V A N E S S A A R M A N D C L A U D I A K U P I E C

M A T T V A N S O M E R E N

F E B R U A R Y 2 8 , 2 0 1 4P R E S E N T E D A T I L L I N O I S T E S O L & B I L I N G U A L E D U C A T I O N

2 0 1 4 C O N F E R E N C E I N L I S L E , I L L I N O I S , U S A

Ready, Set, Research:

A Classroom Research How-To

Fundamentals of Classroom Research(The Rules of the Road)

Classroom vs. Traditional Research Methods

Things to Consider

Possible Pitfalls

Our Experience: Two Studies

What we learned: Before you begin

During the study

After the study

Facilitated Discussion Your experiences

Your ideas for research

Classroom (The Autobahn) Lab (The Test Track)

Limited control over variables

Research participants as subjects and students

Limited generalizability of findings (lack of variable control)

Immediate real-world application

Optimal control over variables

Research participants solely as subjects

Limited generalizability of findings (perfect world scenario)

Delayed real-world application

Classroom vs. Traditional Research Methods(The Autobahn vs. the Test Track)

Things to Consider(What are the rules of the road?)

Why are you doing the research? What will be gained from the process? From the findings? Consider:

Yourself Your institution Your students The field

Will the number of participants = statistical significance? Should you work with someone?

Working alone vs. collaborating Working styles and professional skills Sharing the workload Coordinating courses (for collaborative research groups)

What are your institutions policies regarding human subject research?

Institutional support?

Possible Pitfalls(Potholes to avoid)

Teacher workload

Balancing course work and research work

Creating research instruments

Recording, organizing, analyzing, and reporting data

Inconclusive, negative, or flawed findings

Separation of class and research

Avoiding double jeopardy

Student burnout

Correlation of research to class content/objectives and student learning outcomes

( D O N T B E L I K E U S )

Avoiding a Crash. . .

Before You Begin(Pre-driving checklist)

Check your institutions student research policies; train/certify if necessary

Research and read about whats already been done

Formulate your research question

Formulating Your Research Question

Our research interest=vocabulary acquisition

Connection between speaking and writing?

Vocabulary apps useful?

Does extended written production (in a writing

class) enhance the explicit instruction of

vocabulary in a speaking/listening

class?

Do vocabulary-learning apps help in the acquisition and

retention of words learned in a reading

class?

Before You Begin(Pre-driving checklistcontinued)

Assess viability of research project

Identify your study and control groups

Find a research partner (or not)

Develop research instruments

Schedule research dates

Cancel your social life

During the Study(Safe Driving Habits)

Record and organize data as you go

Copy and back up everything

Coordinate with co-researchers

Keep field notes

Stay consistent

After the Study(Pulling into the garage)

Analyze the data to address the research question

Sort the data several ways to find different trends

Share your findings

Use data to inform your teaching

Your turn to share

(How do you feel about driving?)

For those who have conducted classroom research: Your experience? Advice? Additional pitfalls or

considerations?

For those who would like to conduct classroom research: What research would you consider

doing? Why? Do you have any research questions

already in mind? What has prevented or is preventing

you from conducting your research?

In conclusion(Why Driving Is Cool)

Benefits of Undertaking Research

Collegial bonding/cross-teaching

Institutional improvements

Increased awareness of students abilities/challenges

Resume-building

Contributions to the field

Other ideas?

READY TO GO FOR A DRIVE? W h a t a r e y o u r i n t e r e s t s i n a c a d e m i c r e s e a r c h ?

D o y o u h a v e r e s e a r c h s t u d i e s w h i c h y o u w a n t t o c o n d u c t ? ( C o n t e x t ? B a c k g r o u n d ? R e s e a r c h q u e s t i o n ?

M a t e r i a l s ? P u r p o s e ? )

H o w c a n y o u t a i l o r y o u r r e s e a r c h q u e s t i o n ( s ) t o b e m o r e e f f e c t i v e ?

W h a t i d e a s h a s t h i s p r e s e n t a t i o n g i v e n y o u a b o u t h o w t o c o n d u c t a c a d e m i c r e s e a r c h i n y o u r c l a s s r o o m ?

A r e y o u i n t e r e s t e d i n p u b l i c a t i o n / c o n f e r e n c e p r e s e n t a t i o n ?

Questions? Feedback?