Viewpoints Vol. 11
Practically Speaking: How Might Practitioners
Put Scientifically Based Research to Work?
After a school learns that it is on the academic early warning list because some subgroups have not met standards on the state assessment for mathematics, a school improvement committee is formed to write a school improvement plan (SIP) that meets state criteria. (See the SIP from the Illinois State Board of Education for an example of this type of plan.)
The committee is especially concerned with creating an "action plan" that designates activities "supported by scientifically based research with a theoretical base," as mandated in the state criteria. The state rubric specifically asks how the activities cited in the plan are supported by SBR, and what types of measures will be used to determine if the activities meet the needs of the low-achieving students.
The following steps are taken to address this mandate:
- Analyzing school data. The school improvement committee does an
extensive analysis of school information including attendance, truancy,
mobility, expulsion, and retention rates. Committee members also analyze
data on the demographics of the school population, breaking it into
economically disadvantaged, limited-English-proficient, white, African-American,
Hispanic, Native American, and Asia/Pacific Islander students.
- Generating a hypothesis. The data analysis leads committee members
to generate a series of hypotheses to provide possible explanations
for why some students are not meeting state standards. They discuss
the primary causal factors that contributed to low achievement, and
select the factors within the school's capacity to change or control.
The four factors they choose to address are (a) homework completion,
(b) mathematics problem solving, (c) algebra skills, and (d) parental
involvement.
- Creating an action plan. The school improvement committee begins
its search of scientifically or evidence-based research, looking for
instructional activities that would fit the factors identified. Committee
members search the What Works Clearinghouse
to find relevant research, and read articles from the National Council
of Teachers of Mathematics in order to understand the
theoretical base of best practices in mathematics.
- Evaluating research. The committee reviews the research, investigating
the plausibility of replicating it in the school improvement plan.
To evaluate the research, the committee frames its questions around
major themes:
- Theoretical framework. What was the theoretical
basis of the program being considered? Is it
related to learning theory and best practices in
the field of mathematics?
- Research design. Did the study have a control
and an experimental group that were randomly
assigned? If not, what was the research
method? What was the sample size? What was
the study's hypothesis? What were the
researchers trying to test or prove?
- Research methodology. What was the treatment
for the experimental group? What activities
were implemented? How many schools were in
the study? In what settings did the research
take place? Was the context similar to our
school demographics?
- Implementation and replication. Is the treatment
program understandable so that it can be
replicated in our school? What kinds of
resources were used in the study, and do we
have the capacity to provide them?
- Evidence of results. What assessment data
were used to measure the treatment? If
achievement testing, how comparable is this to
our assessment system? Has the hypothesis
been adequately tested in order to justify the
conclusions? What statistical measurements
were used, and do we have the capability to
replicate them?
- Approved research. To what extent has the research been accepted by a peer-reviewed journal or approved by a panel of independent experts? Is the research considered rigorous, objective, and scientific to meet the SBR criteria? After completing these processes, the school leaders make a commitment to translate specific, applicable research into practices in their own setting. With these steps, the school has begun to incorporate research into its culture and to increase the likelihood of strengthening teaching and improving
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