Participants reported that diverse perspectives raised new questions and affirmed educator contributions¶

Claim · All claims
Evidence · 1 study (2 entries) · design r1 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? A researcher participant reported that hearing ideas from people doing very different work raised questions that now inform her thinking. → Debshila Basu Mallick 2023 q1 i? An educator participant reported that researchers and practitioners viewed one another as co-creators and collaborators. → Debshila Basu Mallick 2023 (2)

Evidence¶

Debshila Basu Mallick 2023¶

Debshila Basu Mallick, Deblina Pakhira, Marianne Bakia. (2023). Tensions and Reflections on Researcher-Educator Co-design of Future-oriented Research Questions that Center Equity. SEERNet presentation, Houston, TX. https://digitalpromise.dspacedirect.org/items/f21258df-d91d-4bba-9d08-9cb944e578ca

q1 · i? · design · r1

Participants' Feedback section quoting Kathryn McCarthy, a researcher attendee, in her own words. This is self-reported participant testimony with no printed measures or effect sizes.

"Hearing ideas from people who do very different work from my own raised questions that weren't on my radar at all, but now inform the way that I try to think about my work."

Debshila Basu Mallick 2023 (2)¶

Debshila Basu Mallick, Deblina Pakhira, Marianne Bakia. (2023). Tensions and Reflections on Researcher-Educator Co-design of Future-oriented Research Questions that Center Equity. SEERNet presentation, Houston, TX. https://digitalpromise.dspacedirect.org/items/f21258df-d91d-4bba-9d08-9cb944e578ca

q1 · i? · design · r1

Participants' Feedback section quoting Maggie Deagon, a K12 educator and researcher attendee, describing the group as co-creators and collaborators. Self-reported testimony with no printed measures.

"It was really helpful to have a diversity of perspectives from both researchers and practitioners, who viewed one another as co-creators and collaborators in the process."

Discussion¶

Related Claims¶

• Research question co-design builds community and moves research closer to practice — related
• In one experiment with undergraduate business majors in asynchronous online small groups, reward interdependence raised agreement that group work was beneficial and generated better ideas — related
• In one study of undergraduate business majors in asynchronous online small groups, learners with high affiliation motive agreed more than low-affiliation learners with six of twelve attitude statements about group work — related
• Participants reported improved communication skills and faculty modeling of positive interpersonal interaction — related
• Teacher education students in PBL identified valuing others' perspectives, interdependence, and learning about self as attitudes necessary for collaborative learning — related
• The value of the student-staff collaboration was explored from student, staff, and institutional perspectives, with benefits, limitations, and recommendations presented — related
• Exposure to diverse philosophical perspectives is viewed by teachers as key to developing critical reflection — related