Utilizing Research Based Practice in the Classroom

1. Utilizing Research Based Practice in the Classroom An analysis of what the issues are for teachers Suzanne J Gikas Kent State University

2. Brief History: A Rose by any Other Name? “Evidence-based practice is the integration of best research evidence with clinical expertise and patient values” (APA Taskforce, 2005). IDEA uses the term research based NCLB uses the term scientifically-based The criteria of the definition are the salient factors

3. Definition of Evidence-Based, Research Based and Scientific Evidence Based falls somewhere between

4. Problem Statement 57 references to ‘research based’ in IDEA, 1997, 119 references to ‘scientifically-based’ in NCLB, 2001 “Practitioners and policymakers have appeared to show little interest in the area of educational research” (Kennedy, 1999). WHY?

5. Research Question What are the issues for teachers in utilizing research based practices in the classroom?

6. Finding the Answer Surprisingly, there is a dearth of research that investigates teacher viewpoints. So….

7. Giving teachers a voice The question becomes: What are the issues for teachers, as reported by teachers, through interviews with teachers?

8. Methodology Grounded Theory Charmaz’s Constructivist Grounded Theory methodology was chosen to elicit the voice of the teachers grounded within the data. (Charmaz, 2006)

9. Participants 5 regular education teachers 5 special education teachers Criteria: Engaged in current teaching practice in the classroom.

10. A Basis for Research? The first hurdle to overcome was obtaining permission, some administrators however did respond: Subject: RE: Research Question Priority:  Normal  Not at this time. Thank you. Name Given

11. Teacher Responses “I don’t think I know very much, I only teach Kindergarten, my interview may not be useful” “I don’t really know if I can say anything on that topic but you can certainly interview me.”

12. Questions 1. “What are the issues for you in utilizing research based practice in your classroom?” 2. “How does research based practice influence your own practice?” 3. “How are decisions made as to which research based practices to incorporate?”

13. Analysis Constant, ongoing process of revision and refinement, rewriting, retracing, returning to data. Repeated coding, sorting, analyzing, describing, searching, interpreting until processes emerge. The data will not be forced.

14. Grounded Theory Coding, Memo Writing Sorting, Saturating and Sampling Initial line by line Coding Focused Coding Axial Coding Theoretical Coding Memo Writing Advanced memo writing to raise focused codes to conceptual categories Theoretical Sampling Theoretical Sorting, diagramming and integration Theorizing Drafting Charmaz, 2006

15. Findings Following the procedures outlined four distinct categories emerged with sub-categories shown on the surrounding radials. Categories are: Identity Resistance Negotiation Transformation

16. “I have freedom…I can inspire students to get excited about the things I am teaching them.” “I think there is less and less freedom on the horizon.” “A standardized test certainly limits my freedom.” Concepts: Student centered, autonomy, ownership, don’t need approval, personal style and success, individualism, different dynamic, personal goals, detachment, choice, personal belief, make it my own, freedom with results. Feeling restricted, freedom to select themes, curriculum choices “I feel freedom in the methods I use…..at this point.” “Freedom is being slowly taken away from us.”

17. “It comes into conflict with what we are really there for….to create lifelong learners.” “Telling you one thing but testing another.” “I don’t think we take direction very well and I think that’s an issue.” “There’s still this skepticism that this is flavor of the month.” “Some of the people that are trying to present this research based practice aren’t educators and they are trying to tell you this is best for your kids.” “What was wrong with the way we taught them before?” “When’s the last time you’ve been in front of 25/30 students?” “Teachers are the ones who know their kids more than state tests do.” “It doesn’t mean it would work best for me in my classroom.”

18. “I can teach them how to think but at State level they don’t place a lot of value on that.” “For admin. It’s all about achievement.” “When my supervisor walks in I am not necessarily looking for approval.” “We have some people looking over our shoulders obviously.” “I love formative assessment.” “Now we just make sure what we do is easy, easy to look at, easy to record, easy to measure.” “No one asks me what I am doing.” “I am teaching a class at the expense of covering all the material…..a greater service than having had them cover everything in the class that allows them to pass the standardized test with flying colors.” “They don’t care as long as I am not writing a lot of referrals and a relatively large number of my kids are passing standardized tests.”

19. Familiar, established, longevity, experience, wisdom, knowledge, commitment to teaching and learning “Teachers will just fall back on what they have been doing for 27 years.” Commitment, uniformity, consensus, conformity, compromise, accommodation, connectedness. Assimilation, difference, balance, regulation, “I have a good understanding of what a research based practice is.” “I was doing it already…I attend conferences two times per year.” TIME!! Pressure…”constant worry,” “perpetual turmoil,” “my profession is in general very resistant to change.”

20. Comparison Findings (anticipated) Essentially, findings will clarify what teachers themselves perceive as being poignant issues. One anticipated finding is that teachers will express concerns about lack of knowledge, understanding and experience of research processes. However, teachers did not express any concerns about their own lack of knowledge but that of their administrators, the purposeless of State tests, and some were actively pursuing their own research, gathering their own evidence and on committees.

21. Conclusions Teachers felt insulted by persons who had not got classroom teaching experience pointing out how they should teach their students. There was no acknowledgement of the value of the role of researcher, particularly in terms of the rigor by which interventions are tested. There is a presumption that it is impossible to know what will work in the classroom if teaching experience is minimal.