Imbalanced Researcher-Practitioner Relationships: Biasing the Data
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| Title: | Imbalanced Researcher-Practitioner Relationships: Biasing the Data |
|---|---|
| Language: | English |
| Authors: | Burk, Cheryl, Dees, Lori, Kalbaugh, Laura |
| Source: | Journal of Developmental Education. Win 2018 41(2):12-17. |
| Availability: | National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://ncde.appstate.edu/publications |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Two Year Colleges Higher Education Postsecondary Education |
| Descriptors: | Community Colleges, College Faculty, Educational Research, Partnerships in Education, Educational Researchers, Teacher Researchers, Evidence Based Practice, Research Methodology, College Readiness, Barriers, Time, Writing Assignments, Reading, Essays, Scoring, Developmental Studies Programs |
| Geographic Terms: | North Carolina (Raleigh) |
| ISSN: | 0894-3907 |
| Abstract: | As part of the Community College Research Center's (CCRC) Analysis of Statewide Developmental Education Reform Learning Assessment Study, Wake Technical Community College's partner team believes the recommendation and implications in the CCRC's Developmental Reading and English Assessment in a Researcher-Practitioner Partnership. Working Paper No. 85 (Perin, Raufman, & Kalamkarian, 2015) are biased as a direct result of an imbalanced researcher-practitioner partnership. In this first-hand account, we provide insight into how valuable a mutually respectful researcher-practitioner partnership is to the design of research methodologies and subsequently the authenticity of a study's data. |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2018 |
| Accession Number: | EJ1200684 |
| Database: | ERIC |
| Abstract: | As part of the Community College Research Center's (CCRC) Analysis of Statewide Developmental Education Reform Learning Assessment Study, Wake Technical Community College's partner team believes the recommendation and implications in the CCRC's Developmental Reading and English Assessment in a Researcher-Practitioner Partnership. Working Paper No. 85 (Perin, Raufman, & Kalamkarian, 2015) are biased as a direct result of an imbalanced researcher-practitioner partnership. In this first-hand account, we provide insight into how valuable a mutually respectful researcher-practitioner partnership is to the design of research methodologies and subsequently the authenticity of a study's data. |
|---|---|
| ISSN: | 0894-3907 |
