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In This Article Expand or collapse the "in this article" section Methodologies for Conducting Education Research

Introduction, general overviews.

• Experimental Research
• Quasi-Experimental Research
• Hierarchical Linear Modeling
• Survey Research
• Assessment and Measurement
• Qualitative Research Methodologies
• Program Evaluation
• Research Syntheses
• Implementation

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• Action Research in Education
• Data Collection in Educational Research
• Educational Assessment
• Educational Statistics for Longitudinal Research
• Grounded Theory
• Literature Reviews
• Meta-Analysis and Research Synthesis in Education
• Mixed Methods Research
• Multivariate Research Methodology
• Narrative Research in Education
• Performance Objectives and Measurement
• Performance-based Research Assessment in Higher Education
• Qualitative Research Design
• Quantitative Research Designs in Educational Research
• Single-Subject Research Design
• Social Network Analysis
• Social Science and Education Research
• Statistical Assumptions

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Methodologies for Conducting Education Research by Marisa Cannata LAST REVIEWED: 19 August 2020 LAST MODIFIED: 15 December 2011 DOI: 10.1093/obo/9780199756810-0061

Education is a diverse field and methodologies used in education research are necessarily diverse. The reasons for the methodological diversity of education research are many, including the fact that the field of education is composed of a multitude of disciplines and tensions between basic and applied research. For example, accepted methods of systemic inquiry in history, sociology, economics, and psychology vary, yet all of these disciplines help answer important questions posed in education. This methodological diversity has led to debates about the quality of education research and the perception of shifting standards of quality research. The citations selected for inclusion in this article provide a broad overview of methodologies and discussions of quality research standards across the different types of questions posed in educational research. The citations represent summaries of ongoing debates, articles or books that have had a significant influence on education research, and guides to those who wish to implement particular methodologies. Most of the sections focus on specific methodologies and provide advice or examples for studies employing these methodologies.

The interdisciplinary nature of education research has implications for education research. There is no single best research design for all questions that guide education research. Even through many often heated debates about methodologies, the common strand is that research designs should follow the research questions. The following works offer an introduction to the debates, divides, and difficulties of education research. Schoenfeld 1999 , Mitchell and Haro 1999 , and Shulman 1988 provide perspectives on diversity within the field of education and the implications of this diversity on the debates about education research and difficulties conducting such research. National Research Council 2002 outlines the principles of scientific inquiry and how they apply to education. Published around the time No Child Left Behind required education policies to be based on scientific research, this book laid the foundation for much of the current emphasis of experimental and quasi-experimental research in education. To read another perspective on defining good education research, readers may turn to Hostetler 2005 . Readers who want a general overview of various methodologies in education research and directions on how to choose between them should read Creswell 2009 and Green, et al. 2006 . The American Educational Research Association (AERA), the main professional association focused on education research, has developed standards for how to report methods and findings in empirical studies. Those wishing to follow those standards should consult American Educational Research Association 2006 .

American Educational Research Association. 2006. Standards for reporting on empirical social science research in AERA publications. Educational Researcher 35.6: 33–40.

DOI: 10.3102/0013189X035006033

The American Educational Research Association is the professional association for researchers in education. Publications by AERA are a well-regarded source of research. This article outlines the requirements for reporting original research in AERA publications.

Creswell, J. W. 2009. Research design: Qualitative, quantitative, and mixed methods approaches . 3d ed. Los Angeles: SAGE.

Presents an overview of qualitative, quantitative and mixed-methods research designs, including how to choose the design based on the research question. This book is particularly helpful for those who want to design mixed-methods studies.

Green, J. L., G. Camilli, and P. B. Elmore. 2006. Handbook of complementary methods for research in education . Mahwah, NJ: Lawrence Erlbaum.

Provides a broad overview of several methods of educational research. The first part provides an overview of issues that cut across specific methodologies, and subsequent chapters delve into particular research approaches.

Hostetler, K. 2005. What is “good” education research? Educational Researcher 34.6: 16–21.

DOI: 10.3102/0013189X034006016

Goes beyond methodological concerns to argue that “good” educational research should also consider the conception of human well-being. By using a philosophical lens on debates about quality education research, this article is useful for moving beyond qualitative-quantitative divides.

Mitchell, T. R., and A. Haro. 1999. Poles apart: Reconciling the dichotomies in education research. In Issues in education research . Edited by E. C. Lagemann and L. S. Shulman, 42–62. San Francisco: Jossey-Bass.

Chapter outlines several dichotomies in education research, including the tension between applied research and basic research and between understanding the purposes of education and the processes of education.

National Research Council. 2002. Scientific research in education . Edited by R. J. Shavelson and L. Towne. Committee on Scientific Principles for Education Research. Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

This book was released around the time the No Child Left Behind law directed that policy decisions should be guided by scientific research. It is credited with starting the current debate about methods in educational research and the preference for experimental studies.

Schoenfeld, A. H. 1999. The core, the canon, and the development of research skills. Issues in the preparation of education researchers. In Issues in education research . Edited by E. C. Lagemann and L. S. Shulman, 166–202. San Francisco: Jossey-Bass.

Describes difficulties in preparing educational researchers due to the lack of a core and a canon in education. While the focus is on preparing researchers, it provides valuable insight into why debates over education research persist.

Shulman, L. S. 1988. Disciplines of inquiry in education: An overview. In Complementary methods for research in education . Edited by R. M. Jaeger, 3–17. Washington, DC: American Educational Research Association.

Outlines what distinguishes research from other modes of disciplined inquiry and the relationship between academic disciplines, guiding questions, and methods of inquiry.

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• Descriptive Research | Definition, Types, Methods & Examples

Descriptive Research | Definition, Types, Methods & Examples

Published on May 15, 2019 by Shona McCombes . Revised on June 22, 2023.

Descriptive research aims to accurately and systematically describe a population, situation or phenomenon. It can answer what , where , when and how   questions , but not why questions.

A descriptive research design can use a wide variety of research methods  to investigate one or more variables . Unlike in experimental research , the researcher does not control or manipulate any of the variables, but only observes and measures them.

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When to use a descriptive research design, descriptive research methods, other interesting articles.

Descriptive research is an appropriate choice when the research aim is to identify characteristics, frequencies, trends, and categories.

It is useful when not much is known yet about the topic or problem. Before you can research why something happens, you need to understand how, when and where it happens.

Descriptive research question examples

• How has the Amsterdam housing market changed over the past 20 years?
• Do customers of company X prefer product X or product Y?
• What are the main genetic, behavioural and morphological differences between European wildcats and domestic cats?
• What are the most popular online news sources among under-18s?
• How prevalent is disease A in population B?

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Descriptive research is usually defined as a type of quantitative research , though qualitative research can also be used for descriptive purposes. The research design should be carefully developed to ensure that the results are valid and reliable .

Survey research allows you to gather large volumes of data that can be analyzed for frequencies, averages and patterns. Common uses of surveys include:

• Describing the demographics of a country or region
• Gauging public opinion on political and social topics
• Evaluating satisfaction with a company’s products or an organization’s services

Observations

Observations allow you to gather data on behaviours and phenomena without having to rely on the honesty and accuracy of respondents. This method is often used by psychological, social and market researchers to understand how people act in real-life situations.

Observation of physical entities and phenomena is also an important part of research in the natural sciences. Before you can develop testable hypotheses , models or theories, it’s necessary to observe and systematically describe the subject under investigation.

Case studies

A case study can be used to describe the characteristics of a specific subject (such as a person, group, event or organization). Instead of gathering a large volume of data to identify patterns across time or location, case studies gather detailed data to identify the characteristics of a narrowly defined subject.

Rather than aiming to describe generalizable facts, case studies often focus on unusual or interesting cases that challenge assumptions, add complexity, or reveal something new about a research problem .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Ecological validity

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

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• What is Educational Research? + [Types, Scope & Importance]

Education is an integral aspect of every society and in a bid to expand the frontiers of knowledge, educational research must become a priority. Educational research plays a vital role in the overall development of pedagogy, learning programs, and policy formulation. 

Educational research is a spectrum that bothers on multiple fields of knowledge and this means that it draws from different disciplines. As a result of this, the findings of this research are multi-dimensional and can be restricted by the characteristics of the research participants and the research environment. 

What is Educational Research?

Educational research is a type of systematic investigation that applies empirical methods to solving challenges in education. It adopts rigorous and well-defined scientific processes in order to gather and analyze data for problem-solving and knowledge advancement. 

J. W. Best defines educational research as that activity that is directed towards the development of a science of behavior in educational situations. The ultimate aim of such a science is to provide knowledge that will permit the educator to achieve his goals through the most effective methods.

The primary purpose of educational research is to expand the existing body of knowledge by providing solutions to different problems in pedagogy while improving teaching and learning practices. Educational researchers also seek answers to questions bothering on learner motivation, development, and classroom management. 

Characteristics of Education Research  

While educational research can take numerous forms and approaches, several characteristics define its process and approach. Some of them are listed below:

• It sets out to solve a specific problem.
• Educational research adopts primary and secondary research methods in its data collection process . This means that in educational research, the investigator relies on first-hand sources of information and secondary data to arrive at a suitable conclusion. 
• Educational research relies on empirical evidence . This results from its largely scientific approach.
• Educational research is objective and accurate because it measures verifiable information.
• In educational research, the researcher adopts specific methodologies, detailed procedures, and analysis to arrive at the most objective responses
• Educational research findings are useful in the development of principles and theories that provide better insights into pressing issues.
• This research approach combines structured, semi-structured, and unstructured questions to gather verifiable data from respondents.
• Many educational research findings are documented for peer review before their presentation. 
• Educational research is interdisciplinary in nature because it draws from different fields and studies complex factual relations.

Types of Educational Research 

Educational research can be broadly categorized into 3 which are descriptive research , correlational research , and experimental research . Each of these has distinct and overlapping features. 

Descriptive Educational Research

In this type of educational research, the researcher merely seeks to collect data with regards to the status quo or present situation of things. The core of descriptive research lies in defining the state and characteristics of the research subject being understudied. 

Because of its emphasis on the “what” of the situation, descriptive research can be termed an observational research method . In descriptive educational research, the researcher makes use of quantitative research methods including surveys and questionnaires to gather the required data.

Typically, descriptive educational research is the first step in solving a specific problem. Here are a few examples of descriptive research: 

• A reading program to help you understand student literacy levels.
• A study of students’ classroom performance.
• Research to gather data on students’ interests and preferences. 

From these examples, you would notice that the researcher does not need to create a simulation of the natural environment of the research subjects; rather, he or she observes them as they engage in their routines. Also, the researcher is not concerned with creating a causal relationship between the research variables. 

Correlational Educational Research

This is a type of educational research that seeks insights into the statistical relationship between two research variables. In correlational research, the researcher studies two variables intending to establish a connection between them. 

Correlational research can be positive, negative, or non-existent. Positive correlation occurs when an increase in variable A leads to an increase in variable B, while negative correlation occurs when an increase in variable A results in a decrease in variable B. 

When a change in any of the variables does not trigger a succeeding change in the other, then the correlation is non-existent. Also, in correlational educational research, the research does not need to alter the natural environment of the variables; that is, there is no need for external conditioning. 

Examples of educational correlational research include: 

• Research to discover the relationship between students’ behaviors and classroom performance.
• A study into the relationship between students’ social skills and their learning behaviors. 

Experimental Educational Research

Experimental educational research is a research approach that seeks to establish the causal relationship between two variables in the research environment. It adopts quantitative research methods in order to determine the cause and effect in terms of the research variables being studied. 

Experimental educational research typically involves two groups – the control group and the experimental group. The researcher introduces some changes to the experimental group such as a change in environment or a catalyst, while the control group is left in its natural state. 

The introduction of these catalysts allows the researcher to determine the causative factor(s) in the experiment. At the core of experimental educational research lies the formulation of a hypothesis and so, the overall research design relies on statistical analysis to approve or disprove this hypothesis.

Examples of Experimental Educational Research

• A study to determine the best teaching and learning methods in a school.
• A study to understand how extracurricular activities affect the learning process. 

Based on functionality, educational research can be classified into fundamental research , applied research , and action research. The primary purpose of fundamental research is to provide insights into the research variables; that is, to gain more knowledge. Fundamental research does not solve any specific problems. 

Just as the name suggests, applied research is a research approach that seeks to solve specific problems. Findings from applied research are useful in solving practical challenges in the educational sector such as improving teaching methods, modifying learning curricula, and simplifying pedagogy. 

Action research is tailored to solve immediate problems that are specific to a context such as educational challenges in a local primary school. The goal of action research is to proffer solutions that work in this context and to solve general or universal challenges in the educational sector. 

Importance of Educational Research

• Educational research plays a crucial role in knowledge advancement across different fields of study. 
• It provides answers to practical educational challenges using scientific methods.
• Findings from educational research; especially applied research, are instrumental in policy reformulation. 
• For the researcher and other parties involved in this research approach, educational research improves learning, knowledge, skills, and understanding.
• Educational research improves teaching and learning methods by empowering you with data to help you teach and lead more strategically and effectively.
• Educational research helps students apply their knowledge to practical situations.

Educational Research Methods 

• Surveys/Questionnaires

A survey is a research method that is used to collect data from a predetermined audience about a specific research context. It usually consists of a set of standardized questions that help you to gain insights into the experiences, thoughts, and behaviors of the audience. 

Surveys can be administered physically using paper forms, face-to-face conversations, telephone conversations, or online forms. Online forms are easier to administer because they help you to collect accurate data and to also reach a larger sample size. Creating your online survey on data-gathering platforms like Formplus allows you to.also analyze survey respondent’s data easily. 

In order to gather accurate data via your survey, you must first identify the research context and the research subjects that would make up your data sample size. Next, you need to choose an online survey tool like Formplus to help you create and administer your survey with little or no hassles. 

An interview is a qualitative data collection method that helps you to gather information from respondents by asking questions in a conversation. It is typically a face-to-face conversation with the research subjects in order to gather insights that will prove useful to the specific research context. 

Interviews can be structured, semi-structured , or unstructured . A structured interview is a type of interview that follows a premeditated sequence; that is, it makes use of a set of standardized questions to gather information from the research subjects. 

An unstructured interview is a type of interview that is fluid; that is, it is non-directive. During a structured interview, the researcher does not make use of a set of predetermined questions rather, he or she spontaneously asks questions to gather relevant data from the respondents. 

A semi-structured interview is the mid-point between structured and unstructured interviews. Here, the researcher makes use of a set of standardized questions yet, he or she still makes inquiries outside these premeditated questions as dedicated by the flow of the conversations in the research context. 

Data from Interviews can be collected using audio recorders, digital cameras, surveys, and questionnaires. 

• Observation

Observation is a method of data collection that entails systematically selecting, watching, listening, reading, touching, and recording behaviors and characteristics of living beings, objects, or phenomena. In the classroom, teachers can adopt this method to understand students’ behaviors in different contexts. 

Observation can be qualitative or quantitative in approach . In quantitative observation, the researcher aims at collecting statistical information from respondents and in qualitative information, the researcher aims at collecting qualitative data from respondents. 

Qualitative observation can further be classified into participant or non-participant observation. In participant observation, the researcher becomes a part of the research environment and interacts with the research subjects to gather info about their behaviors. In non-participant observation, the researcher does not actively take part in the research environment; that is, he or she is a passive observer. 

How to Create Surveys and Questionnaires with Formplus

• On your dashboard, choose the “create new form” button to access the form builder. You can also choose from the available survey templates and modify them to suit your need.
• Save your online survey to access the form customization section. Here, you can change the physical appearance of your form by adding preferred background images and inserting your organization’s logo.
• Formplus has a form analytics dashboard that allows you to view insights from your data collection process such as the total number of form views and form submissions. You can also use the reports summary tool to generate custom graphs and charts from your survey data. 

Steps in Educational Research

Like other types of research, educational research involves several steps. Following these steps allows the researcher to gather objective information and arrive at valid findings that are useful to the research context. 

• Define the research problem clearly. 
• Formulate your hypothesis. A hypothesis is the researcher’s reasonable guess based on the available evidence, which he or she seeks to prove in the course of the research.
• Determine the methodology to be adopted. Educational research methods include interviews, surveys, and questionnaires.
• Collect data from the research subjects using one or more educational research methods. You can collect research data using Formplus forms.
• Analyze and interpret your data to arrive at valid findings. In the Formplus analytics dashboard, you can view important data collection insights and you can also create custom visual reports with the reports summary tool. 
• Create your research report. A research report details the entire process of the systematic investigation plus the research findings. 

Conclusion 

Educational research is crucial to the overall advancement of different fields of study and learning, as a whole. Data in educational research can be gathered via surveys and questionnaires, observation methods, or interviews – structured, unstructured, and semi-structured. 

You can create a survey/questionnaire for educational research with Formplu s. As a top-tier data tool, Formplus makes it easy for you to create your educational research survey in the drag-and-drop form builder, and share this with survey respondents using one or more of the form sharing options. 

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• education research
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• examples of educational research
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Using Science to Inform Educational Practices

Descriptive Research

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior. Some methods rely on observational techniques. Other approaches involve interactions between the researcher and the individuals who are being studied—ranging from a series of simple questions to extensive, in-depth interviews—to well-controlled experiments. The main categories of psychological research are descriptive, correlational, and experimental research. Each of these research methods has unique strengths and weaknesses, and each method may only be appropriate for certain types of research questions.

Research studies that do not test specific relationships between variables are called  descriptive studies . For this method, the research question or hypothesis can be about a single variable (e.g., How accurate are people’s first impressions?) or can be a broad and exploratory question (e.g., What is it like to be a working mother diagnosed with depression?). The variable of the study is measured and reported without any further relationship analysis. A researcher might choose this method if they only needed to report information, such as a tally, an average, or a list of responses. Descriptive research can answer interesting and important questions, but what it cannot do is answer questions about relationships between variables.

Video 2.4.1.  Descriptive Research Design  provides explanation and examples for quantitative descriptive research. A closed-captioned version of this video is available here .

Descriptive research is distinct from  correlational research , in which researchers formally test whether a relationship exists between two or more variables.  Experimental research  goes a step further beyond descriptive and correlational research and randomly assigns people to different conditions, using hypothesis testing to make inferences about causal relationships between variables. We will discuss each of these methods more in-depth later.

Table 2.4.1. Comparison of research design methods

Candela Citations

• Descriptive Research. Authored by : Nicole Arduini-Van Hoose. Provided by : Hudson Valley Community College. Retrieved from : https://courses.lumenlearning.com/edpsy/chapter/descriptive-research/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Descriptive Research. Authored by : Nicole Arduini-Van Hoose. Provided by : Hudson Valley Community College. Retrieved from : https://courses.lumenlearning.com/adolescent/chapter/descriptive-research/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

Educational Psychology Copyright © 2020 by Nicole Arduini-Van Hoose is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Educational Researcher

Job description overview.

As an Educational Researcher, you'll play a vital role in the education industry by conducting research to study student learning processes, analyze academic programs and policies, and identify potential areas for improvement. Your job is to collect and analyze data and present your findings to educators, policymakers, and other stakeholders to help improve the overall education system. Your responsibilities may include designing and conducting experiments, surveys, and focus groups, as well as analyzing and interpreting data to draw meaningful conclusions.

To be a successful Educational Researcher, you should have strong analytical skills and be proficient in various research methods, including quantitative and qualitative research. You should also be able to communicate your findings effectively through written reports or presentations. A doctoral degree in education, psychology, or a related field is typically required for this job. As an Educational Researcher, you'll work in a variety of settings, including schools, government agencies, and educational research organizations. Educational Researcher job description highlights your responsibilities and expectations in this rewarding career.

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Table of contents, job duties and responsibilities.

• Conduct research studies to gather data on educational topics.
• Analyze and interpret data using statistical tools and methods.
• Develop research proposals and plans to investigate specific education-related issues.
• Create and administer surveys, questionnaires, and other research instruments.
• Present research findings in written reports, conference presentations, and academic journals.
• Collaborate with other researchers and stakeholders in the education industry on research projects.
• Stay current with trends and advances in educational research methods and tools.
• Develop recommendations and guidelines based on research findings for educators, administrators, and policymakers.
• Evaluate the effectiveness of educational programs and interventions.
• Use research to inform decision-making and improve the quality of education.

Experience and Education Requirements

To become an educational researcher, you'll need to have a balance of education and experience in the field. Typically, it requires a bachelor's degree in a related area like education, psychology, or statistics. Most employers will prefer candidates who have earned a master's or doctoral degree in education research or a related field. 

Besides academic qualifications, you'll need to have practical experience in conducting research, data analysis, and interpretation. Employers usually look for candidates who have experience working with students or teachers, conducting surveys, creating and administering tests, and analyzing data.

Advanced skills in technology tools like Excel, R, or SPSS is essential to perform data analysis for educational research projects. 

In summary, to become an educational researcher, you'll need a bachelor's degree in a relevant field and relevant research experience, strong data analysis skills and to be comfortable with technology tools.

Salary Range

Educational Researchers play a crucial role in driving innovation in the education industry. They use research to identify learning strategies that work best for students and improve overall education systems. If you're wondering about salary range, in the United States, traditional public school teacher salaries range from $47,000 to $71,000, with the average salary for an Educational Researcher being around $63,000. However, this can vary based on factors such as institution type, location, education level, and work experience. In Canada, the average salary of an Educational Researcher is around CAD 61,000 to CAD 85,000. In the UK, the average salary for an Educational Researcher is around £30,000 to £45,000 annually.

• https://www.glassdoor.com/Salaries/us-educational-researcher-salary-SRCH IL.0,2 IN1_KO3,26.htm
• https://www.payscale.com/research/CA/Job=Educational_Researcher/Salary
• https://www.prospects.ac.uk/job-profiles/educational-researcher/salary

Career Outlook

The career outlook for Educational Researchers in the Education industry is expected to grow over the next five years. According to the Bureau of Labor statistics, employment in this field is projected to increase by 13% from 2018 to 2028, faster than the average for all occupations. This growth is attributed to the demand for education-based research to improve the quality of education.

Educational Researchers can work in academic institutions, government agencies, or research organizations. They conduct studies, analyze data, and evaluate education programs to improve the effectiveness of teaching methods, curriculum development, and student outcomes.

With an emphasis on evidence-based education, Educational Researchers are becoming increasingly important in the education sector. As education policies shift to prioritize data-driven decision making, the demand for qualified professionals in this field is expected to continue rising.

Frequently Asked Questions (FAQ)

Q: What does an Educational Researcher do in the Education industry?

A: An Educational Researcher studies education theory and practice to determine the effectiveness of educational programs, policies, and practices.

Q: What are the qualifications required to become an Educational Researcher?

A: To become an Educational Researcher, you must hold a Master's or Ph.D. in education or a closely related field. You should also have strong analytical skills and experience conducting research studies.

Q: Where do Educational Researchers work?

A: Educational Researchers can work in universities, government agencies, research firms, and non-profit organizations. They can also work in K-12 schools as teachers or administrators.

Q: What are some of the key responsibilities of an Educational Researcher?

A: Some of the key responsibilities of an Educational Researcher include identifying research questions, designing and implementing research studies, collecting and analyzing data, and disseminating research findings to the broader education community.

Q: What are some of the benefits of a career as an Educational Researcher?

A: A career as an Educational Researcher allows you to contribute to the improvement of education practices and policies, work in a variety of settings, and collaborate with colleagues from diverse backgrounds. You also have the opportunity to conduct meaningful research that can make a difference in the lives of students and educators.

Job Descriptions:

School administrator, special education research coordinator, director of enrollment management, band director, director of continuing education.

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Education Research Job Description

Education research duties & responsibilities.

To write an effective education research job description, begin by listing detailed duties, responsibilities and expectations. We have included education research job description templates that you can modify and use.

Sample responsibilities for this position include:

Education Research Qualifications

Qualifications for a job description may include education, certification, and experience.

Licensing or Certifications for Education Research

List any licenses or certifications required by the position: BLS, IRB, PMP, CFA, MBA, SOCRA, ACRP, OCN, BSN, SFMC

Education for Education Research

Typically a job would require a certain level of education.

Employers hiring for the education research job most commonly would prefer for their future employee to have a relevant degree such as Bachelor's and Master's Degree in Education, Social Science, Public Policy, Sociology, Medical Education, Educational Psychology, Sciences, Psychology, Oral Communication, Secondary Education

Skills for Education Research

Desired skills for education research include:

Desired experience for education research includes:

Education Research Examples

• Microsoft Word (.docx) .DOCX
• PDF Document (.pdf) .PDF
• Image File (.png) .PNG
• Assist in planning and implementation efforts for WSDM events, such as meetings, lectures, symposia, forums, and workshops
• Develop and oversee the budget and finances of the WSDM program
• Develop and define core business delivery model and other services
• Apply education experience in high-level leadership and executive roles to inform consulting and strategic advisory services
• Support project activities in data analysis and reporting for education studies
• Act as an internal and external liaison for the division
• Maintain multiple directors’ calendars
• Schedule research calls with current members
• Coordinate logistics for team events
• Manage and troubleshoot the technology platforms used to send mass emails to our members
• Doctorate of Education in Educational Administration & Policy with at least 8 years’ experience
• PhD in Education with at least 10 years of direct experience
• Master’s degree in Ecological Teaching and Learning with at least 8 years’ experience
• Master’s degree in Public Administration with at least 6 years’ of related experience
• Currently pursuing or a college degree in education, natural science or other related fields
• Design and implement educational projects to run on cloud infrastructure
• Maintain master copies of all program deliverables and frequently mailed deliverables
• Act as a liaison to Career Management by helping schedule interviews for external candidates with directors in department
• Assist web team in uploading and maintaining content on website
• Act as a liaison to Facilities team for equipment requests
• Other administrative duties and special projects
• Responsible for driving the execution of the Research Administrative Priority (RAP) operating plan
• Research conception, planning and execution that draws upon the cognitive sciences, and new technologies to advance the field of digital teaching and learning
• Plans, develops, directs, assesses and conducts institutional research designed to support continuous improvement in digital teaching and learning design to improve student outcomes
• Designs and administers educational research
• Contributes to research in educational technology through peer-reviewed talks and publications
• Ability to handle data and create new indicators will be a definite plus
• Proven high quality writing skills in English
• Knowledge of Krio will be an asset
• Proven ability to manage and troubleshoot basic technology platforms
• Expertise with Oracle and the Ellucian Banner Student Information System
• An interest in K-12 education policy at the state and federal level and a passion to improve education for all students
• Lead and support data collection and analysis to generate findings to share in a variety of ways including content for our web site, reports to donors, journal articles technical reports based on both qualitative and quantitative studies
• Organize teams of people to collect, organize, and analyze data
• Submit and keep IRB applications up-to-date
• Develop, implement, administer, and evaluate programs in service of making program improvement recommendations
• Conduct research activities within the program to include analyzing data, creating reports, reviewing trends, and designing studies
• Contribute to outreach strategies for program communications, development, partnerships, and fundraising/funding
• Write and/or edit complex content for proposals, research grants, peer-reviewed publications, and other program activities (full-time position)
• Screens and prioritizes incoming correspondence, phone calls and visitors
• Collects, processes, and transmits information often of a sensitive nature to designated staff, physicians, community or other external agencies
• Provides direct clerical assistance, as needed, to the Executive Office Manager if assigned to the Executive Offices, or assistance to clerical support staff of physician personnel
• Research, professional, or volunteer experience in the US K-12 education system
• Organized, attentive to detail, have the ability to prioritize tasks and take initiative
• Experience with database applications (e.g., Filemaker, Access) desirable
• Master’s degree in education, public policy, economics, sociology, or other social science discipline and 2 years work experience preferred
• 1 to 3 years of relevant work experience - preferably in biomedical research, accounting, and/or HR management
• Demonstrated knowledge of fiscal management
• Uses tact and discretion in contacting hospital staff of all levels, external executives, service organizations, government offices, Conducts follow-up, schedules meetings and arranges meeting locations
• Assists in training and guiding volunteer and ancillary clerical support staff
• Recommends appropriate changes in office procedures, filing and record keeping systems in order to improve efficiency, productivity and cost effectiveness
• Monitors office supplies and participates in evaluating office equipment
• Provide consultation to the stakeholder groups in framing their business questions and in the development of an appropriate analytical plan to address these
• Proactively and routinely share fact-based, forward-thinking market dynamics insights, focused on current business reality and trends that are shaping the development of the market (consumer, partner, technological, competitive and disruptive)
• Drive strategic discussions with the stakeholder groups on their most critical business issues related to brand building, integrated marketing strategy and execution GTM strategy and execution
• Responsible for developing and the delivery of professional training
• Responsible for maintaining accurate and concise in current training workbooks
• Responsibilities include the pertinent information that is required for the delivery of all projects prioritized in alignment with the client's expectations and business needs
• Database development and management expertise
• Time management, task prioritization, and ability to meet deadlines
• Doctorate in higher education or Master’s degree in higher education with 3 years’ of professional related experience in education-related fields and research topics
• Acknowledged authority within the Corporation
• Provides leadership and expertise in the development of new products/services/processes, frequently operating at the leading edge of technology
• Subject matter expertise in Research industry/product space
• Clearly articulate scientific findings to professional audiences and/or government officials at venues such as national conferences or client locations, and through traditional reports social media and multimedia platforms
• Responsible for assisting the Director in the development, implementation, and management of the Research Quality Improvement Program (RQIP) for the protection of human participants in research
• Responsible for performing quality improvement initiatives and audits of IRB approved protocols
• Generates correspondence and technical reports for investigators, sponsors, IRB members and other facility personnel on research protocol and compliance issues, as requested
• Maintains software system for management of IRB protocol submissions
• Assists IRB administrative staff with the day to day processing of electronic study submissions
• Assists the Facility Ethics and Compliance Officers with research and compliance related issues
• Work independently to support new and ongoing research projects, including design, planning, execution, and outcome analysis
• Serve as the primary point of contact for HERC
• Provide administrative support to HERC staff
• Doctorate in education (or closely related social science field)
• Experience leading research teams
• A STEM background would be helpful
• Experience with StudioCode/Vosaic
• Experience working in a remote employee environment as a collaborative member of cross-functional business teams preferred
• PhD, EdD (terminal degree) from a regionally accredited university in Education, Education Management, Education Leadership, P-12 Studies, Research Methods, Curriculum and Instruction, Teacher Leadership, Education Technology Leadership

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Dear Colleague Letter: Enhancing STEM Education, Research Capacity, and Workforce Development in Established Program to Stimulate Competitive Research (EPSCoR) Jurisdictions

April 11, 2024

Dear Colleague:

In alignment with the CHIPS and Science Act of 2022, the U.S. National Science Foundation's Directorate for STEM Education (EDU) affirms its commitment to support science, technology, engineering, and mathematics (STEM) education, research capacity, workforce development, and professional development within institutions in Established Program to Stimulate Competitive Research (EPSCoR) eligible jurisdictions. Through this Dear Colleague Letter (DCL), EDU encourages new proposal submissions to EDU programs and supplemental funding requests to existing EDU awards led by institutions in the 28 EPSCoR jurisdictions (see list below). In order to achieve this, EDU seeks increased accessibility to the ideas, opportunities, and tools of STEM education and research for students, educators, researchers, communities at all levels and in all settings (both formal and informal), and by the public in EPSCoR jurisdictions, which historically receive less STEM education funding than other regions of the country.

The mission of EDU is to achieve excellence in U.S. STEM education; to support the development of a diverse and well-prepared workforce of scientists, technicians, engineers, mathematicians, and educators; and to strengthen a well-informed citizenry. This DCL is aligned with this mission by expanding the geographic and institutional reach of EDU investments in EPSCoR jurisdictions that will enhance and support untapped STEM innovation, instructional talent, and robust and rigorous research on teaching and learning in STEM education. Focused attention in these areas is likely to stimulate private sector investments in these jurisdictions and, importantly, greater equity in STEM education and economic development throughout the Nation. The EDU mission is intentionally seeking broader institutional inclusion that may catalyze STEM education, scientific discovery, and workforce development in EPSCoR jurisdictions, improving the quality of life of all citizens and the health, prosperity, welfare, and security of the nation.

Proposal submissions and supplemental funding requests should address one or more of the following EDU goals:

• Prepare the next generation of STEM professionals and attract and retain more Americans to STEM careers.
• Develop a robust research community that can conduct rigorous research and evaluation that will support excellence in STEM education and that integrates research and education.
• Increase the technological, scientific, and quantitative literacy of all Americans so that they can successfully participate in every realm of citizenship, living productive lives in an increasingly technological society.
• Broaden participation (e.g., individuals, geographic regions, types of institutions, and STEM disciplines) and close achievement gaps in all STEM fields.

EPSCoR-eligible jurisdictions (FY2024-FY2027) include Alabama, Alaska, Arkansas, Delaware, Guam, Hawaii, Idaho, Iowa, Kansas, Kentucky, Louisiana, Maine, Mississippi, Montana, Nebraska, Nevada, New Hampshire, New Mexico, North Dakota, Oklahoma, Puerto Rico, Rhode Island, South Carolina, South Dakota, Vermont, US Virgin Islands, West Virginia, and Wyoming. These jurisdictions have demonstrated a commitment to enhance their research capacity and improve the quality of STEM research yet have historically received little federal research and development funding. Pub. L. No. 100-570, 102 Stat. 2865 sets forth a jurisdiction's eligibility for EPSCoR funding. Please visit the EPSCoR website for more information

All Four Divisions in the Directorate for STEM Education (EDU) are participating in this DCL:

Division of Equity for Excellence in STEM (EES) serves as a focal point for NSF's agency-wide commitment to enhancing the quality and excellence of STEM education, STEM education research, and STEM research through expanding participation by individuals from historically underrepresented groups – racial/ethnic minorities, women, and persons with disabilities. Priority is placed on investments that promise innovation and transformative strategies and that focus on creating and testing models that ensure the full participation of and provide opportunities for the educators, researchers, and institutions dedicated to serving these populations. For EES program information, please see the Division's webpage . Division of Research on Learning in Formal and Informal Settings (DRL) invests in the improvement of STEM learning for people of all ages and backgrounds by promoting innovative research, development, and evaluation of learning and teaching across all STEM disciplines in formal and informal learning settings. It is the only Division at NSF that focuses exclusively on preK-12 STEM education in formal schooling environments and learning outside of school (e.g., television, film, radio, exhibitions, Artificial Intelligence, etc.). For DRL program information, please see the Division's webpage . Division of Undergraduate Education (DUE) aims to promote excellence in undergraduate STEM education for all students. The Division accomplishes its mission through a variety of programs that constitute a comprehensive approach to strengthening STEM education at two- and four-year colleges and universities by improving curricula, instruction, laboratories, infrastructure, assessment, diversity of students and faculty, and collaborations. For DUE program information, please see the Division's webpage . Division of Graduate Education (DGE) advocates for innovative, inclusive, high quality graduate education in STEM fields. DGE manages innovative cross-Foundation programs that directly or indirectly support U.S. citizens and permanent residents in their quest to become the leading scientists and engineers of the future. To better inform its programs, DGE supports research and other activities that will generation exciting new ideas for graduate education of the future. For DGE program information, please see the Division's webpage .

PROPOSAL AND SUPPLEMENTAL FUNDING REQUEST PREPARATION INSTRUCTIONS

New Proposals

New proposals must be prepared and submitted to an EDU program within one of the divisions named above.  Proposers must follow the guidance in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) and must adhere to the due dates (if applicable) and guidance specified in the relevant program solicitation, program announcement, or program description to which the proposal will be submitted.

For new proposals, in addition to the proposal types specified in the relevant program solicitation, program announcement, or program description, proposers may also consider the following additional proposal types specified in the PAPPG and below. See Chapter II.F of the PAPPG for more information.

• EArly Concept Grants for Exploratory Research (EAGER) Proposals
• Planning Proposals
• Rapid Response Research (RAPID) Proposals
• Conference Proposals
• EDU is especially interested in conference proposals seeking to host NSF funding and informational workshops for single or multiple EPSCoR jurisdictions.

Proposers are encouraged to discuss proposal concepts with the relevant program before submission.

SUPPLEMENTAL FUNDING REQUESTS

For supplemental funding requests, approval must be obtained from the cognizant NSF Program Director for the original award prior to submission of the supplemental funding request. The email confirming approval to submit must be uploaded as a Supplementary Document in the proposal.

ADDITIONAL INFORMATION

Partnerships among EPSCoR jurisdictions are encouraged but not required.

EDU plans to conduct outreach and information dissemination, which will be accessible online at https://new.nsf.gov/edu to all eligible institutions, which includes 2- and 4-year institutions of higher education, community-based organizations, and informal STEM providers.

For general inquiries regarding this DCL please forward your inquiry to [email protected] .

James L. Moore III Assistant Director Directorate for STEM Education

Read our research on: Gun Policy | International Conflict | Election 2024

Regions & Countries

About 1 in 4 u.s. teachers say their school went into a gun-related lockdown in the last school year.

Twenty-five years after the mass shooting at Columbine High School in Colorado , a majority of public K-12 teachers (59%) say they are at least somewhat worried about the possibility of a shooting ever happening at their school. This includes 18% who say they’re extremely or very worried, according to a new Pew Research Center survey.

Pew Research Center conducted this analysis to better understand public K-12 teachers’ views on school shootings, how prepared they feel for a potential active shooter, and how they feel about policies that could help prevent future shootings.

To do this, we surveyed 2,531 U.S. public K-12 teachers from Oct. 17 to Nov. 14, 2023. The teachers are members of RAND’s American Teacher Panel, a nationally representative panel of public school K-12 teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.

We also used data from our 2022 survey of U.S. parents. For that project, we surveyed 3,757 U.S. parents with at least one child younger than 18 from Sept. 20 to Oct. 2, 2022. Find more details about the survey of parents here .

Here are the questions used for this analysis , along with responses, and the survey methodology .

Another 31% of teachers say they are not too worried about a shooting occurring at their school. Only 7% of teachers say they are not at all worried.

This survey comes at a time when school shootings are at a record high (82 in 2023) and gun safety continues to be a topic in 2024 election campaigns .

Teachers’ experiences with lockdowns

About a quarter of teachers (23%) say they experienced a lockdown in the 2022-23 school year because of a gun or suspicion of a gun at their school. Some 15% say this happened once during the year, and 8% say this happened more than once.

High school teachers are most likely to report experiencing these lockdowns: 34% say their school went on at least one gun-related lockdown in the last school year. This compares with 22% of middle school teachers and 16% of elementary school teachers.

Teachers in urban schools are also more likely to say that their school had a gun-related lockdown. About a third of these teachers (31%) say this, compared with 19% of teachers in suburban schools and 20% in rural schools.

Do teachers feel their school has prepared them for an active shooter?

About four-in-ten teachers (39%) say their school has done a fair or poor job providing them with the training and resources they need to deal with a potential active shooter.

A smaller share (30%) give their school an excellent or very good rating, and another 30% say their school has done a good job preparing them.

Teachers in urban schools are the least likely to say their school has done an excellent or very good job preparing them for a potential active shooter. About one-in-five (21%) say this, compared with 32% of teachers in suburban schools and 35% in rural schools.

Teachers who have police officers or armed security stationed in their school are more likely than those who don’t to say their school has done an excellent or very good job preparing them for a potential active shooter (36% vs. 22%).

Overall, 56% of teachers say they have police officers or armed security stationed at their school. Majorities in rural schools (64%) and suburban schools (56%) say this, compared with 48% in urban schools.

Only 3% of teachers say teachers and administrators at their school are allowed to carry guns in school. This is slightly more common in school districts where a majority of voters cast ballots for Donald Trump in 2020 than in school districts where a majority of voters cast ballots for Joe Biden (5% vs. 1%).

What strategies do teachers think could help prevent school shootings?

The survey also asked teachers how effective some measures would be at preventing school shootings.

Most teachers (69%) say improving mental health screening and treatment for children and adults would be extremely or very effective.

About half (49%) say having police officers or armed security in schools would be highly effective, while 33% say the same about metal detectors in schools.

Just 13% say allowing teachers and school administrators to carry guns in schools would be extremely or very effective at preventing school shootings. Seven-in-ten teachers say this would be not too or not at all effective.

How teachers’ views differ by party

Republican and Republican-leaning teachers are more likely than Democratic and Democratic-leaning teachers to say each of the following would be highly effective:

• Having police officers or armed security in schools (69% vs. 37%)
• Having metal detectors in schools (43% vs. 27%)
• Allowing teachers and school administrators to carry guns in schools (28% vs. 3%)

And while majorities in both parties say improving mental health screening and treatment would be highly effective at preventing school shootings, Democratic teachers are more likely than Republican teachers to say this (73% vs. 66%).

Parents’ views on school shootings and prevention strategies

In fall 2022, we asked parents a similar set of questions about school shootings.

Roughly a third of parents with K-12 students (32%) said they were extremely or very worried about a shooting ever happening at their child’s school. An additional 37% said they were somewhat worried.

As is the case among teachers, improving mental health screening and treatment was the only strategy most parents (63%) said would be extremely or very effective at preventing school shootings. And allowing teachers and school administrators to carry guns in schools was seen as the least effective – in fact, half of parents said this would be not too or not at all effective. This question was asked of all parents with a child younger than 18, regardless of whether they have a child in K-12 schools.

Like teachers, parents’ views on strategies for preventing school shootings differed by party. 

Note: Here are the questions used for this analysis , along with responses, and the survey methodology .

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About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .