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Focus Group Evidence: Implications for Design and Analysis
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Ryan, Katherine E.; Gandha, Tysza; Culbertson, Michael J.; Carlson, Crystal – American Journal of Evaluation, 2014
In evaluation and applied social research, focus groups may be used to gather different kinds of evidence (e.g., opinion, tacit knowledge). In this article, we argue that making focus group design choices explicitly in relation to the type of evidence required would enhance the empirical value and rigor associated with focus group utilization. We…
Descriptors: Focus Groups, Research Methodology, Research Design, Educational Research
Teacher Leaders as Professional Development Providers: A Case Study
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Rosen, Michelle L. – ProQuest LLC, 2014
High stakes assessments mandated by 2001 No Child Left Behind Act (NCLB) have increased the focus on student achievement causing a closer examination of the link between student achievement and teacher quality. Teacher training, through professional development, has been documented to be one of the most important factors in student achievement and…
Descriptors: Case Studies, Professional Development, Leaders, High Stakes Tests
Evaluating Research in Career and Technical Education Using Scientifically-Based Research Standards
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Gemici, Sinan; Rojewski, Jay W. – Career and Technical Education Research, 2007
The recent emphasis on scientifically-based research (SBR) as the government's favored research paradigm has direct implications for career and technical education (CTE). From a practical standpoint, federal funds will now be appropriated exclusively on scholars' readiness and ability to engage the "right" research questions. While the…
Descriptors: Educational Research, Vocational Education, National Standards, Scientific Methodology
Enacting Literacy: Local Understanding, Significant Disability, and a New Frame for Educational Opportunity
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Kliewer, Christopher; Biklen, Douglas – Teachers College Record, 2007
Background/Context: Culturally authoritative texts such as Text Revision of the Diagnostic & Statistical Manual-IV [DSM-IV-TR](American Psychiatric Association [APA], 2004) describe literate impossibility for individuals with disability labels associated with severe developmental disabilities. Our qualitative research challenges the…
Descriptors: Research Design, Qualitative Research, Indigenous Knowledge, Citizenship
The Validity of Probability Samples in Research on Deafness
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Crain, K. L.; Kluwin, T. N. – American Annals of the Deaf, 2006
This article addresses the problem of small nonprobability samples in research in the education of the deaf and hard of hearing in the face of a current and increasing emphasis on "scientifically based research" as required by recent No Child Left Behind (NCLB) federal legislation. The authors examine the gains and losses in information…
Descriptors: Partial Hearing, Recruitment, Probability, Federal Legislation
"Scientifically Based Research" and Qualitative Inquiry.
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Giangreco, Michael F.; Taylor, Steven J. – Research and Practice for Persons with Severe Disabilities, 2003
This article discusses concerns about the definition of scientifically based research in federal education legislation and its impact on the use of qualitative inquiry as a research method. It describes key contributions of qualitative research that could be jeopardized if the current definition remains unchanged or narrowly interpreted. (Contains…
Descriptors: Definitions, Early Childhood Education, Elementary Secondary Education, Exceptional Child Research