This blog was originally published on the Institute of Education Sciences website.
Samuel Choo is a doctoral student at the dissertation stage in the Department of Early Childhood, Special Education, and Rehabilitation Counseling at the University of Kentucky College of Education. In this blog post, he describes how working on an Institute of Education Sciences grant gave him first-hand experiences in planning and carrying out research in schools. He also discusses how these research experiences helped him understand the important connections between research and teaching.
How did you get started working on this IES research project?
The first I heard of IES was six years ago as a resource room teacher at a middle school. Dr. Brian Bottge, who is now my doctoral adviser, was awarded a NCSER grant to test the effects of Enhanced Anchored Instruction (EAI) on the math performance of middle school students. My school was randomly assigned to the EAI group. The project staff did a good job of teaching us how to implement EAI in our resource rooms. Soon after teaching with the new curriculum, I noticed that my students were much more motivated and engaged than they had been. In fact, they looked like they were actually enjoying math! Posttest scores showed positive results in favor of the new curriculum.
And so this experience as a teacher got you more interested in research?
Yes! The next year I applied to the UK doctoral program. I joined Dr. Bottge’s IES grant team as a research assistant where I learned how classroom-based research is planned and conducted. I had many opportunities to participate in the research experience. In my case, I helped train math and special education teachers, observed classrooms and assessed research fidelity, provided teachers with technical support, assisted in scoring tests, and worked on data entry and analysis. Project leaders also asked me to suggest revisions to the daily lesson plans based on my experiences teaching with EAI the year before.
Can you talk more about your developing research interests related to math education?
After the grant ended and after I finished my doctoral coursework, I went back to teaching in North Carolina, where I taught low performing middle school students in a Title I resource room. I ran my own pilot studies using what I had learned while teaching with EAI as both a research participant and research assistant. To help offset the cost of materials for my first study, I was awarded a $1,500 Bright Ideas Grant from the North Carolina’s Electric Cooperatives. Thanks to the company’s generosity, I was able to fully implement all the lesson plans developed by Dr. Bottge’s grant team.
This experience was especially important to me because it was my first try at conducting my own research with a prescribed protocol, which I had learned from working on the IES project. Posttests showed statistically significant improvement of students in the EAI group in both computation and problem solving. Based on these results, the sponsor invited me to participate in a panel discussion in Raleigh, NC. The CEOs of the company attended the event along with policy makers and school administrators from across the state. This whole process, from applying for funding to carrying out the study to reporting the results, helped me make connections between university, classroom, and community.
What have been your big takeaways from these experiences?
From the training I received as a study participant, I have become a better teacher. From working on an IES-funded grant team, I learned a lot about how to conduct classroom-based studies. I am looking forward to designing new instructional methods and testing their effectiveness. Similar to how my students learned math in a hands-on way, I learned research methods by having the opportunity to use them in practice, and for that I am very grateful.