative of multiple perspectives. In this case, a lack of consistently reported information has undermined the committee's ability to assess the degree to which IES has attended to these issues in its application and review process. Read the entire page →
From page 183... ... Reviewers are instructed to carefully read the RFA and evaluate applications based on the stipulations of the most current RFA text. Additional materials are provided to panel chairs who meet with the Office of Science prior to the panel meeting; however, it is the experience of members of this committee that chairs of review panels are left to their own discretion to lead and facilitate the conversation around individual applications. Read the entire page →
From page 184... ... In the FY2022 Education Research Grants RFA (IES RFA, 2022) , guidance for strong applications indicates that the Significance section should include a description of "how the factors you propose to study are under the control of education agencies" [Exploration] Read the entire page →

From page 164...

... This will require training focusing on methodological approaches appropriate to these research questions, including qualitative methods, survey research, and mixed methods. To address these "how" and "why" questions with cuttingedge tools and approaches, researchers will also need training in methods for working with new data sources and "found data," including machine learning, predictive analytics, and natural language processing.