Group Title: Office of Educational Research bulletin.
Title: Office of Educational Research bulletin. July 2007.
ALL ISSUES CITATION PDF VIEWER THUMBNAILS ZOOMABLE PAGE IMAGE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/UF00088878/00011
 Material Information
Title: Office of Educational Research bulletin. July 2007.
Uniform Title: Office of Educational Research bulletin.
Physical Description: Newspaper
Creator: Office of Educational Research, University of Florida
Publisher: Office of Educational Research, University of Florida
Publication Date: July 2007
 Record Information
Bibliographic ID: UF00088878
Volume ID: VID00011
Source Institution: University of Florida
Rights Management: All rights reserved by the source institution and holding location.

Downloads

This item has the following downloads:

July 2007 ORB ( PDF )


Full Text






[I College of Education
UNIVERSITY of FLORIIm


Office of Educational Research
July 2007


Office of Educational Research Bulletin (ORB)


News & Notes


Two documents recently reached OER
that have Ana and me thinking about
2007-2008 as the "Year of the Doctoral
Student." The first was Art Levine's
"Educating Researchers," the third in
his series of reports on the current status
of schools of education (available at
http://www.edschools.org). The other
was an invitation from AERA and the
National Academy of Education to
participate in their upcoming study of
education research doctoral programs.
The invitation was addressed to
President Machen; it "invites" UF to pay
for the privilege of participating in this
study (which probably explains why the
invitation got passed down to us). More
about this later.

What Levine has done and reports in
"Educating Researchers" overlaps
substantially with what AERA/NAEd
proposes to do in their study. Levine's
purpose was to examine "the quality of
education research and the preparation
of education scholars and researchers"
(p. 5). AERA and NAEd seek to
"provide quantitative and descriptive
information to help universities
improve the quality of their programs
through benchmarking and to provide
potential students and the public with
useful information on education


research doctoral programs across the
nation."

Levine paints an unflattering picture of
education research, which he considers
amorphous and useless to policy makers
and practitioners. To support this
assertion, he notes that the citation rates
for articles in even the most frequently
cited education journals (e.g., Review of
Educational Research) fall far short of
citation rates for top journals in other
fields. For example, on average, articles
in the New England Journal of Medicine
are cited almost 20 times more
frequently than RER articles; articles in
the Harvard Law Review are cited 3 times
more often.

He also paints an unflattering picture of
the preparation of education
researchers, which he considers
incoherent, poorly funded, and,
paradoxically, coveted by all stripes of
education schools. He urges education
faculty at Doctoral/Research Extensive
universities (like UF) to focus on what
Boyer calls the scholarship of discovery,
leaving application, integration, and
teaching scholarship primarily to
education faculties at other types of
institutions. Although this
recommendation would seem to fly in










the face of our own College's emphasis
on the scholarship of engagement,
Levine goes on to urge education
researchers engaged in the scholarship
of discovery to address practice and
policy-making audiences in their work.

Levine defines nine criteria by which the
quality of doctoral research programs
should be judged, among them explicit
purpose, rigorous and coherent
curricula, research apprenticeships,
accomplished faculty (who produce
high quality scholarship), and adequate
resources. His work would provide a
useful template for assessing the quality
of our doctoral research programs, if we
were inclined to undertake such a self-
assessment, even if we choose not to
participate in the AERA/NAEd study.

Levine recognizes the importance of the
professional practice doctorate- and
sees it as a growth industry. On the
other hand, he also contends that too
many education schools offer- or aspire
to offer-the research doctorate, often
with too few faculty, inadequate
resources, and impoverished research
cultures. He argues that doctoral
research preparation is done best at-
and best left to-programs at
Doctoral/Research Extensive
institutions, where faculties are most
highly productive. To substantiate this
point, he cites data from the faculty
survey he conducted as part of his
study. At Doctoral Extensive
institutions, 55% of the faculty fell into
"most productive" and "more
productive" categories, defined by
recent publications, presentations, and


grants. By contrast, among faculties at
Doctoral Intensive Universities, only
32% fell into the same categories.

Although Levine's work would provide
a template for self study, it offers little
by way of incentive. That's the
advantage of participating in the
AERA/NAEd study: If we pay $4,000 to
play, by golly, we better accomplish
something to justify the expense. My
instincts steer me away from activities
that increase work without increasing
rewards-things like the AERA/NAEd
invitation, which asks us to pay for the
privilege of collecting data on their
behalf. But I do see potential reward in
the undertaking. To the best of my
recollection, in my 19 years at UF, we
have never undertaken a serious
discussion of the College's doctoral
research programs. I think it's about
time we did, and this may be just the
encouragement we need.

But OER and the Research Task Force
can't go it alone. I need to know what all
of you think. I need to hear from you
about whether you think participation is
a wise investment of OER funds. As
stewards of the OER nest egg, Ana and I
need to know whether we have your
support in spending a sizeable sum in
this way. Do you believe, as I do, that
doctoral research programs have been
too long ignored? Would you
participate in a year-long, data
collection and strategic planning effort
to study what we do? Please let us know
what you think and whether you would
be willing to contribute your time to
serious self-study.


ORB July 2007 2













June Awards& Submissions

Congratulations to Luis Ponjuan and
Troy Sadler on their award from the UF
Research Opportunity Fund and to Jean
Crockett and David Quinn for their
award from the United States
Department of Education.

June was a very busy month for
proposals. We had quite a few
submissions. Best wishes go to Mary
Brownell and Paul Sindelar for their
proposal to the United States
Department of Education; to Danling
Fu for her proposal to the National
Council of Teachers of English; to Luis
Ponjuan for his submission to the
National Association of Student
Personnel Administrators; to Holly
Lane, James McLeskey and Mary
Brownell for their proposal to the
United States Department of Education;
to Fran Vandiver for her submissions to
the Florida Department of Education,
and to Rick Ferdig for his proposal to
the Motorola Foundation.

For more details about these
submissions, see the table on the next
page.

Paul & Ana


ORB July 2007 3











Collee of Education Funded ProQects June 20

Principal Investigator: Luis Ponjuan Co-PI: Troy Sadler
Funding Agency: UF Division of Sponsored Research
Proposal Title: Engaging Future Scientists: Assessing Undergraduate Science Research
Experiences
Project Period: 05/16/2007-05/15/2008
Award Amount: 54,342.00

Principal Investigator: Jean Crockett Co-PI: David Quinn
Funding Agency: United States Department of Education
Proposal Title: Project Excel
Project Period: 06/01/2007-05/31/2011
Award Amount: 798,507.00

Principal Investigator: Holly Lane Co-PI: James McLeskey, Mary Brownell
Funding Agency: United States Department of Education
Proposal Title: Project LITERACY: Literacy Intervention in Teacher Education for
Reaching All Children and Youth
Project Period: 1/1/2008-12/31/2011
Award Amount: $800,000.00


College of Education Submitted Proposals June 2007

Principal Investigator: Mary Brownell Co-PI: Paul Sindelar
Funding Agency: United States Department of Education
Proposal Title: National Center to Inform Policy and Practice in Special Education
Professional Development
Requested Amount: $2,500,000.00

Principal Investigator: Danling Fu Co-PI: N/A
Funding Agency: National Council of Teachers of English
Proposal Title: A Study of English Language Learners' Writing Development from First
Language to English
Reuested Amount: $12,500.00


Fundin Agency: National Association of Student Personnel Administrators Foundation
Proposal Title: Empowering Practitioners to Embrace Assessment
Re uested Amount: $5,000.00

Principal Investigator: F.M. Vandiver Co-PI: N/A
Funding Agency: Florida Department of Education
Pro osal Title: Title IV Safe and Drug-Free Schools Entitlement Project
Re uested Amount: 3 162.00

Principal Investigator: F.M. Vandiver Co-PI: N/A
Funding Agency: Florida Department of Education
Proposal Title: IDEA, Part B Entitlement and IDEA, Part B Discretionary Supplement
Requested Amount: $187,148.00

ORB July 2007 4


Principal Investiaator: Luis Poniuan


Co-PI: N/A












College of Education Submitted Proposals, con't June 2007


Principal Investigator: F.M. Vandiver Co-PI: N/A
Funding Agency: Florida Department of Education
Proposal Title: Title II: Part A teacher and Principal Training and Recruitment Fund
Re uested Amount: $27,763.00

Principal Investigator: Rick Ferdig Co-PI: N/A
Funding Agency: Motorola Foundation
Proposal Title: Using Online Education to Encourage Female and Minority Students'
Interest in STEM Careers
Re uested Amount: 150,205.00

Principal Investigator: Lynda Hayes Co-PI: Rose Pringle
Funding Agency: Union County School Board
Proposal Title: LeTaS! Project: Let's Talk Science!
Requested Amount: $281,891.00


ORB July 2007 5




University of Florida Home Page
© 2004 - 2010 University of Florida George A. Smathers Libraries.
All rights reserved.

Acceptable Use, Copyright, and Disclaimer Statement
Last updated October 10, 2010 - - mvs