Supporting para-educators in an Indian NGO : the plan-enact-reflect cycle

Raval, Harini

doi:10.3990/1.9789036531047

Cited by 2 publications

(4 citation statements)

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“…Through an iterative process of analysis, design, evaluation, and revision, educational design research was conducted by Raval (2010) to gain insight into desirable characteristics of a professional development program for Indian para-teachers. Para-teachers usually come from the deprived communities in which they work, and are often better able to establish rapport with the local community and with the children than outsiders.…”

Section: Problem Context and Approachmentioning

confidence: 99%

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Conducting Educational Design Research

Herrington¹,

McKenney²,

Reeves³

2013

444

549

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Among the wide variety of backgrounds, many of those active in defining and applying educational design research appear to have arrived through an interest in psychology, the learning sciences or instructional design. Although most design studies are carried out in multi-disciplinary teams, participants need to conceptually understand the marriage between the design discipline and scientific research traditions.Conducting Educational Design Research emphasizes the application of design knowledge and skills in research programs, guiding readers through the various disciplinary backgrounds and scientific developments current today. Therefore, this book on design research will be especially useful for faculty and students in (a) graduate education programs where exposure to research methodologies is strong but exposure to design methodologies is limited; and (b) graduate programs in instructional design where participants have strong backgrounds in design, but may lack the scientific research orientation.In a time when design research is gaining momentum, it seems notable that educational research programs are being confronted with the randomized field trials movement; and educational design programs are at risk of diluting their design character as valuable curricular time is being usurped by more traditional research skills. This book not only offers an invaluable classroom resource, it also provides for the ongoing university dialogue on how to best prepare the next generation of educational researchers.Conducting Educational Design Research will be of special interest to graduate students, serving as a sourcebook for masters and doctoral courses in educational programs that are tied to design research agendas. Conducting Educational Design Research Running head T&F Proofs: Not for distributionEducational design research blends scientific investigation with systematic development and implementation of solutions to educational problems. Empirical investigation is conducted in real learning settings -not laboratoriesto craft usable and effective solutions. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational problems.

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Section: Problem Context and Approachmentioning

confidence: 99%

“…• Dissertation describing the entire study, based largely on the articles below: Raval, H. (2010). Summative evaluation of para-teacher support for remedial teaching in Indian slums.…”

Section: A Dditional Information About This Studymentioning

confidence: 99%

Conducting Educational Design Research

Herrington¹,

McKenney²,

Reeves³

2013

444

549

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show abstract

“…McKenney (2001) used the term 'semi-summative' to describe a research phase of study that aimed to provide the basis for decision making but still evidenced many traits of formative evaluation. Building on this work, and also that of Reeves and Hedberg (2003) and Raval (2010), we distinguish six foci important in educational design research evaluation; these can be relevant to both research on and research through interventions. Not all design studies attend to each focus described below.…”

Section: Phase Of Development Holds Implications For Evaluation Focusmentioning

confidence: 95%

“…While para-teachers have become recognized as valuable assets to the educational workforce in emerging economies, and especially in India, very few empirical studies have been conducted on feasible and effective ways to provide professional development opportunities to these important participants in the (Indian) educational system. Through an iterative process of analysis, design, evaluation, and revision, educational design research was conducted by Raval (2010) to gain insight into desirable characteristics of a professional development program for Indian para-teachers. This study was situated in an organization called Maitri, a non-governmental organization (NGO) in India that provides educational support to children in under-served urban communities, most of which are best characterized as slums.…”

Section: Problem Context and Approachmentioning

confidence: 99%

Conducting Educational Design Research

McKenney¹,

Reeves²

2018

422

164

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Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings -not laboratories -to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others.Conducting Educational Design Research, 2nd Edition has been written to support graduate students as well as experienced researchers who are new to this approach. Part I describes the origins, outcomes, and generic approach. Part II discusses the core processes of the generic approach in detail. Part III recommends how to propose, report, and advance educational design research. In addition to expanded treatment of research goals and practicalities, more examples, and attention to design-based implementation research, this new edition features enhanced guidance. Namely, for each of the four core processes, this volume offers: 1.1 Pasteur's quadrant 1.2 Process display of a design study 1.3 Three basic orientations in educational design research studies 3.1 4C/ID model 3.2 The curriculum instruction model 3.3 Generic model for conducting design research in education 3.4 Single and multiple sub-cycles in one educational design research project 4.1 Main processes within the analysis and exploration phase 5.1 Main processes within the design and construction phase 5.2 Design and process conjectures in research on and through interventions 6.1 Main processes within the evaluation and reflection phase 8.1 Single and multiple sub-cycles within one overall educational design research project2010. Timely and energizing, this event greatly helped to strengthen our resolve to write the first edition of this book.An earlier version of this book's first edition was substantially revised, thanks to the extremely generous and insightful feedback from (in alphabetical order):

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Supporting para-educators in an Indian NGO : the plan-enact-reflect cycle

Cited by 2 publications

References 103 publications

Conducting Educational Design Research

Conducting Educational Design Research

Conducting Educational Design Research

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