Making Sense of Research: What's Good, What's Not, and How to Tell the Difference.Education decision makers have the ultimate responsibility to the students and the parents they serve to find, analyze and adapt the instructional and organizational practices that best serve their respective settings. Under the mandates of the No Child Left Behind Act The No Child Left Behind Act of 2001 (Public Law 107-110), commonly known as NCLB (IPA: /ˈnɪkəlbiː/), is a United States federal law that was passed in the House of Representatives on May 23, 2001 , federal funds Federal Funds Funds deposited to regional Federal Reserve Banks by commercial banks, including funds in excess of reserve requirements. Notes: These non-interest bearing deposits are lent out at the Fed funds rate to other banks unable to meet overnight reserve may be used to support programs buttressed by "scientifically based research Scientifically based research or SBR is the required standard in professional development and the foundation of academic instruction under the guidelines of No Child Left Behind Act of 2001 (NCLB).[1] References 1. ." Elaine McEwan and Patrick McEwan, co-authors of Making Sense of Research: What's Good, What's Not, and How to Tell the Difference, show the reader how to respond to the consultants and experts who forcefully advocate their particular approaches with the authority of three words: "Research shows that...." When reacting to these claims, one must be able to ask the right questions to determine whether the research argument has validity in one's own setting. Elaine McEwan, once an assistant superintendent Assistant Superintendent, or Assistant Superintendent of Police (ASP), was a rank used by police forces in the British Empire. It was usually the lowest rank that could be held by a European officer, most of whom joined the police at this rank. in a Chicago suburb, and Patrick McEwan, an economist, are a mother-and-son team who have been able to distill dis·till v. 1. To subject a substance to distillation. 2. To separate a distillate by distillation. 3. To increase the concentration of, separate, or purify a substance by distillation. the perplexing per·plex tr.v. per·plexed, per·plex·ing, per·plex·es 1. To confuse or trouble with uncertainty or doubt. See Synonyms at puzzle. 2. To make confusedly intricate; complicate. issues facing the education leader trying to find the best applicable practices. They say they wrote this book "to equip our readers with the conceptual understandings they need to make sense of education research." The book examines the validity of research claims by focusing on five critical questions: Does it work? (the causal question) How does it work? (the process question) Is it worthwhile? (the cost question) Will it work for me? (the usability question) and Is it working for me? (the evaluation question). The case studies throughout the book illustrate the application of these critical questions, an excellent tool for readers. (Making Sense of Research: What's Good, What's Not, and How to Tell the Difference by Elaine K. McEwan and Patrick J. McEwan, Corwin Press, Thousand Oaks Thousand Oaks, residential city (1990 pop. 104,352), Ventura co., S Calif., in a farm area; inc. 1964. Avocados, citrus, vegetables, strawberries, and nursery products are grown. , Calif., 2003, 200 pp., $32.95 softcover) Perry Berkowitz Assistant Professor of Education Leadership, College of St. Rose, Albany. N.Y. |
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