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Descriptors:
Intervention; Cooperation; Educational Research; Educational Practices; Research Design; Teacher Education; Researchers

Abstract:
Collaboration between researchers and educators in conducting intervention research is increasingly common, as such collaboration is assumed to benefit educational practice. Alternatively, in this study, we explore the consequences of such collaboration on research quality. Based on our analysis of a year-long collaboration in formative intervention research, we find that educators experienced their own position as agent, the researcher's position as learner and the research itself as integrated, as being different from previous experiences in research. The educators indicate that these differences are consequential for their engagement in the research. We discuss how this, in turn, might benefit research quality. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Effect Size; Test Bias; Item Analysis; Statistical Analysis; Sample Size; Research Design; Decision Making; Graphs; Scores

Abstract:
There are numerous statistical procedures for detecting items that function differently across subgroups of examinees that take a test or survey. However, in endeavouring to detect items that may function differentially, selection of the statistical method is only one of many important decisions. In this article, we discuss the important decisions that affect investigations of differential item functioning (DIF) such as choice of method, sample size, effect size criteria, conditioning variable, purification, DIF amplification, DIF cancellation, and research designs for evaluating DIF. Our review highlights the necessity of matching the DIF procedure to the nature of the data analysed, the need to include effect size criteria, the need to consider the direction and balance of items flagged for DIF, and the need to use replication to reduce Type I errors whenever possible. Directions for future research and practice in using DIF to enhance the validity of test scores are provided. (Contains 2 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Promotion; Outcome Measures; Stress Management; Rehabilitation Counseling; Counselors; Health; Quality of Life; Research Design; Dietetics; Exercise; Correlation; Disabilities; Surveys; Employment; Diseases; Neurological Impairments

Abstract:
The main objective of this study was to examine the mediational and moderational effect of exercise, diet, and stress management on the relationship between functional disability and health-related quality of life. Quantitative descriptive research design using multiple regression and correlation techniques was used. Participants were 215 individuals with multiple sclerosis (MS). Outcome measure used was health-related quality of life as measured by the Medical Outcomes Study (MOS) Short-Form Health Survey (SF-12v2). Functional disability and health-promoting behaviors including exercise, diet, and stress management were found to be associated with health-related quality of life. Exercise and stress management (but not diet) were partial mediators between functional disability and health-related quality of life. Exercise was found to be a moderator between functional disability and health-related quality of life. Exercise had a stronger effect on health-related quality of life for individuals with lower functional disability than people with higher functional disability. Health-promoting behaviors are important for health-related quality of life, and health-related quality of life in turn is related to better employment outcomes. Health-promoting behaviors can also mediate the relationship between functional disability and health-related quality of life. Rehabilitation counselors should consider including health promotion interventions in vocational rehabilitation services for individuals with MS. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Biotechnology; Genetics; Microbiology; Laboratories; Undergraduate Students; Radiation; Experiments; Research Design

Abstract:
A simple and cheap laboratory class is proposed to illustrate the lethal effect of UV radiation on bacteria and the operation of different DNA repair mechanisms. The class is divided into two sessions, an initial 3-hour experimental session and a second 2-hour analytical session. The experimental session involves two separate experiments: one dedicated to illustrating the lethal effect of UV radiation and the protective effect of DNA photorepair; the second to explore the operation of DNA repair mechanisms that prioritise survival but introduce mutations. The procedure makes use of a "Pseudomonas aeruginosa" double auxotroph, which serves to detect UV-induced back-mutations to prototrophy. The proposed scheme is carried out by undergraduate students of the Bacterial Physiology and Genetics course, as part of our Biotechnology curriculum. We think that it will be a valuable tool for microbiology students to increase their understanding of basic genetic concepts. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Children; Grade 3; Grade 4; Grade 5; Map Skills; Navigation; Spatial Ability; Research Design; Urban Areas; Novelty (Stimulus Dimension); Physical Activities; Cognitive Processes; Measures (Individuals); Interdisciplinary Approach

Abstract:
This article relates about some results of an interdisciplinary research project analyzing influencing factors of children's spatial orientation competence in real space carried out by geography educators and psychologists. The focus is on the concept of representation as a theoretical foundation. The research design for collecting data of independent and dependent variables (map-based orientation competence, MBO), and the self-developed measuring instrument are explained. Altogether, 328 pupils of third, fourth, and fifth grade (aged 8-12 years) were tested. The orientation competence of children in strange spaces was slightly above the average, and grew with age. The most spectacular increase was detected on the transition from third to fourth grade. Additionally, boys scored higher than girls. The results also showed that along with age and gender, spatial intelligence (mental rotation) and previous knowledge shape MBO. A limited influence can be attributed to self-concept and previous experiences, while interest has no influence on MBO at all. (Contains 6 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indigenous Populations; Teaching Methods; Foreign Countries; Research Design; Skill Development; Oral Language; Elementary School Students; Creative Teaching; American Indians; Oral Tradition; Language Arts; Disadvantaged; Inclusion; Cultural Differences; Political Influences; Action Research

Abstract:
This paper reports on an innovative approach to oral language development in one British Columbia elementary school, in the context of a larger-scale research project aimed at building cultural inclusive classrooms through the development of imaginative teaching practices. A number of approximately three-week units were designed to lead students through a series of increasingly challenging oral language activities; each unit was developed on the basis of a traditional oral narrative of the Sto:lo, the aboriginal people of the region. In the tradition of design-based research, key features of the units are discussed in connection with pedagogical challenges encountered by the teachers using them. This approach to integrating oral language in the language arts curriculum was effective at promoting engagement by at least some marginalised students, but limited by cultural and political factors that were not addressed in the original research design. Conclusions are drawn for future research on imaginative oral language development. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Theory Practice Relationship; Cooperation; Foreign Countries; Research Design; Research and Development; Case Studies; Interviews; Information Science; Libraries; Library Science; Librarians; Information Technology; Technology Uses in Education

Abstract:
The purpose of this article is to suggest commons-based peer production as a form of work that can help bridge the gap between research and practice in LIS. The research design is based on two in-depth and longitudinal qualitative case studies of collaborative projects involving LIS academics and practitioners in Italy. Analysis of interviews and texts was conducted to study the interplay between sociotechnical aspects of work organization and the activities of the actors. The results suggest similarities between the collaborative projects analysed and peer-production activities. This study relies on two cases which cannot be considered either typical or representative of collaboration between LIS academics and practitioners in Italy. The paper offers the opportunity to stimulate a discussion on collaboration between researchers and practitioners in LIS, and on the potential applicability of peer production to support new forms of collaboration in small-scale, distributed, and unfunded or underfunded projects. (Contains 2 tables and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Effect Size; Sample Size; Research Design; Quasiexperimental Design; Statistical Analysis; Computation

Abstract:
This paper and the accompanying tool are intended to complement existing supports for conducting power analysis tools by offering a tool based on the framework of Minimum Detectable Effect Sizes (MDES) formulae that can be used in determining sample size requirements and in estimating minimum detectable effect sizes for a range of individual- and group-random assignment design studies and for common quasi-experimental design studies. The paper and accompanying tool cover computation of minimum detectable effect sizes under the following study designs: individual random assignment designs, hierarchical random assignment designs (2-4 levels),block random assignment designs (2-4 levels), regression discontinuity designs (6 types), and short interrupted time-series designs. In each case, the discussion and accompanying tool consider the key factors associated with statistical power and minimum detectable effect sizes, including the level at which treatment occurs and the statistical models (e.g., fixed effect and random effect) used in the analysis. The tool also includes a module that estimates for one and two level random assignment design studies the minimum sample sizes required in order for studies to attain user-defined minimum detectable effect sizes. (Contains 8 tables, 1 figure, and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Activities; Science Instruction; Science Laboratories; Physiology; Biology; Research Design; Student Motivation; Problem Based Learning; Case Method (Teaching Technique); Symptoms (Individual Disorders); Animals; Veterinary Medicine; Clinical Diagnosis; Problem Solving

Abstract:
Students are provided with a mystery concerning dogs that are paralyzed. This motivates a laboratory exercise to measure parameters from the dog's "blood" to determine whether the paralysis is due to pesticide poisoning or an autoimmune attack on nerve myelin. Most of the materials are available from the grocery store. The real-world nature of the problem, and the mystery, engages the students in thinking about nerve, muscle, and immune system function. Alternative versions require less familiarity with physiology and can be used as engagement activities to encourage learning laboratory skills and experimental design or as motivation for learning nerve and muscle physiology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scientific Methodology; Research Design; Predictor Variables; Pretests Posttests; Control Groups; Experimental Groups; Instructional Effectiveness; Identification; Biology; Scaffolding (Teaching Technique); Introductory Courses; Inquiry; Research Skills; Science Instruction; Science Laboratories; Laboratory Experiments; Comparative Analysis

Abstract:
Implementation of a guided-inquiry lab in introductory biology classes, along with scaffolded instruction, improved students' understanding of the scientific method, their ability to design an experiment, and their identification of experimental variables. Pre- and postassessments from experimental versus control sections over three semesters showed that most students improved in their understanding of the scientific method and experimental design skills. Students exhibited improvement in their ability to create hypotheses and correctly identify controls and dependent variables. However, students in both groups struggled with the identification of independent variable and controlled variables. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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