Validity and Reliability in Qualitative Research
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Post prepared and written by Joe Tise, PhD, Senior Education Researcher In this series we have discovered the many ways in which evidence of validity can be produced and ways in which reliable data can be produced. To be sure, the bulk of this series was focused on quantitative research, but any mixed-methods or qualitative […]
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Reliability in Education Research: A Deeper Examination
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Presented by Joe Tise, PhD, Senior Education Researcher at IACE We can view reliability in education research as inherently linked to measurement error. For example, to be confident in claims we make about something we assess, the assessment must produce reliable data. A thermometer that says it’s 72 degrees Fahrenheit one minute, but 56 degrees […]
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Validity in Educational Research: A Deeper Examination
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Presented by Joe Tise, PhD, Senior Education Researcher at IACE The concept of validity has evolved over millennia. Some of the earliest examples of how validity influenced society at scale comes from the ancient Chinese Civil Service exam programs (Suen & Yu, 2006). Back in 195 BCE, Emperor Liu Bang decreed that men of virtue […]
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Demystifying Reliability and Validity in Educational Research
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Post prepared and written by Joe Tise, PhD, Senior Education Researcher In the past, validity and reliability may have been explained to you by way of an analogy: validity refers to how close to the “bullseye” you can get on a dart board, while reliability is how consistently you throw your darts in the same […]
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Podcasts! Considering K-5 Computing Education Practices
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We’re super excited to announce our long-awaited series on K-5 computing education practices! Our podcasts provide insights from discussions among teachers as they consider meaningful research and how they could adopt new practices into their classrooms. For educators, these podcasts are meant to provide you with information on various research studies that are may be […]
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Join Us at the 2024 ACM SIGCSE Technical Symposium
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We’re always excited to attend the ACM SIGCSE Technical Symposium, and this year is no exception! You can catch IACE team members (Laycee Thigpen, Joe Tise, Julie Smith, and Monica McGill) at the following events. (Pre-symposium events are invitation only.) For all the rest, please stop by and say Hi! We’d love to hear about […]
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Key Levers for Advancing K-12 Computer Science Education in Chicago, in Illinois, and in the United States
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Computer science has become an essential skill for K-12 students. As the demand for computing jobs grows, there is a pressing need to advance K-12 CS education across the nation. To achieve this, there are several key levers that can advance change, including policy changes, teacher training and development, increased access to technology and resources, […]
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“Teaching Inclusive AI in Computer Science” Event
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By Joe Tise, PhD, Senior Education Researcher, CSEdResearch.org Driving into the heart of Washington, D.C. is a unique experience. Mixed with thousands of business people, sight-seers, and the occasional politician shuffling to and fro, is the sense of optimism for what could be. Every significant social, policy, or and/or economic movement that had national—and often […]
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Constructivism/Sociocultural
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Behaviorism highlighted the influence of the environment, information processing theory essentially ignored it, and social-cognitive theory tried to strike a balance between the two by acknowledging its potential influence. Constructivist (also known as sociocultural) theorists take it a step further. According to constructivist theories (which can either focus more on individual or on societal construction […]
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Social Cognitive Theory
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Presented by Joe Tise, PhD, Educational Psychology & Senior Education Researcher at CSEdResearch.org In light of these two influential (albeit largely opposing) theories of learning, we see that both theories account for unique aspects of learning despite their limitations. Still, neither behaviorist nor information-processing theories account for one prominent form of learning, with which all […]
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