Formulating Problems
I am able to identify problems that affect student learning. (1 2 3 4 5)
I can develop research questions related to student learning. (1 2 3 4 5)
I can design research projects to investigate student learning problems. (1 2 3 4 5)
Gathering Information
I can locate and use relevant literature related to my research questions. (1 2 3 4 5)
I can use various sources of data to gather information (e.g. surveys, observations, interviews). (1 2 3 4 5)
I can analyze data to gain insight into student learning problems. (1 2 3 4 5)
Analyzing Data - Information
I am able to use appropriate methods to analyze data. (1 2 3 4 5)
I am able to interpret the results of data analysis. (1 2 3 4 5)
I can identify patterns and trends in data. (1 2 3 4 5)
Making Conclusions
I am able to draw meaningful conclusions from my research. (1 2 3 4 5)
I can apply my research findings to improve my teaching practices. (1 2 3 4 5)
I can communicate my research findings to others. (1 2 3 4 5)
Reporting
I am able to present my research findings effectively (e.g. written reports, oral presentations, multimedia presentations). (1 2 3 4 5)
I can evaluate the effectiveness of my communication. (1 2 3 4 5)
I can use feedback to improve my communication skills. (1 2 3 4 5)
To evaluate themselves, the respondent can rate each item on a scale of 1 to 5, with 1 being "strongly disagree" and 5 being "strongly agree." Once they have rated themselves on each item, they can add up their scores to get a total score out of 75 (5 points for each item).
To interpret their score, they can use the following guidelines:
55-75: Highly skilled in research-based teaching practices
40-54: Moderately skilled in research-based teaching practices
25-39: Somewhat skilled in research-based teaching practices
10-24: Not skilled in research-based teaching practices
Of course, it's important to note that a Likert scale is just one tool for self-evaluation and should be used in conjunction with other forms of reflection and feedback.
In conclusion, research-based teaching is a powerful approach to teaching and learning that can improve student outcomes and create a culture of continuous learning and improvement. The five stages of research-based teaching, which include formulating problems, gathering information, analyzing data-information, making conclusions, and reporting, provide a framework for teachers to engage in research-based teaching and for students to develop important knowledge and skills. By following these stages and incorporating the key elements of strong leadership, a collaborative culture, data-driven decision-making, ongoing professional learning, and a student-centered approach, schools can build a research-based teaching movement that supports student success and improves the overall quality of education.
References
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
