Section archive - Research Methods

This article summarizes the different approaches to handling dependence that have been advocated by methodologists. The authors present a case study using effect sizes from a recent meta-analysis of reading interventions, in order to compare the results obtained from different approaches to dealing with dependence. The results show that mean effect sizes and variance estimates were found to be similar.However, estimates of indexes of heterogeneity varied.

In this article, the authors illustrate that populations and study samples can change over time. They present data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program. Findings demonstrate a dramatic increase in the performance of control students over time. The results suggest the need for a more nuanced understanding of the counterfactual model and its role in establishing evidence-based practices.

The purpose of this article is to assess the level of argument and content of student teachers’ reflective writings over the course of two semesters. The results showed that the mean argument levels of students’ reflective essays differed between the two consecutive semesters. The results indicated that it is important to encourage students to focus on the content of the justification, dialogue and transformative learning in their reflective essays.

In this study, the authors explore educators’ experiences in a research design that adheres to collaboration with educators; in this case in a year-long formative intervention in the context of teacher education. This analysis revealed three main contrasts, all of which the teacher educators experience as being consequential for their participation in the research. The first reflection related to how the teacher educators perceived their own position. The educators describe this position as one of agency and ownership, coupled with recognition of their expertise. Secondly, the position of the researcher was experienced as one that explicitly involves learning. Lastly, the research was experienced as being integrated.