{"id":62016,"date":"2022-03-10T04:31:02","date_gmt":"2022-03-10T09:31:02","guid":{"rendered":"https:\/\/world.edu\/?p=62016"},"modified":"2022-03-10T04:31:02","modified_gmt":"2022-03-10T09:31:02","slug":"scientific-measurement-wont-answer-all-questions-in-education-we-need-teacher-and-student-voices-too","status":"publish","type":"post","link":"https:\/\/world.edu\/scientific-measurement-wont-answer-all-questions-in-education-we-need-teacher-and-student-voices-too\/","title":{"rendered":"Scientific measurement won\u2019t answer all questions in education. We need teacher and student voices, too"},"content":{"rendered":"<p><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-62017\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2022\/03\/randomised-controlled-trials.jpeg\" alt=\"\" width=\"680\" height=\"356\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2022\/03\/randomised-controlled-trials.jpeg 680w, https:\/\/world.edu\/wp-content\/uploads\/2022\/03\/randomised-controlled-trials-250x131.jpeg 250w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><br \/>\nThe recently released report of the\u00a0<a href=\"https:\/\/www.dese.gov.au\/quality-initial-teacher-education-review\/resources\/next-steps-report-quality-initial-teacher-education-review\">review into initial teacher education<\/a>\u00a0recommends universities use randomised controlled trials (RCTs) to find evidence for effective methods of educating teachers. It says:<\/p>\n<p>Randomised controlled trials are indeed the \u201cgold standard\u201d for specific kinds of medical research. They are the best way to compare a new treatment to either a standard treatment or no treatment at all.<\/p>\n<p>In such a study, participants are randomly allocated to either the new or standard (control) treatments using the computer equivalent of tossing a coin. This process is known as randomisation. When the results are compared between the two groups, randomisation ensures an unbiased estimate of the treatment effect.<\/p>\n<p>But\u00a0<a href=\"https:\/\/www.aare.edu.au\/blog\/?p=12157\">it is naive<\/a>\u00a0to transpose the gold standard for specific kinds of research in medicine onto an entirely different discipline, such as teaching.<\/p>\n<p>In educational research, a study might ask what challenges Indigenous Australians face in becoming teachers. This might involve a\u00a0<a href=\"https:\/\/espace.curtin.edu.au\/bitstream\/handle\/20.500.11937\/37083\/154944_32184_Bessarab_Yarning%20about%20Yarning.pdf?sequence=2\">yarning<\/a>\u00a0or narrative inquiry approach, in which preservice teachers and researchers share their stories for in-depth collaborative analysis.<\/p>\n<p><center><\/center><\/p>\n<blockquote class=\"twitter-tweet\">\n<p dir=\"ltr\" lang=\"en\">Next Steps: Report of the Quality Initial Teacher Education Review <a href=\"https:\/\/t.co\/MCnXxseVE7\">https:\/\/t.co\/MCnXxseVE7<\/a><\/p>\n<p>\u2014 Guang Wu (@wu_guanghua) <a href=\"https:\/\/twitter.com\/wu_guanghua\/status\/1496790483619786753?ref_src=twsrc%5Etfw\">February 24, 2022<\/a><\/p><\/blockquote>\n<p><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/p>\n<p>Another study might wonder why preservice teachers identify one placement school as having an especially supportive learning culture. This invites a case study of the school involving the principal, teachers, students and community, to understand the complex dimensions of this context.<\/p>\n<p>Neither of these projects is less valid or important than those suited for randomised controlled trials. And creating a hierarchy of importance can mean research funding is directed away from any study that doesn\u2019t use a randomised controlled method.<\/p>\n<h4><strong>Where randomised trials are beneficial<\/strong><\/h4>\n<p>A study that attempts to establish cause (usually an intervention) and effect (a desired improvement) might involve a randomised controlled trial. For instance, a study might want to examine the impact of a new program for teacher education.<\/p>\n<p>One such study is a trial conducted in NSW in 2014-15 on the effectiveness of\u00a0<a href=\"https:\/\/education.nsw.gov.au\/content\/dam\/main-education\/about-us\/educational-data\/cese\/evaluation-evidence-bank\/2016-the-impact-of-quality-teaching-rounds.pdf\">Quality Teaching Rounds<\/a>\u00a0\u2013 a specific approach to teacher professional learning in schools. Researchers wanted to know if this approach improved teaching. Teachers were randomly allocated to one of two intervention groups that would undertake the quality teacher rounds, or to a control group.<\/p>\n<p>Researchers observed and assessed the teaching of all participants. The researchers were \u201cblinded\u201d, meaning they did not know whether they were assessing teachers in the intervention or control group. The trial found Quality Teaching Rounds made a statistically significant improvement in the quality of teaching in the intervention groups.<\/p>\n<h4><strong>Other educational research is just as valid<\/strong><\/h4>\n<p>In a\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/19415257.2016.1251486\">different kind of study<\/a>, researchers wanted to gain insight into the perspective of teachers themselves on how they learn at their workplace. A randomised controlled trial would not be able to achieve this aim.<\/p>\n<p>Instead, researchers conducted in-depth interviews with four teachers they selected from a larger group. They encouraged teachers to talk freely about their learning goals, then coded and categorised their transcribed responses. Through this, researchers identified ways teachers feel they learn best: through reading, experience, reflection and collaboration.<\/p>\n<p>Another example of important educational research that can\u2019t be done through randomised controlled trials is action research, where teachers try a new classroom idea, reflect critically on the process and modify their approach \u2013 in an ongoing cycle. In\u00a0<a href=\"https:\/\/www.aitsl.edu.au\/tools-resources\/resource\/action-research-for-professional-learning-illustration-of-practice\">one such project<\/a>\u00a0two teachers are investigating the effect of interdisciplinary team teaching on student and teacher learning. Teacher researchers also reflect on feedback from other colleagues and students.<\/p>\n<p><center><\/center><\/p>\n<blockquote class=\"twitter-tweet\">\n<p dir=\"ltr\" lang=\"en\">Next Steps: Report of the Quality Initial Teacher Education Review <a href=\"https:\/\/t.co\/MCnXxseVE7\">https:\/\/t.co\/MCnXxseVE7<\/a><\/p>\n<p>\u2014 Guang Wu (@wu_guanghua) <a href=\"https:\/\/twitter.com\/wu_guanghua\/status\/1496790483619786753?ref_src=twsrc%5Etfw\">February 24, 2022<\/a><\/p><\/blockquote>\n<p><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/p>\n<p>This kind of research is identified as\u00a0<a href=\"https:\/\/researchonline.nd.edu.au\/cgi\/viewcontent.cgi?article=1076&amp;context=edu_conference\">empowering for teachers<\/a>\u00a0and offers scope for them to create their own projects. Randomised controlled trials, in contrast, are complex for teachers to establish and run reliably.<\/p>\n<h4><strong>The limitations of randomised trials<\/strong><\/h4>\n<p>The newly established\u00a0<a href=\"https:\/\/www.edresearch.edu.au\/\">Australian Education Research Organisation<\/a>\u00a0(AERO) has published some\u00a0<a href=\"https:\/\/www.edresearch.edu.au\/sites\/default\/files\/2021-02\/AERO-evidence-rubric-educators-and-teachers.pdf\">extraordinary guidelines<\/a>\u00a0advising teachers to conduct randomised controlled trials in their classrooms.<\/p>\n<p>The organisation suggests individual teachers should flip a coin to decide how they will teach, or split their class randomly into two, and teach one half one way and the other half another. However,\u00a0<a href=\"https:\/\/www.nfer.ac.uk\/media\/2114\/rct01.pdf\">this is methodologically unsound and impractical<\/a>\u00a0in a single class. The person deciding who gets the intervention should not be the person delivering the intervention or assessing the outcome. Otherwise bias is inevitable.<\/p>\n<p>AERO\u2019s advice demonstrates ignorance not only of randomised controlled trials, but of teacher workloads, by expecting teachers to teach in two ways at once.<\/p>\n<p>Even in medicine (where they originated), randomised controlled trials cannot answer all questions. They cannot, for example, determine people\u2019s attitudes, biases and commitments to certain issues. Medical researchers also use the various approaches described above.<\/p>\n<p>Research shows one disadvantage of randomised controlled trials in education is that the interventions they assess are\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/00131881.2018.1493353\">not likely to have the same effect<\/a>\u00a0across all contexts and groups of students. They require additional process evaluations.<\/p>\n<p><center><\/center><\/p>\n<blockquote class=\"twitter-tweet\">\n<p dir=\"ltr\" lang=\"en\">Growth of <a href=\"https:\/\/twitter.com\/hashtag\/whatworks?src=hash&amp;ref_src=twsrc%5Etfw\">#whatworks<\/a> movement in education has advanced the <a href=\"https:\/\/twitter.com\/hashtag\/RCT?src=hash&amp;ref_src=twsrc%5Etfw\">#RCT<\/a> as gold standard in research methods. <a href=\"https:\/\/twitter.com\/Afinetheorem?ref_src=twsrc%5Etfw\">@Afinetheorem<\/a> takes a closer look. <a href=\"https:\/\/twitter.com\/voxeu?ref_src=twsrc%5Etfw\">@voxeu<\/a> <a href=\"https:\/\/twitter.com\/WhatWorksED?ref_src=twsrc%5Etfw\">@WhatWorksED<\/a> <a href=\"https:\/\/twitter.com\/CochraneIreland?ref_src=twsrc%5Etfw\">@CochraneIreland<\/a> <a href=\"https:\/\/twitter.com\/TransformUre?ref_src=twsrc%5Etfw\">@TransformUre<\/a> <a href=\"https:\/\/t.co\/oTMnxre2DW\">https:\/\/t.co\/oTMnxre2DW<\/a><\/p>\n<p>\u2014 John O\u2019Connor (@JohnOConnor_PhD) <a href=\"https:\/\/twitter.com\/JohnOConnor_PhD\/status\/1190170908012486658?ref_src=twsrc%5Etfw\">November 1, 2019<\/a><\/p><\/blockquote>\n<p><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/p>\n<p>Another disadvantage is randomised controlled trials tend to be externally designed and academically-run, rather than teacher-led. Few teachers are experts in medical-style research. This positions teachers in a subservient way, in their own profession.\u00a0<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s13384-022-00509-4\">Our research<\/a>\u00a0suggests it is just as important to understand \u201cwhat is going on\u201d, as it is to try to prove \u201cwhat works\u201d.<\/p>\n<h4><strong>Privileging scientific measurement over participants\u2019 voices<\/strong><\/h4>\n<p>The ideal way to find answers to questions in education is to conduct quantitative (numbers-based) and qualitative (people-based) research\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/00131881.2018.1493353\">in parallel<\/a>. This would answer complementary questions.<\/p>\n<p>But privileging one kind of research over all others demonstrates a lack of understanding of the nature of research. It suggests a\u00a0<a href=\"https:\/\/www.aare.edu.au\/blog\/?p=3874\">bullying preoccupation<\/a>\u00a0with scientific measurement over research that privileges participants\u2019 voices, especially in a feminised profession.<\/p>\n<p><em><strong>Author Bios:<\/strong>Lucinda McKnight is a Senior Lecturer in Pedagogy and Curriculum at Deakin University and Andy Morgan is a Senior Lecturer at Monash University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The recently released report of the\u00a0review into initial teacher education\u00a0recommends universities use randomised controlled trials (RCTs) to find evidence for effective methods of educating teachers. It says: Randomised controlled trials are indeed the \u201cgold standard\u201d for specific kinds of medical research. They are the best way to compare a new treatment to either a standard [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/scientific-measurement-wont-answer-all-questions-in-education-we-need-teacher-and-student-voices-too\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[86115],"tags":[428938],"coauthors":[11733],"class_list":["post-62016","post","type-post","status-publish","format-standard","hentry","category-research","tag-controlled-trials"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Scientific measurement won\u2019t answer all questions in education. 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