Quality Research in Literacy and Science Education: International Perspectives and Gold Standards

Quality Research in Literacy and Science Education......Page 2
Contents......Page 6
Part I General Introduction......Page 31
1-Education Research Meets the “Gold\rStandard”: Evaluation, Research Methods,\rand Statistics after No Child Left Behind......Page 33
Part II Setting the Agenda: Science Educationand Science-based Research......Page 47
2 - Why “Gold Standard” Needs Another “s”:\rResults from the Gold Standard(s) in Science\rand Literacy Education Research Conference......Page 49
3 - Research and Practice:\rA Complex Relationship?......Page 71
4 - Moving Beyond the Gold Standard:\rEpistemological and Ontological Considerations\rof Research in Science Literacy......Page 93
5 - Longitudinal Studies into Science Learning:\rMethodological Issues......Page 113
6 - An International Perspective of\rMonitoring Educational Research Quality:\rCommonalities and Differences......Page 137
7 - Considering Research Quality\rand Applicability Through\rthe Eyes of Stakeholders......Page 169
Part III Curriculum and Pedagogy......Page 179
8 - Researching Effective Pedagogies\rfor Developing the Literacies of Science:\rSome Theoretical and Practical Considerations......Page 181
9 Pedagogy, Implementation, and Professional\rDevelopment for Teaching Science Literacy:\rHow Students and Teachers Know and Learn......Page 199
10 - Approaching Classroom Realities:\rThe Use of Mixed Methods\rand Structural Equation Modeling\rin Science Education Research......Page 219
11 - Mixed-methodology Research\rin Science Education: Opportunities\rand Challenges in Exploring and\rEnhancing Thinking Dispositions......Page 243
12 - New Directions in Science Literacy Education......Page 275
Part IV Statistics, Research Methods,and Science Literacy......Page 291
13 - Multilevel Modeling with HLM:\rTaking a Second Look at PISA......Page 293
14 - Methods from Item Response Theory:\rGoing Beyond Traditional Validity and\rReliability in Standardizing Assessments......Page 317
15 - Confounding in Observational Studies\rusing Standardized Test Data:\rCareful Disentanglement of Statistical\rInterpretations and Explanations......Page 333
16 - Predicting Group Membership using\rNational Assessment of Educational Progress\r(NAEP) Mathematics Data......Page 353
17 - Incorporating Exploratory Methods\rusing Dynamic Graphics into Multivariate\rStatistics Classes: Curriculum Development......Page 367
18 - Approaches to Broadening\rthe Statistics Curricula......Page 387
19 - Dr. Fox Rocks: Using Data-mining Techniques\rto Examine Student Ratings of Instruction......Page 413
20 - Process Execution of Writing and Reading:\rConsidering Text Quality, Learner\rand Task Characteristics......Page 429
21 - Can We Make a Silk Purse from a Sow’s Ear?......Page 457
Part V Public Policy and \"Gold Standard(s)\" Research......Page 471
22 - Speaking Truth to Power with Powerful Results: Impacting Public Awareness and Public Policy......Page 473
23 - Funding Patterns and Priorities: An International Perspective......Page 497
24- Research Ethics Boards and the Gold Standard(s) in Literacy and Science Education Research......Page 541
25 - Data Sharing: Disclosure, Confidentiality, and Security......Page 589
26 - Stitching the Pieces Together to Reveal the Generalized Patterns: Systematic Research Reviews, Secondary Reanalyses, Case-to-case Comparisons, and Metasyntheses of Qualitative Research Studies......Page 605
27 - The Gold Standard and Knowing What to Do......Page 633
Part VI Epilogue: New Standards,New Directions, and New Realities......Page 651
28 - Reflections on Beyond the Gold\rStandards Era and Ways of Promoting\rCompelling Arguments about\rScience Literacy for All......Page 653
Name Index......Page 681
Subject Index......Page 693