PEDP 9101 - Reading Fundamentals 1: An Introduction to Scientifically-Based Research
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Course Description
States that receive funds from the No Child Left Behind, Reading First Act need to ensure that teachers are qualified to teach reading. They must have a working knowledge of scientifically validated instructional programs and practices. According to Kilpatrick (2003), the most critical part of the Act is that there must be an increase in teachers? knowledge of the scientific process under which instructional programs are evaluated. (Note: A summary of this legislation regarding the use of scientifically-validated instructional materials appears in Course 2.) According to Moats (1999), research should guide the teaching profession. Unfortunately, teachers are not adequately trained in research methodology in their pre-service programs. An interesting phenomenon occurs in teacher preparation programs. Undergraduate students are rarely required to take research methods or statistics courses. Contrast this with the situation of undergraduates in psychology. Psychology undergraduates are typically required to take research and statistics courses. The interesting aspect of this difference is that students in teacher preparation programs are highly likely to be accountable for the academic progress of students in their classrooms once they become teachers. In comparison, psychology students will likely be much less accountable for the progress of individuals in their charge (e.g., direct care services such as group homes, residential facilities). In other words, if we compare the responsibilities of education college students to psychology college students, the students who would be most in need of training in the scientific process (e.g., data-based decision making) would be those preparing to be teachers. According to Kilpatrick (2003), approximately 80% of teachers have little to no background in the use and method of science. What is needed, then, is a training program that allows in-service teachers to learn about science. In other words, we need teachers to become consumers of science and to learn how to think critically about the vast amount of data emanating from real science and from what Park (2000) describes as ?voodoo science.?Loading...
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