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A Behind‐the‐Scenes Guide to School‐Based Research
Author(s) -
Plummer Benjamin D.,
Galla Brian M.,
Finn Amy S.,
Patrick Sarah D.,
Meketon David,
Leonard Julia,
Goetz Calvin,
FernandezVina Elizabeth,
Bartolino Sara,
White Rachel E.,
Duckworth Angela L.
Publication year - 2014
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12040
Subject(s) - context (archaeology) , process (computing) , set (abstract data type) , key (lock) , data collection , computer science , mathematics education , control (management) , sociology , public relations , political science , psychology , social science , artificial intelligence , history , archaeology , programming language , operating system , computer security
Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board ( IRB ) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.