Participation Type
Paper
Session Title
Session 9.04 Education
Presentation #1 Title
Considering Different Facets of Research Generalization When Determining How Empirical Findings Might Inform Practice in Appalachian Schools
Presentation #1 Abstract or Summary
The proposal will describe methodological concepts that can help Appalachian school leaders and parents determine the degree to which empirical research studies apply to their circumstances, as well as to help researchers describe their results so as to promote the translation of their findings into best practices. Rural education research in general and the study of Appalachian schools in particular require strong knowledge of external validity (the degree to which findings are true across different times, places, settings, measures, etc.) and statistical generalization. Such research, and its consumption, also requires grounding in qualitative (and mixed methods) judgments about logical and natural generalization, transferability and particularlizability. These concepts in turn are predicated on an understanding of Appalachian culture, micro-cultures and local circumstances within Appalachia, and how these interact with contemporary national discourse and practice in K-12 schooling. Audience members will be exposed to a series of questions (and associated concepts) they might ponder when making choices about school curricula and interventions, and when determining how policy changes are likely to influence schools that they serve.
At-A-Glance Bio- Presenter #1
John Hitchcock is an associate professor of Instructional Systems Technology in the School of Education at Indiana University. He is the Research Director for the Regional Educational Lab – Appalachia and the Director of the Center for Education Evaluation and Policy Analysis.
At-A-Glance Bio- Presenter #2
Jerry Johnson is an associate professor in the College of Education and Human Services at the University of North Florida, where he teaches courses in organizational leadership and research methods.
Considering Different Facets of Research Generalization When Determining How Empirical Findings Might Inform Practice in Appalachian Schools
Harris Hall 136
The proposal will describe methodological concepts that can help Appalachian school leaders and parents determine the degree to which empirical research studies apply to their circumstances, as well as to help researchers describe their results so as to promote the translation of their findings into best practices. Rural education research in general and the study of Appalachian schools in particular require strong knowledge of external validity (the degree to which findings are true across different times, places, settings, measures, etc.) and statistical generalization. Such research, and its consumption, also requires grounding in qualitative (and mixed methods) judgments about logical and natural generalization, transferability and particularlizability. These concepts in turn are predicated on an understanding of Appalachian culture, micro-cultures and local circumstances within Appalachia, and how these interact with contemporary national discourse and practice in K-12 schooling. Audience members will be exposed to a series of questions (and associated concepts) they might ponder when making choices about school curricula and interventions, and when determining how policy changes are likely to influence schools that they serve.
