A Behind‐the‐Scenes Guide to School‐Based Research. Issue 1 (March 2014)

• Record Type: Journal Article
• Authors: Plummer, Benjamin D.; Galla, Brian M.; Finn, Amy S.; Patrick, Sarah D.; Meketon, David; Leonard, Julia; Goetz, Calvin; Fernandez‐Vina, Elizabeth; Bartolino, Sara; White, Rachel E.; Duckworth, Angela L.
• Is Part Of: Mind, brain and education. Volume 8:Issue 1(2014)
• Page Start: 15
• Page End: 20
• Publication Date: 2014-03
• Subjects: Cognitive learning -- Periodicals; Education -- Research -- Periodicals; Developmental psychobiology -- Periodicals; Cognitive neuroscience -- Periodicals; Cognitive science -- Periodicals; Apprentissage cognitif -- Périodiques; Éducation -- Recherche -- Périodiques; Psychobiologie du développement -- Périodiques; Neurosciences cognitives -- Périodiques; Sciences cognitives -- Périodiques; 612.8233
• DOI: 10.1111/mbe.12040
• Languages: English
• ISSNs: 1751-2271

Abstract

<abstract abstract-type="main" id="mbe12040-abs-0001"> <title>ABSTRACT</title> <p id="mbe12040-para-0001">Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools.</p> </abstract>