Critical Review of Research Methods in the Field of Middle-Level Education

• In Event: Comprehensive and Critical Review of Current Middle-Level Research and Practice

Abstract

Purpose of Study

The purpose of this study was to explore research methods by examining contemporary journals that report middle level research and practice. Since the middle school movement in the 1960s (Alexandar, 1995; Lounsbury, 2009), research in the middle grades has been consistently informing practice. Various issues including curriculum and instruction have been widely discussed in the middle level field (Hough, 2003; NMSA, 2003). Although these issues are important, there is little discussion of what types of research methodology are used to address the issues. Since the choice of appropriate research methods is essential to answering research questions, it is important to look at how the research designs are presented in the journals.

The research questions that guide the current study include: 1) What types of research methods are used to discuss the issues in the middle level education? and 2) how are the research methods presented to explore the research questions?

Theoretical Framework

Research methods have a profound impact on the educational field (Denzin & Lincoln, 2005). Diverse research methods including mixed approaches are increasingly attached to research practice (Johnson, Onwuegbuzie, & Turner, 2007).The current terms “research-based practice” signal the importance of rigorous research methods for the quality of middle grades practice. Given that research informs middle grades practice and vice versa, it is important to explore how research is methodologically sound.

Methods

For the study purpose, the journals that specifically report middle grades research and practice were considered. The journals that met the criteria include Middle Grades Research Journal (MGRJ), Research in Middle Level Education Online (RMLE), and The Middle School Journal (MSJ). To focus on the current trends of research methods, the researcher reviewed MSJ 2000-2013, RMLE 2000-2013, and MGRJ 2006-2012. A total of 690 articles (92 in MGRJ, 116 in RMLE, 482 in MSJ) were analyzed by using content (Krippendorff, 2004) and comparative analysis (Strauss & Corbin, 2008).

Findings

The findings of the contemporary journals are three-fold. First, the imbalanced proportion of the research methods is evident. For instance, the three journals include 132 quantitative, 115 qualitative, 15 mixed research approaches. The other 428 articles were based on conceptual perspectives or project/curriculum report, rather than theoretically grounded findings.

Second, the research methods are not used appropriately to discuss the issues that the researchers raise. For instance, middle grades students’ identity (e.g., LGBT) issues that require more nuanced contexts were treated through survey or questionnaire.

Finally, the research methods are presented with positive examples only with successful stories of curriculum, instruction, or assessment. Since the articles describe positive cases, they do not seem to pose the problems for future studies to explore.

Significance of the Study

The current study shows that the research methods in the middle grades are limited and need significant improvement. In order to best capture the unique complexities of middle level education, more diverse, rigorous, and sound research methods are needed to improve middle grades research and practice.

Author

• Bogum Yoon, Binghamton University - SUNY