Journal of Research in Innovative Teaching - National University

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them in such a way that the likelihood that they are causing the changes is significantly reduced (e.g., hold them constant, remove them statistically). Matching versus Random Assignment In some instances, the research design attempts to deal with group differences by matching the participants in the groups. In other words, the researcher attempts to reduce initial differences between participants in the accelerated and nonaccelerated classes or programs by matching them on one or more critical variables (e.g., age, ethnicity, intelligence). For example, Preziosi (1995) matched the students in nonaccelerated instruction with students in accelerated instruction on the bases of a knowledge pre-test (a test administered prior to the start of classes). The study found that students in the accelerated classes performed better than the nonaccelerated students. While this is a step in the right direction, there are many other group differences that could account for Preziosi’s findings. In general, matching is not a substitute for using random assignment to equate groups. The most effective way of ensuring that the groups are comparable prior to the study is to randomly assign participants to the groups. Randomization, however, is not always a realistic option in these kinds of real-world studies (Daniel, 2000). Although matching is desirable, it should not be seen as accomplishing the same ends as random assignment. Time Series and Retrospective Designs Some research examines a single group of learners before and after they have been exposed to an accelerated treatment. Collins (2005) used this design to research changes is cognitive development in two types of accelerated programs by comparing pre-test and post-test scores on the Learning Environment Preference (LEP) instrument. One advantage to this “time series” approach is that it eliminates the issue of group differences. Because there is only one group, the researcher does not have to worry about equating a group that experiences the accelerated class or program with another group that does not experience the accelerated condition. In a sense, the time series design uses the single group as both the treatment group and the comparison group (what is sometimes referred to as using the “subjects as their own control”). Although this does control for potential group differences (because the treatment and comparison groups are exactly the same), it does raise other design problems. We cannot know for sure whether any differences in the before-treatment measures and the after-treatment measures were in fact due to the treatment itself. As Campbell and Stanley (1963) point out, any number of other factors could be operating. For example, there may be some historical artifact (i.e., a specific event that occurred between the first and second measurement), a maturational change (i.e., some process within the respondents that changes with time such as age or fatigue), or some kind of testing effect (e.g., the students are better at taking tests because of exposure to prior tests). A variation on the time series approach is the “retrospective” study in which students are asked to compare their current experiences with past experiences. For example, Messina (1996) asked students to compare how much they learned after taking weekend courses with how much they had learned when taking more traditional courses. As with the time-series design, the retrospective study eliminates some group-based differences because subjects serve as their own control. Unfortunately, the retrospective design has many of the same methodological problems as the time-series design, and introduces some other methodological limitations such as memory biases. 45
Measurement Considerations There is a large variety of measurement instruments used in studies of accelerated education. Some of thee are standard metrics used across a wide array of educational institutions (e.g. GPA, SAT, GRE, course evaluations, grades, student retention). Other instruments are not so commonly used but may be more informative than the standard measures (e.g., alumni surveys, employer surveys, assessment of competencies). The value of any measure, however, is only as good as the quality of the instrument used. The quality of a measurement device can be assessed in two important ways: reliability and validity (see Nunnally & Bernstein, 1994). Most studies on accelerated education either have not analyzed these two psychometric properties or have failed to report them. Not knowing the reliability of a measurement instrument is a serious limitation to research on accelerated education because unreliable measures directly affect the generality and validity of the studies (Nunnally & Bernstein, 1994, p. 214). Before studies of accelerated education can be considered scientifically mature, both reliability and validity issues must be more directly assessed. Summary and Conclusions for Methodological Issues The methodology that has been used thus far to study accelerated education leaves much to be desired. First, researchers must start using more sophisticated research designs to control for a variety of methodological shortcomings (e.g., selection bias, extraneous variables). Second, the researchers must make bolder attempts to assess reliability and validity of the measures used. Neither of these objectives is an easy target given the inherently applied nature of the research. But, we are beyond the stage at which we show crude differences between accelerated and nonaccelerated systems and should be entering the stage at which we design more rigorous studies with more precise measurement tools. Only then will the field start to gain a more complete understanding of the advantages and disadvantages of accelerated learning and programs. General Summary and Conclusions The available research on accelerated education is a mixed bag of different types of studies across a variety of institutions and disciplines using a broad array of methodological approaches. For the most part the research is not methodologically sophisticated, and future studies should aim for higher standards of research design and measurement precision. Nevertheless, despite the fact that no one study can be singled out as a conclusive demonstration of the effectiveness of accelerated education, the pattern of findings over a large number of studies is compelling. Mostly what is shown is little or no difference between accelerated versions of classes or programs and their more traditional (semester or quarter system) counterparts. When differences are reported, the advantage usually tilts toward the accelerated class or curriculum. This pattern suggests, at the very least, that there is value in moving students through their studies at an accelerated pace, and our students are not at risk when they engage in the accelerated learning experiences typically offered at colleges and universities (e.g., summer session, weekend programs, modular curricula). Obviously more research is needed in this field, especially research that addresses issues of design, measurement, long term benefits, and higher levels of learning. I would like to encourage the readers to pursue this kind of scholarship in teaching and learning. The recent study by Anastasi (2007) serves as a good model for what is possible and 46
Page 2 and 3: Journal of Research in Innovative T
Page 4 and 5: Table of Contents Editor’s Column
Page 6 and 7: Editor’s Column National Universi
Page 8 and 9: training-based method for integrati
Page 10 and 11: The Editorial Board invites the rea
Page 12 and 13: The Influence of Social Worlds on E
Page 14 and 15: experience in a strong group settin
Page 16 and 17: Table 1 Example Scenario of a Burea
Page 18 and 19: hierarchy ensures a social position
Page 20 and 21: (see Figure 5). Each member is affo
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 26 and 27: Figure 10. Didactic Task Structure
Page 28 and 29: Stansberry, S., & Harris, E. (2005)
Page 30 and 31: Utilizing current research-based co
Page 32 and 33: teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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