Learning Sciences Research for Teaching provides educators with a fresh understanding of the use and implications of learning sciences scholarship on their studies and professional preparation. A highly interdisciplinary field, the learning sciences has been expressly focused on the advancement of teaching and learning in today’s schools. This introductory yet cutting-edge resource supports graduate students of teaching, leadership, curriculum, and learning design in research methodology courses as they engage with and evaluate research claims; integrate common methods; and understand experimental, case-based, ethnographic, and design-based research studies. Spanning the learning science’s state-of-the-art approaches, achievements, and developments, the book includes robust, accessible coverage of topics such as professional development, quantitative and qualitative data, learning analytics, validity and integrity, and more.
Please visit https://dple.nl/learning-sciences-research-for-teaching for additional resources, exercises, and a brief video introduction from the authors!
Table of Contents
Part I: Foundations 1. Opening the conversation 2. Using research in professional development 3. Elementary Statistics 4. Accessing the Research Literature 5. The Research Article 6. Science, social science, and the "post" discourses 7. Validity, integrity, and impact Part II: Selected Approaches 8. Experimental Research 9. Case Studies and Ethnography 10. Design research Part III: Selected Methods 11. Quantitative instruments 12. Estimation and hypothesis testing 13. Correlation and linear regression analysis 14. Analysis of Experiments 15. Learning Analytics 16. Collecting and Processing Qualitative Data 17. Qualitative data analysis Appendices
Jan van Aalst is Honorary Associate Professor in the Faculty of Education at the University of Hong Kong, and Visiting Scholar in ELAN, Faculty of Behavioral Sciences and Management, at the University of Twente, the Netherlands.
Jin Mu is a senior research fellow in the Mathematics Department, University of Munich, Germany.
Crina Damşa is Associate Professor in the Department of Education at the University of Oslo, Norway.
Sydney E. Msonde is Senior Lecturer at Muhimbili University of Health and Allied Sciences in Dar es Salaam, Tanzania.
Wouter Van Joolingen, Education for Learning Sciences, Utrecht University
For basic courses in educational research, but I think it may be too detailed for used in teacher training programs.
Market growing? I think so, yes. Research skills are more and more seen as important for teachers.
I would be very interested in the exercises
Adding more teacher perspective (as in adding the suggestions above) would make it more original and interesting for teachers (in training).
Peter Reimann, Faculty of Education and Human Services, University of Sydney
Supplemental, likely, because it covers not all of the main methods used in educational research.
(in-service) teachers as (co-)researchers is a growing field/trend. The methods covered in the proposed book would be generic enough to be of global relevance.
While I find the idea to produce a method book targeting in-service teachers very interesting, from the list of topics, and the overall approach, I find the book too academic: It makes little of the fact that teachers work in classrooms, and that the classroom and school context sets certain constraints, in addition to having specific affordances for research.
Susan Goldman, Learning Sciences Research Institute, University of Illinois
In my opinion, the primary audience is NOT teachers in Masters courses based on the prospectus but would be people aspiring to be researchers of learning.
I believe the market for a book with the statement aim [reaching teachers instead of researchers] is likely to be high.
[Needs more] space devoted to using the classroom as a context for research, such as a teacher might be interested in doing.