Navigating Research Challenges in Implementing the SEL-e-SIOP PD Grant

• In Event: NPD (National Professional Development) Grant-Generated Challenges: Moving the Field of Effective MLL (Multilingual Learner) Instruction Forward

Abstract

This presentation examines the research challenges encountered while implementing a National Professional Development (NPD) grant-funded project focused on Multilingual Learner (MLL) instruction at a mid-western higher education institution. Our experience highlights that successful research requires not only skilled researchers but also robust institutional support.
Our project integrates social and emotional learning, sheltered instruction observation protocol, WIDA standards, ESL instruction, and culturally responsive pedagogy. The multi-year mixed-methods study collects data from various sources, including course artifacts, teacher observations, surveys, interviews, parent feedback, and student performance metrics.
We faced several institutional and methodological challenges. The university's automatic drop policy for unpaid tuition affected student enrollment, impacting data collection. University hiring policies led to delays in replacing grant support staff, causing disruptions in project continuity. Initially, grant support relied more on individual goodwill than systematic processes.
The complexity of our theoretical model presented significant epistemological challenges, making it difficult to isolate individual components' effects versus overall program impact. Ethical considerations necessitated innovative approaches to balance administrative and research responsibilities, including protocols to minimize conflicts of interest and maintain FERPA compliance.
The K-12 educational context presented unique difficulties. Teachers' time constraints limited their availability, necessitating flexible data collection methods. Challenges in accessing school data and delays in receiving WIDA scores hindered both teachers' ability to use them and our project evaluation. Family engagement in diverse communities presented additional challenges, including linguistic barriers and complex IRB protocols.
To address these challenges, we implemented several strategies and turned them into opportunities. We established regular communication with the Dean's Office to address potential issues preemptively, ensuring timely support for critical aspects like indirect cost recovery funds and faculty release time. We fostered relationships with various university offices to create a more integrated support system for grant-funded projects.
The PI's foresight in integrating research into the grant budget allocated resources for researchers and assistants, crucial in overcoming systemic obstacles. We developed standardized procedures for onboarding new team members and maintaining project momentum during personnel transitions. Our formative evaluation emphasized understanding implementation dynamics rather than focusing solely on outcomes, requiring ongoing communication with funders and stakeholders.
This experience underscores the importance of considering peripheral factors in research design and implementation. Our findings offer valuable insights for future MLL education projects, emphasizing the need for a holistic approach to research that encompasses both academic expertise and institutional support. By sharing these lessons, we aim to contribute to the advancement of MLL instruction and the creation of more equitable educational opportunities for all learners.
Our experience demonstrates that successful research extends beyond the research team itself, requiring a supportive institutional environment that can adapt to the unique needs of grant-funded projects. By addressing these often-overlooked factors, researchers can enhance the quality and impact of their work, particularly in complex, multifaceted projects aimed at improving MLL instruction.

Authors

• Rui Niu-Cooper, Grand Valley State University

• Mary Antony Bair, Grand Valley State University

• Jeffrey D. Greene, Western Michigan University

• Genevieve Palazzolo, Grand Valley State University