Pub Date : 2020-09-04DOI: 10.1080/00461520.2021.1895796
J. Plucker, Matthew C. Makel
Abstract Replication is a key activity in scientific endeavors. Yet explicit replications are rare in many fields, including education and psychology. In this article, we discuss the relevance and value of replication in educational psychology and analyze challenges regarding the role replications can and should play in research. These challenges include philosophical, methodological, professional, and utility concerns about replication in education and the social sciences more broadly. Finally, we discuss strategies that may address these concerns in educational psychology research.
{"title":"Replication is important for educational psychology: Recent developments and key issues","authors":"J. Plucker, Matthew C. Makel","doi":"10.1080/00461520.2021.1895796","DOIUrl":"https://doi.org/10.1080/00461520.2021.1895796","url":null,"abstract":"Abstract Replication is a key activity in scientific endeavors. Yet explicit replications are rare in many fields, including education and psychology. In this article, we discuss the relevance and value of replication in educational psychology and analyze challenges regarding the role replications can and should play in research. These challenges include philosophical, methodological, professional, and utility concerns about replication in education and the social sciences more broadly. Finally, we discuss strategies that may address these concerns in educational psychology research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81279389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-24DOI: 10.1080/00461520.2021.1897009
Erika A. Patall
Abstract Extensive debate of potentially common, yet questionable research practices that lead to biased findings within social and health sciences has emerged over the last decade. These challenges likely apply to educational psychology, though the field has been slow to address them. This article discusses current research norms, strategic solutions proposed under the broad rubric of “open science,” and the implications of both for the way research syntheses in educational psychology are conducted and the quality of the information they produce. Strategies such as preregistration, transparent reporting, open materials and data, and registered reports stand to address significant threats to the validity of research syntheses. These include challenges associated with publication, dissemination, and selective reporting biases, comprehensive information retrieval, and opportunities to execute unique analytic approaches. A final issue is the development of parallel solutions that address biases in the decision making and practices of researchers conducting and evaluating research syntheses.
{"title":"Implications of the open science era for educational psychology research syntheses","authors":"Erika A. Patall","doi":"10.1080/00461520.2021.1897009","DOIUrl":"https://doi.org/10.1080/00461520.2021.1897009","url":null,"abstract":"Abstract Extensive debate of potentially common, yet questionable research practices that lead to biased findings within social and health sciences has emerged over the last decade. These challenges likely apply to educational psychology, though the field has been slow to address them. This article discusses current research norms, strategic solutions proposed under the broad rubric of “open science,” and the implications of both for the way research syntheses in educational psychology are conducted and the quality of the information they produce. Strategies such as preregistration, transparent reporting, open materials and data, and registered reports stand to address significant threats to the validity of research syntheses. These include challenges associated with publication, dissemination, and selective reporting biases, comprehensive information retrieval, and opportunities to execute unique analytic approaches. A final issue is the development of parallel solutions that address biases in the decision making and practices of researchers conducting and evaluating research syntheses.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84615213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-14DOI: 10.1080/00461520.2020.1794871
S. Ryu
Abstract In this article, I address a specific methodological issue, namely the analysis of interaction that researchers undertaking design-based research (DBR) face when adopting a traditional approach to context. I first describe my methodological worldview in which the meaning of context is continuously negotiated by participants from sociocultural perspectives. I explain how pragmatic and dialectical stances strengthen the use of a mixed methods approach to capture learning in context. I argue for the combination of link and trajectory analyses to analyze interactions from learners’ perspectives. I illustrate how the combination of critical discourse analysis and social network analysis enables researchers to trace a trajectory of learning and discover what has changed over time. I discuss equity, reflexivity, and trustworthiness when conducting DBR. I conclude by presenting the limitations of this combined method while indicating future tasks and directions for using a mixed methods approach in DBR.
{"title":"The role of mixed methods in conducting design-based research","authors":"S. Ryu","doi":"10.1080/00461520.2020.1794871","DOIUrl":"https://doi.org/10.1080/00461520.2020.1794871","url":null,"abstract":"Abstract In this article, I address a specific methodological issue, namely the analysis of interaction that researchers undertaking design-based research (DBR) face when adopting a traditional approach to context. I first describe my methodological worldview in which the meaning of context is continuously negotiated by participants from sociocultural perspectives. I explain how pragmatic and dialectical stances strengthen the use of a mixed methods approach to capture learning in context. I argue for the combination of link and trajectory analyses to analyze interactions from learners’ perspectives. I illustrate how the combination of critical discourse analysis and social network analysis enables researchers to trace a trajectory of learning and discover what has changed over time. I discuss equity, reflexivity, and trustworthiness when conducting DBR. I conclude by presenting the limitations of this combined method while indicating future tasks and directions for using a mixed methods approach in DBR.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87250326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-12DOI: 10.1080/00461520.2020.1793156
Matthew T. McCrudden, G. Marchand
Abstract We discuss possible uses of multilevel mixed methods (M3) research in educational psychology. To begin, we describe M3 research and how such research can enable researchers to investigate potential variation at the group level and at the subgroup/individual level. We discuss why M3 research designs are well-suited to investigate contextualized, nested phenomenon in education. Then, we describe the five purposes for conducting mixed methods research and provide examples of how M3 designs can address these purposes. Next, we discuss our inquiry worldviews and how they inform our research. We describe three key assumptions (ontological realism, epistemic pluralism, and methodological eclecticism) and provide an example to illustrate how these assumptions can shape one’s research. Finally, we discuss how M3 research can be used to address equity and share several lessons we have learned as researchers who use mixed methods research.
{"title":"Multilevel mixed methods research and educational psychology","authors":"Matthew T. McCrudden, G. Marchand","doi":"10.1080/00461520.2020.1793156","DOIUrl":"https://doi.org/10.1080/00461520.2020.1793156","url":null,"abstract":"Abstract We discuss possible uses of multilevel mixed methods (M3) research in educational psychology. To begin, we describe M3 research and how such research can enable researchers to investigate potential variation at the group level and at the subgroup/individual level. We discuss why M3 research designs are well-suited to investigate contextualized, nested phenomenon in education. Then, we describe the five purposes for conducting mixed methods research and provide examples of how M3 designs can address these purposes. Next, we discuss our inquiry worldviews and how they inform our research. We describe three key assumptions (ontological realism, epistemic pluralism, and methodological eclecticism) and provide an example to illustrate how these assumptions can shape one’s research. Finally, we discuss how M3 research can be used to address equity and share several lessons we have learned as researchers who use mixed methods research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88790375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-12DOI: 10.1080/00461520.2020.1793762
Jessica DeCuir-Gunby
Abstract The goal of this article is to explore the relationship between a researcher’s inquiry worldview and methodological choices. In the analysis, I explicate my own racialized positionality and Critical Race Theory (CRT) inquiry worldview. Also, I explain my use of critical race mixed methodology (CRMM), the combining of CRT and mixed methods. In doing so, I give specific examples from my program of research. The discussion ends by my providing implications for conducting CRMM in educational psychology.
{"title":"Using critical race mixed methodology to explore the experiences of African Americans in education","authors":"Jessica DeCuir-Gunby","doi":"10.1080/00461520.2020.1793762","DOIUrl":"https://doi.org/10.1080/00461520.2020.1793762","url":null,"abstract":"Abstract The goal of this article is to explore the relationship between a researcher’s inquiry worldview and methodological choices. In the analysis, I explicate my own racialized positionality and Critical Race Theory (CRT) inquiry worldview. Also, I explain my use of critical race mixed methodology (CRMM), the combining of CRT and mixed methods. In doing so, I give specific examples from my program of research. The discussion ends by my providing implications for conducting CRMM in educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80379205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-12DOI: 10.1080/00461520.2020.1793763
Julianne C. Turner, Andrea L. Christensen
Abstract In this article, we explain how our inquiry worldview informs one methodological approach we have used to better understand classroom processes and change, State Space Grids (SSGs). We describe our approach to measuring a fundamental classroom process, that of teacher–student interaction, and its influence on a valued educational outcome, student engagement. Drawing from Complex Dynamic Systems theory, we illustrate the affordances of SSGs to study stability and change in teachers’ observed instructional practices in relation to students’ observed engagement. Examples from observed interaction over 3 years in two classrooms show that SSGs enabled us to analyze how and why particular teacher–student “systems” developed, producing optimal and non-optimal patterns for student engagement. Conclusions involve the benefits of SSGs for our research questions and research in educational psychology.
{"title":"Using state space grids to analyze teacher–student interaction over time","authors":"Julianne C. Turner, Andrea L. Christensen","doi":"10.1080/00461520.2020.1793763","DOIUrl":"https://doi.org/10.1080/00461520.2020.1793763","url":null,"abstract":"Abstract In this article, we explain how our inquiry worldview informs one methodological approach we have used to better understand classroom processes and change, State Space Grids (SSGs). We describe our approach to measuring a fundamental classroom process, that of teacher–student interaction, and its influence on a valued educational outcome, student engagement. Drawing from Complex Dynamic Systems theory, we illustrate the affordances of SSGs to study stability and change in teachers’ observed instructional practices in relation to students’ observed engagement. Examples from observed interaction over 3 years in two classrooms show that SSGs enabled us to analyze how and why particular teacher–student “systems” developed, producing optimal and non-optimal patterns for student engagement. Conclusions involve the benefits of SSGs for our research questions and research in educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75775077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-13DOI: 10.1080/00461520.2020.1787170
Alyssa Emery, Lynley H. Anderman
Abstract Researchers in the field of health psychology developed interpretive phenomenological analysis (IPA) to explore how individuals make sense of, and meaning from, experiences of personal significance. We describe our approach to using IPA to explore whether current theories of achievement motivation adequately account for the experiences of students with disabilities, and expand the theories so that they do. First, we describe how our substantive area of interest is situated within the field of educational psychology. Next, we provide an overview of IPA, including the philosophical roots, general protocol, indicators of quality, and potential challenges. Finally, we suggest ways that IPA could be used to advance the study of achievement motivation toward more equitable ends.
{"title":"Using interpretive phenomenological analysis to advance theory and research in educational psychology","authors":"Alyssa Emery, Lynley H. Anderman","doi":"10.1080/00461520.2020.1787170","DOIUrl":"https://doi.org/10.1080/00461520.2020.1787170","url":null,"abstract":"Abstract Researchers in the field of health psychology developed interpretive phenomenological analysis (IPA) to explore how individuals make sense of, and meaning from, experiences of personal significance. We describe our approach to using IPA to explore whether current theories of achievement motivation adequately account for the experiences of students with disabilities, and expand the theories so that they do. First, we describe how our substantive area of interest is situated within the field of educational psychology. Next, we provide an overview of IPA, including the philosophical roots, general protocol, indicators of quality, and potential challenges. Finally, we suggest ways that IPA could be used to advance the study of achievement motivation toward more equitable ends.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87816928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-07DOI: 10.1080/00461520.2020.1783265
J. Hong, Dionne Cross Francis
Abstract Despite the key contributions of qualitative inquiry in developing deeper understandings of people’s lived experiences within varied contexts, the field of educational psychology has not been fully engaged in understanding, advancing, and advocating qualitative inquiry. In this article, we unpacked the processes, affordances, and challenges in conducting qualitative studies in the context of researching teacher identity. We discussed our constructionism epistemological assumptions, the kind of research questions we were proposing, and related methodological choices including longitudinal qualitative research and case study. Concrete methods to generate thick descriptions were addressed including purposeful sampling, various forms of data, and inductive analysis procedures. Questions and challenges related to trustworthiness of qualitative research and our approaches to attending to them were also discussed. This article illustrates how and why employing qualitative inquiry is beneficial for unpacking complex phenomena such as teacher identity, and contributes to advancing methodological diversity within the field of educational psychology.
{"title":"Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research","authors":"J. Hong, Dionne Cross Francis","doi":"10.1080/00461520.2020.1783265","DOIUrl":"https://doi.org/10.1080/00461520.2020.1783265","url":null,"abstract":"Abstract Despite the key contributions of qualitative inquiry in developing deeper understandings of people’s lived experiences within varied contexts, the field of educational psychology has not been fully engaged in understanding, advancing, and advocating qualitative inquiry. In this article, we unpacked the processes, affordances, and challenges in conducting qualitative studies in the context of researching teacher identity. We discussed our constructionism epistemological assumptions, the kind of research questions we were proposing, and related methodological choices including longitudinal qualitative research and case study. Concrete methods to generate thick descriptions were addressed including purposeful sampling, various forms of data, and inductive analysis procedures. Questions and challenges related to trustworthiness of qualitative research and our approaches to attending to them were also discussed. This article illustrates how and why employing qualitative inquiry is beneficial for unpacking complex phenomena such as teacher identity, and contributes to advancing methodological diversity within the field of educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84187047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/00461520.2020.1786388
Sarit Barzilai, C. Chinn
Abstract Educators have been increasingly concerned with what can be done about “post-truth” problems—that is, threats to people's abilities to know what is true—such as the spread of misinformation and denial of well-established scientific claims. The articles and commentaries in this special issue present diverse perspectives on how “post-truth” problems related to scientific and socio-scientific issues might be educationally addressed. The goal of this introductory article is to review and analyze the educational responses to the “post-truth” condition that are reflected in this special issue and in the literature at large. We argue that these responses have employed four lenses that focus on different underlying factors related to people's ways of knowing: not knowing how to know, fallible ways of knowing, not caring about truth (enough), and disagreeing about how to know. Each of these lenses offers different explanations of how education might aggravate or mitigate “post-truth” troubles.
{"title":"A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems","authors":"Sarit Barzilai, C. Chinn","doi":"10.1080/00461520.2020.1786388","DOIUrl":"https://doi.org/10.1080/00461520.2020.1786388","url":null,"abstract":"Abstract Educators have been increasingly concerned with what can be done about “post-truth” problems—that is, threats to people's abilities to know what is true—such as the spread of misinformation and denial of well-established scientific claims. The articles and commentaries in this special issue present diverse perspectives on how “post-truth” problems related to scientific and socio-scientific issues might be educationally addressed. The goal of this introductory article is to review and analyze the educational responses to the “post-truth” condition that are reflected in this special issue and in the literature at large. We argue that these responses have employed four lenses that focus on different underlying factors related to people's ways of knowing: not knowing how to know, fallible ways of knowing, not caring about truth (enough), and disagreeing about how to know. Each of these lenses offers different explanations of how education might aggravate or mitigate “post-truth” troubles.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89420866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/00461520.2020.1786387
C. Chinn, Sarit Barzilai, R. Duncan
Abstract Events worldwide have heightened concerns that education is failing to prepare students for a “post-truth” world. A core “post-truth” challenge is the prevalence of deep epistemic disagreements: people fundamentally disagree about appropriate ways of knowing. We provide a new analysis of deep epistemic disagreements and propose an educational response based on the Apt-AIR framework of the goals of epistemic education. An apt response to deep epistemic disagreements requires that people develop individual and collective abilities to make epistemic assumptions visible, to justify and negotiate these assumptions, and to develop shared commitments to appropriate standards and processes of reasoning. To develop these meta-epistemic abilities, we propose a cluster of instructional practices and principles called explorations into knowing. We discuss empirical research showing that teachers and students can meaningfully engage in explorations into knowing and productively discuss their deep epistemic disagreements. These proposals lead to new research directions.
{"title":"Disagreeing about how to know: The instructional value of explorations into knowing","authors":"C. Chinn, Sarit Barzilai, R. Duncan","doi":"10.1080/00461520.2020.1786387","DOIUrl":"https://doi.org/10.1080/00461520.2020.1786387","url":null,"abstract":"Abstract Events worldwide have heightened concerns that education is failing to prepare students for a “post-truth” world. A core “post-truth” challenge is the prevalence of deep epistemic disagreements: people fundamentally disagree about appropriate ways of knowing. We provide a new analysis of deep epistemic disagreements and propose an educational response based on the Apt-AIR framework of the goals of epistemic education. An apt response to deep epistemic disagreements requires that people develop individual and collective abilities to make epistemic assumptions visible, to justify and negotiate these assumptions, and to develop shared commitments to appropriate standards and processes of reasoning. To develop these meta-epistemic abilities, we propose a cluster of instructional practices and principles called explorations into knowing. We discuss empirical research showing that teachers and students can meaningfully engage in explorations into knowing and productively discuss their deep epistemic disagreements. These proposals lead to new research directions.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":null,"pages":null},"PeriodicalIF":8.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87107953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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