Effectively Using Data for Educator Preparation Program Improvement

Edited by:
Christine Carrino Gorowara, University of Delaware
Brownstein Erica M., The Ohio State University
Timothy Wall, Northwest Missouri State University

A volume in the series: Contemporary Issues in Accreditation, Assessment, and Program Evaluation Research in Educator Preparation. Editor(s): Joyce E. Many, Georgia State University.

Call for Chapters

PROPOSALS DUE NOVEMBER 15, 2018

Submit online through Google Docs

This call seeks articles that are inspiration and ideas for EFFECTIVE USE of data by educator preparation programs.

Theme: How do we most effectively use data to improve our educator preparation programs?

The goal of this volume is to explore research findings related to the use of data for educator preparation program improvement. Papers should consider the mechanisms of this work, including involvement and buy-in of faculty, methods of collecting useful data, the role of technology in managing data-based improvement efforts, as well as papers that explore challenges inherent in the work.

Illustrations and visualizations are encouraged.

Two types of articles will be accepted, RESEARCH Chapters and PRACTITIONER Pieces.

Research Chapters may be any of the following, and may be up to 10,000 words except as noted below, not including references, charts, or visuals:

* EMPIRICAL study (or primary research) aims to gain new knowledge on a topic through direct or indirect observation and research. These include quantitative and/or qualitative data and analysis.

* CASE Study articles explain, describe, or explore events or phenomena in the everyday contexts in which they occur. Articles capture information on explanatory 'how', 'what' and 'why' questions, such as 'how is the intervention being implemented and received on the ground?' The case study approach can offer insights into why one implementation strategy is chosen over another.

* OBSERVATIONS are short descriptions of research results that are focused on the needs of the education assessment coordinator (up to 1200 words).

* PERSONAL NARRATIVE provides insight into the role of the change agent who creates a data-driven improvement system. Stories are a powerful medium for fostering understanding of diverse experiences and discovering commonalities. Personal narratives can help one understand the depth and breadth of the challenges of effectively using data for program improvement. Writing and publishing our stories allows us to acknowledge and share the uncertainties, fears, regrets, grief, frustration, and disappointments that we all experience when part of a cultural shift. It also gives an opportunity to share what is so rewarding—those times we know we have made an important difference in people's lives.

* REVIEW Article provides a synthesis of existing research on a particular topic. It differs from a systematic review in that it does not aim to capture ALL of the research on a particular topic.

* SYSTEMATIC Review is a methodical and thorough literature review focused on a particular research question. The intention is to identify and synthesize all scholarly research on a particular topic in an unbiased, reproducible way to provide evidence for practice and policy-making. These papers include published studies as well as gray literature (unpublished studies, reports, dissertations, conference papers, abstracts, governmental research, etc.). May include a meta-analysis.

* META-ANALYSIS combines or contrasts data from different independent studies in a new analysis in order to strengthen the understanding of a particular topic. There are many methods, some complex, applied to performing this type of analysis. May be part of a systematic review.

* PERSPECTIVES discuss models and ideas from a personal but balanced viewpoint. Perspective articles present a new and unique viewpoint on existing problems, fundamental concepts, or prevalent notions on a specific topic, propose and support a new hypothesis, or discuss the implications of a newly implemented innovation. Perspective pieces may focus on current advances and future directions on a topic, and may include original data as well as personal opinion (up to 2000 words).

Practitioner Pieces may be either of the following, with word limits as noted below, not including references, charts, or visuals:

* COMMENTARIES draw attention to a previously published article, book, or report, explaining why it interested them and how it might be illuminating for readers. Authors are commenting on the work of others (1000-1500 words).

* QUICK-HITTER articles are short, accessible articles. Articles may be how to, trends, or advice-oriented. Format may include visuals, lists, question & answer, etc. Authors may refer to their own work or the work of others (150-500 words).

Please contact editors Christine Carrino Gorowara (cargoro@udel.edu), Erica Brownstein (brownstein.2@osu.edu), or Tim Wall (timwall@nwmissouri.edu) with any questions.

Submit online through Google Docs

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