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Objective: Design a follow-up research proposal based on the article that is assigned to your group, incorporating key research elements and presenting your proposal to the class.

1. INTRODUCTION

Overview:

• You will work in groups to create a follow-up research proposal inspired by one of the three articles provided.

• Your proposal should address the main points and arguments from your assigned article and include specific components.

2. GROUP FORMATION AND ARTICLE ASSIGNMENT

Form Groups:

• You will be divided into three groups.

Article Assignment:

• Each group will focus on one of the following articles:

Group 1: The Case for Alternative Endpoints in Computing Education

Group 2: Contested Terrain: A History of Education Research in the United States, 1890-1990

Group 3: What Makes Education Research “Educational”?

3. RESEARCH PROPOSAL DESIGN

Develop a research proposal based on the article assigned to your group. Your proposal should include the following components:

Research Questions: Formulate a research question that builds on the key arguments of the article.

Theoretical Framework: Identify a theoretical framework that supports your research.

Methodology: Decide on what methods you’ll use to collect and analyze data to answer your research questions.

Participants: Describe the participants or the setting for your study.

Data Collection & Analysis: Explain how you will collect and analyze data.

Practical Implications: Discuss briefly how your research findings could be applied in practice and their relevance to the field.

• Posting on Padlet: Post your research proposal on Padlet.

4. WHOLE CLASS DISCUSSION

Read the instructions and fill the Research Proposal Sheet

Share your research proposal with the whole class here on Padlet

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The Case for Alternative Endpoints in Computing Education

Main Points & Arguments

Limitations of Traditional Assessments: It is argued that traditional assessments in computing education, noting that those focused only on programming skills are too limited and miss out on capturing the full spectrum of students' abilities, such as collaboration, creativity, and ethical reasoning.

Need for Broader Learning Goals: The article advocates for broadening the objectives of computing education to include a wider array of learning outcomes, such as problem-solving, communication, collaboration, and an understanding of the social implications of computing.

Role of Educational Technologies: It is highlighted the potential of educational technologies to support alternative assessments. Tools like collaborative platforms and real-world problem-solving environments enable more authentic evaluations that go beyond conventional tests.

Call for Reform in Computing Education: The central message is a call to action for educators and policymakers to adopt more holistic assessment practices that better capture the diverse skills required for success in computing and related fields. Further research is suggested

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Contested Terrain: A History of Education Research in the United States, 1890-1990

Main Points & Arguments

Historical Evolution of Education Research: Lagemann offers a thorough historical review of education research in the U.S., tracing the major debates, conflicts, and shifts in thinking that have shaped the field from 1890 to 1990.

Debate Between Scientific and Humanistic Approaches: A key discussion in this article is the conflict between proponents of a scientific approach to education research, which focuses on objectivity, quantification, and empirical evidence, and those who support a more humanistic, interpretive approach that emphasizes context, meaning, and the nuances of human experience.

Impact of Societal Changes and Politics: Lagemann contends that education research is significantly affected by broader societal, political, and economic changes. For instance, alterations in educational policy and funding often shift research priorities and methods.

Call for Relevance to Educational Practice: The field is criticized for occasionally being too inward-looking and disconnected from practical educational issues. She advocates for a research agenda that better addresses the needs of education and informs policy.

Role of Key Figures and Institutions: Ihe influential scholars, institutions, and movements that have impacted the development of education research are highlighted, with the crucial role of leadership and institutional support in advancing the field being emphasized.

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What Makes Education Research “Educational”?

Main Points & Arguments

Defining “Educational” Research: It is argued that not all research conducted in educational settings qualifies as genuinely “educational.” Ball & Forzani differentiate between research related to education that could fit within other disciplines (like psychology or sociology) and research that is inherently educational, aimed at directly enhancing and informing educational practice.

Criteria for Educational Research: They outline criteria for what constitutes educational research. They assert that it should have a tangible impact on educational practice, be rooted in the realities of schooling, and addressed practical educational issues.

Critique of Borrowing from Other Disciplines: The article critiques the habit of education research borrowing frameworks, methodologies, and theories from other fields without adequately adapting them to educational contexts. Forzani argues this can reduce the relevance and applicability of research to actual educational practice.

Need for Practice-Oriented Research: Forzani advocates for a shift towards more practice-oriented research that closely aligns with the needs and challenges of educators, students, and policymakers. She calls for research that is both theoretically sound and practically useful.

Encouragement of Reflexivity in the Field: The article encourages researchers to reflect on whether their work truly contributes to the field of education and its goals of improving teaching and learning.