Research Participation in a Data-Driven Environment

Dr. Glenn E. Nierman•Steinhart Professor, Glenn Korff School of MusicUniversity of Nebraska-Lincoln

•President, National Association for Music Education 402 472-2040 gnierman@unl.edu

The Top Ten Reasons Why Music Educators Don’t Participate

in Research Projects

10. Stifles motivation to teach 9. Limited concept of level-appropriate tasks 8. Lack of understanding research goals 7. “My music teacher didn’t ‘do’ research.” 6. Limited knowledge of assessment tools

The Top Ten Reasons Why Music Educators Don’t Assess, Cont’d

5. Lack of record-keeping resources (technology/human)

4. Fear of Litigation 3. Lack of strategies for research integration 2. Number of potential students to involve1. TIME

Purpose

To examine why teachers and their students should be involved in research and to begin to explore how to go about actually increasing research participation

Agenda

Setting the Stage: Key Terms & Percepts 1. Why be involved in evidenced-based

practice and/or research? 2. How can a culture that values data-driven

resources be cultivated? 3. Questions & Comments

Tseng, V. (2012). The uses of research in policy and practice. Social Policy Report 26(2): 1-22.

Scientifically Based Research – “involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” (No Child Left Behind Act, 2002, subpart 37 of section 9101)

Setting the Stage--Key Terms

Tseng, V. (2012). The uses of research in policy and practice. Social Policy Report 26(2): 1-22.

Evidence Based Practice – “ In their review of more than 50 studies, Honig and Coburn (2008) found that school district staff drew on a wide array of evidence, which encompassed social science research, as well as student achievement data, expert testimony, practitioner knowledge and parent and community input” (Tseng,2012, p. 6).

Setting the Stage--Key Terms

1. Why be involved in evidenced-based practice and/or research?

Culture of Data-Driven Decision Making Primary source information is credible Source of useful student assessment data Assessment of Musical Progress of

Students Feedback for the Teacher

2. How can a culture that values data-driven resources be

cultivated? Collaborations with cooperating teachers Collaborations with building/district

administrators Collaborations with state/national music

organizations Research Content in UG curriculum

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Questions & Comments