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Friday, November 18 • 5:40pm - 6:50pm
Data, Research and Publishing in Educational Leadership

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Participants:

Interweaving Research With Practice: Negotiating Concurrent Roles as Researcher and Subject. Jean Mrachko, University of Michigan

I will share my experience negotiating the concurrent roles of researcher and subject and interweaving research with practice. While conducting a case study within a large-scale instructional improvement initiative, I held the unique position of both investigator of and contributor to the initiative’s continuous improvement process. I raise questions about the bene ts and challenges of engaging in research in this intimate way, exposing how my dual roles simultaneously wrinkled and smoothed the research process.

Data Driven Decisions: Using Equity Theory to Highlight Implications for Underserved Students. Kelly Brown, Prairie View A&M University; Denver Jade Fowler, University of Mississippi

By using equity theory through a social justice lens, we highlight how data are currently being used to solve the what and not the why as it relates to achievement gaps for marginalized students. School practitioners have been utilizing quantitative data to determine the academic levels of students. While this information is useful, it may not accurately reflect the holistic picture of a student’s social, emotional, and cultural needs.

Perceptions of Educational Leadership Faculty of Open Access Publishing. Jayson W. Richardson, University of Kentucky; Scott Christopher McLeod, University of Colorado-Denver; Todd Hurst, University of Kentucky

This study focuses on understanding perceptions about publishing in open access journals. The results from a sample of 172 UCEA members include perceptions of pay-to-publish models, perceptions of open access publishing, differences between publishing work in open access journals compared to traditional subscription-based journals, likelihood of publishing in open access journals, institutional perceptions of open access publishing, and perceptions from one’s peers in the field of publishing in open access journals.

Using the Research Skill Development (RSD) Framework to Teach Research in Practitioner Programs. Tara L. Shepperson, Eastern Kentucky University; Jessica Hearn, University of Kentucky

In practitioner programs, students bene t from academic training that diagnoses and develops research skills to inquire and solve problems of practice. The RSD framework was used in research and writing courses to scaffold progression from instructor-led to student-directed learning. Re ections and assessments (instructor and student) suggest this and similar frameworks can guide course and program curriculum so that research skills and habits of mind transfer to practical real-world applications.

The Nature and Role of Quantifying Qualitative Data: An Ignite Session. Kathryn N. Hayes, California State University, East Bay

Recently there have been calls for more systematic quantification of qualitative data. However, the nature of salient constructs (climate, etc.) and contextual nature of educational leadership research beg two questions: First, what are the available “quanti cation” tools to create explanatory models of complex contexualized phenomena? Second, does such quantification of qualitative data violate the boundaries of epistemological assumptions, and if so, in what ways?




Friday November 18, 2016 5:40pm - 6:50pm
Detroit Marriott at the Renaissance Center: Floor 5 - Richard A

Attendees (13)