to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.

What is educational design research

This paper compares the way lessons on systems of linear equations unfold in a classroom in the Negev region of Israel with the way they unfold in a Shanghai and Hong Kong classroom. Lessons are viewed as temporal entities describable not only by the nexus of topics they contain but also by how they flow in time. In this light, the lessons in the classroom studied by the authors contrasts strongly with the Shanghai and Hong Kong classroom, the former having a turbulent flow and latter a smooth directed flow. The result is consistent with previous recognized cultural differences in classroom practice and has implications for the bases of international comparisons.

International group for the psychology of mathematics education

Research based teacher education

This chapter arose from the need to introduce researchers, including Master and PhD students, to design-based research (DBR). In Sect. 16.1 we address key features of DBR and differences from other research approaches. We also describe the meaning of validity and reliability in DBR and discuss how they can be improved. Section 16.2 illustrates DBR with an example from statistics education.

An Introduction to Design-Based Research with an Example From Statistics Education

McKenney, S., Raval, H., & Reeves, T. C. (2013, June). How to conduct educational design reseach? Masterclass in the OpenU community. Open Universiteit, Heerlen, The Netherlands. Available at http://portal.ou.nl/en/web/masterclass-ow-120613/edit-introduction?p_p_id=36&p_p_lifecycle=0&p_p_state=normal&p_p_mode=view&p_p_col_id=column-2&p_p_col_count=4&p_r_p_564233524_categoryId=0&p_r_p_185834411_nodeName=Main&_36_struts_action=%2Fwiki%2Fview&p_r_p_185834411_title=Start

An introduction to educational design research

Non-governmental organizations (NGOs) are being recognized globally for their influential role in realizing the UN Millennium Development Goal of education for all in developing countries. NGOs mostly employ untrained para-educators for grassroots activities. The professional development of these teachers is critical for NGO effectiveness, yet para-teacher learning in such contexts is rarely researched. To facilitate much-needed research on para-teacher professional development, this article offers a contextually relevant on- the-job learning model for para-teachers. The model suggests that para-educators can effectively learn when their work and learning are integrated by systematizing a simple daily cyclical routine of lesson planning, enactment and reflection for everyday instruction. It also suggests other supports to stimulate learning alongside the cyclical routine.

A conceptual model for supporting para-teacher learning in an Indian non-governmental organization (NGO)

The appointment of para-professionals to overcome skill shortages and/or make efficient use of expensive resources is well established in both developing and developed countries. The present research concerns para-teachers in India. The literature on para-teachers is dominated by training for special needs settings, largely in developed societies. Little has been published about para-teachers working in developing countries with children without disabilities, despite this being a common occurrence. The present research investigates how contextual factors influence the design and implementation of professional support for para-teachers. The research participants were 12 para-teachers and five management and administrative staff. Contextual factors included characteristics of para-teachers, classrooms and students from under-resourced settings; and the practices and policies found in a non-school educational setting, here a non-governmental organization. The study indicates that each factor has potentially enhancing and hindering effects which need to be taken into consideration when designing and implementing professional development work.

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Contextual Factors that Foster or Inhibit Para‐Teacher Professional Development: The Case of an Indian, Non‐Governmental Organization

Remedial teaching in Indian under-resourced communities: Professional development of para-teachers

McKenney, S., Raval, H., & Pieters, J. (2011, 8-12 April). Understanding the design research process: The evolution of a professional development program in Indian slums. Paper presentation at AERA annual meeting, New Orleans.

Harini Raval

Papers

An introduction to educational design research

A conceptual model for supporting para-teacher learning in an Indian non-governmental organization (NGO)

Contextual Factors that Foster or Inhibit Para‐Teacher Professional Development: The Case of an Indian, Non‐Governmental Organization

Remedial teaching in Indian under-resourced communities: Professional development of para-teachers

Understanding the design research process: The evolution of a professional development program in Indian slums