It is not the light that we need, but fire;
Published on Nov 21, 2015
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PRESENTATION OUTLINE
It is not the light that we need, but fire;
Consider how this quote might relate to putting "research into action" in EI and/or ECSE:
Photo by Werner Kunz
It is not the gentle shower, but thunder.
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We need the storm, the whirlwind, and the earthquake.
-Frederick Douglas
It takes some effort, some noise, some storm, whirlwind, and earthquake to effect change--I challenge each of you to think boldly about your future (and current) work with young children with disabilities and their families--what would you want to change, to improve if given the chance?
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reflection-action-reflection
think-do-think
Putting research in action in EI/ECSE requires many cycles of reflecting, acting upon those reflections, reflecting some more, acting again...you get the picture. In other words, you think, you do, then you think, then you do. Through this course, we'll engage in one thoughtful cycle of think, do, think or reflect, act, reflect, but consider this a never-ending cycle applicable to your future professional practice that makes up the backbone of bridging research to practice.
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ADAPTIVE EXPERTISE
What does it mean to have adaptive expertise or to be an adaptive expert?
In a nutshell, this describes the tendency to meet challenges head-on, to ask questions, to seek feedback and multiple perspectives, to embody the lifelong learner, to critically examine data, the limits of ones own knowledge, and children's responses to one's problem solving approaches as avenues for improving children's responses and outcomes. It's being flexible and having a deep and wide "bag of tricks." It's....
In a nutshell, this describes the tendency to meet challenges head-on, to ask questions, to seek feedback and multiple perspectives, to embody the lifelong learner, to critically examine data, the limits of ones own knowledge, and children's responses to one's problem solving approaches as avenues for improving children's responses and outcomes. It's being flexible and having a deep and wide "bag of tricks." It's....
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Untitled Slide
- creating new knowledge
- innovative problem solving
- multiple perspectives
- flexibility
- trying new ideas
...all of these characteristics here too. (Note the flexibility in action in the background photo.)
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Untitled Slide
Adaptive experts think on their feet and have alternate strategies and adaptations to try when the unexpected pops up.
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What bugs you?
choosing a topic
So, what's something about professional practice and/or the business of teaching/working with young children with disabilities and their families that is particularly challenging? A recurring problem? What bugs you? What would you like to change?
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Ask a question
towards change and generating new knowledge
Think about asking questions that lead you to new learning and to making positive changes. Don't ask a question where you know or think you already know the answer. Where's the fun in that?
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The HOW
Understanding your research approach
Through this course I'll help guide you through the "how" of getting things done--in a much more detailed and individualized way than you've likely experienced through previous courses on research. That said, bring your previous ideas and your previous work to this course too--there may be ways to tweak or improve upon or make more meaningful those ideas that we can collaboratively discover.
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What do others say?
Reviewing the literature on your topic
You'll have the opportunity to dig into the literature to find out what researchers have already learned relative to your topic of interest. You'll also get lots of peer and instructor feedback as you go along.
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Ethical responsibilities
To IRB or not to IRB?
IRB stands for Institutional Review Board. IF you think you might want to conduct your hypothetical research as true research (for example, if you wanted to complete the thesis option for the M.Ed.), then it would be required that your work be reviewed by VCU's IRB. This panel would review your proposed research through the lens of protecting all of the human subjects (i.e., children, families, teachers) who might be involved. Let me know if you're interested in learning more about this.
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Critical reflection
Thinking and thinking deeply
Throughout the course you'll blog as you develop ideas--it is my expectation that you'll all think critically and deeply. I know you all can do it, and I'll be helping and prompting you along the way.
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Rigor and validity
only quality research is meaningful
This may seem like a no-brainer, but it's easy to overlook what makes research QUALITY research, especially when you're deep in the trenches of real world practice. We'll talk about how to negotiate those challenges without compromising research quality.
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DATA!
baseline, CHANGE, more data
This speaks for itself...research isn't research without data.
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SO WHAT??
understanding what the data tell you
A critical piece of data collection is then examining it critically to determine what you now know or don't know. Together we'll brainstorm and develop ideas for collecting meaningful data that can answer your research questions.
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Who cares?
sharing new knowledge with others
Finally, a key element of putting research into action is considering who might care about your findings. Other practitioners? Families? Administrators? Putting research into action means sharing new knowledge with others for the improvement of outcomes for the greatest number of children and families.
Much to consider! And I'll guide you every step of the way!
Much to consider! And I'll guide you every step of the way!
Photo by Victor Bezrukov
