Design and Implementation Issues in Longitudinal Research

Ludlow, Larry H.; Pedulla, Joseph J.; Reagan, Emilie Mitescu; Enterline, Sarah; Cannady, Mac; Chappe, Stephanie

doi:10.14507/epaa.v19n11.2011

Cited by 4 publications

(5 citation statements)

References 16 publications

(8 reference statements)

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“…Improvement strategies have included strengthening partnerships between teacher preparation institutions and local school districts and offering alternative routes to certification. Recent efforts to reshape teacher education have placed a central emphasis on the systematic collection of evidence to inform decisions about how teacher preparation can best be improved, including data about teaching practice, student learning, and persistence in the teaching profession (Crowe, 2010; Ludlow et al, 2011; Wilson, Floden, & Ferrini-Mundy, 2001; Wineburg, 2006).…”

Section: Introduction and Overview Of The Studymentioning

confidence: 99%

Using Evidence for Teacher Education Program Improvement and Accountability

Plecki

Elfers

Nakamura

2012

Journal of Teacher Education

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In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and improvement of teacher education programs. They begin with a review of recent research on how evidence has been used to examine the effectiveness of teacher preparation and development. Using empirical evidence from a state with limited data capacity, they illustrate what can be learned from value-added measures as one form of evidence. As a case in point, the value-added scores for fifth-grade teachers are used to answer the question: To what extent are teachers' years of experience and the institutions from which they obtained their teacher training related to student achievement? The authors conclude with a discussion of the use of evidence by shifting the focus of accountability from simply responding to external requirements to developing internal practices that generate knowledge for improvement, and argue for collective responsibility among multiple stakeholders.

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Section: Introduction and Overview Of The Studymentioning

confidence: 99%

Using Evidence for Teacher Education Program Improvement and Accountability

Plecki

Elfers

Nakamura

2012

Journal of Teacher Education

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“…Three ways to maintain study interest include establishing early buy-in into the research plan, consistent communication about study progress, and use of adequate incentives. First, following advice from Ludlow et al ( 2011 ), we began by explaining the study to the population while they were active in the program. A year before recruitment, we provided presentations to participants and their families about the study’s goals, theoretical background and methodology, and we emphasized why a longitudinal study in particular was required to answer our research questions.…”

Section: Attritionmentioning

confidence: 99%

Measuring the long-term effects of informal science education experiences: challenges and potential solutions

Staus

Falk

Price

et al. 2021

Discip Interdscip Sci Educ Res

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Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a “cascade” of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.

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“…For example, we are proactively planning and implementing a complexity theory--based research design intended to show changes in perceptions of system influences from initial entry into teacher preparation through graduation from the program, entry into teaching employment, mentoring and supervision of teachers, and finally as a teacher educator. This project is necessarily longitudinal and fraught with logistical challenges (Ludlow, Pedulla, Reagan, Enterline, Cannady, & Chappe; but it has the potential to document and show group---level perspective and within---group heterogeneity, shifting between---group perceptions of influential elements and their boundaries and, ultimately, multifinality emergence as individuals grow and shape the system which, in turn, feeds back into the development of the next generation of teachers.…”

Section: Individual Differencesmentioning

confidence: 99%

Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach

Ludlow¹,

Ell²,

Cochran‐Smith³

et al. 2017

COMPLICITY

Self Cite

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Our purpose is to provide an exploratory statistical representation of initial teacher education as a complex system comprised of dynamic influential elements. More precisely, we reveal what the system looks like for differently-positioned teacher education stakeholders based on our framework for gathering, statistically analyzing, and graphically representing the results of a unique exercise wherein the participants literally mapped the system as they perceived it. Through an iterative series of inter-related studies employing cluster analysis and multidimensional scaling procedures, we demonstrate how initial teacher education may be represented as a complex system comprised of interactive agents and attributes whose perceived relationships are a function of nested stakeholder-dependent simplex systems. Furthermore, we illustrate how certain propositions of complexity theory, such as boundaries, heterogeneity, multidimensionality and emergence, may be investigated and represented quantitatively.

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Design and Implementation Issues in Longitudinal Research

Cited by 4 publications

References 16 publications

Using Evidence for Teacher Education Program Improvement and Accountability

Using Evidence for Teacher Education Program Improvement and Accountability

Measuring the long-term effects of informal science education experiences: challenges and potential solutions

Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach

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