Data Access and Research Transparency in the Quantitative Tradition

Lupia, Arthur; Alter, George

doi:10.1017/s1049096513001728

Cited by 15 publications

(15 citation statements)

References 16 publications

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“…However, few instruments have been published to date (e.g., Großschedl et al, ; Großschedl, Neubrand, et al, ; Taskin, Bernholt, & Parchmann, ), which strongly limit the interpretability, credibility, and comparability of the presented results. Thus, some scholars have called for greater transparency regarding the genesis and collection of the data, for example, by providing instruments to the public (Lupia & Alter, ; Lupia & Elman, ). This is also highly important for addressing recognized problems concerning the reproducibility of empirical findings in science (Open Science Collaboration, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI

2018

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Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly validated, objective and reliable test instruments that are highly sensitive to changes in variables of proven knowledge-related relevance in teacher education are also required. Previous attempts to design such instruments for assessing science teachers' PCK have largely focused on mathematical content. Therefore, here we present an instrument (the pedagogical content knowledge in biology inventory, PCK-IBI), based on conceptualizations of teachers' professional competence, for assessing secondary school preservice biology teachers' PCK. In a series of three evaluations and refinements it was tested with samples of N = 274 and N = 432 German pre-service as well as one sample of n = 65 German pre-service and n = 35 German in-service biology teachers. Item analysis, scale analysis and empirically obtained indicators of validity suggest that the final 34-item-version of the PCK-IBI is unidimensional, provides objective test scores and enables reliable and valid registration of pre-service biology teachers' PCK. Thus, hypotheses regarding specific aspects of the model on which the PCK-IBI's construction is based on are empirically supported. The results of our study provide empirical support for the instrument's potential utility. K E Y W O R D S assessment, learning success, pedagogical content knowledge (PCK), teacher education † These authors contributed equally to this article.

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Section: Theoretical Backgroundmentioning

confidence: 99%

A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI

2018

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“…In particular, high-quality datasets need to be created in the first place, thus we need to look at what promotes -and what may undermine -that process. There are three stumbling blocks that come up again and again when IB scholars discuss DART (see Lupia & Alter, 2014, for similar observations in political science): (i) legal constraints, (ii) development sunk costs, and (iii) privacy and confidentiality. 13 First, some datasets are created by researchers themselves, whereas other ones are in the public domain, and some are licensed.…”

Section: Legal and Ethical Concernsmentioning

confidence: 97%

A new approach to data access and research transparency (DART)

2020

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Recent debates on transparency and replicability suggest that JIBS needs to update its approach on data access and research transparency (DART). We propose a series of initiatives, knowing well that there is a balance to be struck. There are clear benefits on the one hand, chief among these the potential for learning and knowledge accumulation, and equally manifest challenges on the other: the imperative to respect privacy, confidentiality, and intellectual property rights. Without addressing these challenges, will there be the highquality data on which the benefits depend? We present access and transparency objectives, and set out how an actionable and effective approach towards DART will be implemented, but also address ethical, legal, and organizational challenges of concern to us as a scholarly community. Journal of International Business Studies (2020).

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“…To be able to monitor methodologies' evolution towards tangible proof of progress and so secure the iterative research cycle, the literature on advances in research methodology (e.g., Beach & Pedersen, 2013;Lupia & Alter, 2014) proposes three indications of such an evolution. The first one is the transparency of the method applied (Moravcsik, 2014).…”

Section: Towards Tangible Proof Of Progressmentioning

confidence: 99%

“…They identify enactment as the systematic application of the operationalized concepts. As illustrated before, the quest for tangible proof of progress lies in transparently reported methods and procedures permitting scholars to assess research and to communicate with one another (e.g., Beach & Pedersen, 2013;Lupia & Alter, 2014). With regard to the enactment of the operationalization of the selected sequence approach, we focus on two components: systematic account of the operationalization and transparent parameter settings.…”

Section: 13mentioning

confidence: 99%

Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning

Laer

Elen

2018

FLR

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In recent decades, conceptualizations and operationalizations of self-regulated learning (SRL) have shifted from SRL as an aptitude to SRL as an event. Alongside this shift, increased technological capability has introduced computer log files to the investigation of SRL, uncovering new research avenues. One such avenue investigates the time-related characteristics of SRL through learners' behavioural sequences. Although sequence analysis is still relatively new in SRL research, other fields have fruitful traditions in its application and may serve as a basis for applications in the field of SRL. Ten years of investigating SRL through sequence analysis have produced a wide range of methodological approaches. While this variety of methods illustrates the diversity of opportunities, it also indicates the lack of consensus regarding the most appropriate approaches often resulting in difficult to understand methods and nontransparent ways of reporting. Since the introduction of sequence analysis in the field of SRL, researchers have been emphasizing the need for a methodological framework to guide its application. Yet, to date, no such framework has been proposed, hindering our progress through (1) transparent methods and (2) comparative studies to (3) empirical and ecological applications. To help overcome this issue, this manuscript discusses the basis of a methodological framework for the use of sequence analysis in SRL research. We first make a case for why such a framework is necessary; secondly, we propose a set of guidelines which could serve as a starting point for the construction of a framework.

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Data Access and Research Transparency in the Quantitative Tradition

Cited by 15 publications

References 16 publications

A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI

A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI

A new approach to data access and research transparency (DART)

Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning

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