This page focuses on the research design process, which encourages close collaboration and participation from community members during the plan stage. The AM-ME project originated from researchers. Our principal and co-investigators, who have collaborated before and have complementary interests and expertise, came together in response to a Request for Proposal (RFP).
As such, researchers created the initial research design. However, the project was designed to be collaborative. Alongside district partners, we agreed on a recruitment strategy to develop the AM-ME Research Group–made up of researchers, students, and teachers. Once the project began, the AM-ME Research Group collaborated to develop data collection tools.
Check Out Activities Developed for Plan
Activities used to design research with the AM-ME Research Group can be found in the Plan Research Group Meetings.
Develop research questions
We developed the project’s research questions during the proposal writing process both as a requirement of the proposal and a necessity to ground the proposed scope. Using our collective knowledge and expertise in math education and student engagement, we developed the following research questions to guide the AM-ME project:
- What does it mean for Black and Latino middle and high school students to be engaged in math classes?
- What are the different concepts that make up Black and Latino middle and high school students’ math engagement?
- How are Black and Latino middle and high school students' math engagement associated with student academic and socio-emotional outcomes?
We made sure to review and receive feedback on the research questions with students and teachers in our AM-ME Research Group kick off meeting.
Decision-making
While researchers made initial decisions, we were sure to be clear and transparent when starting our relationship with students and teachers about the decisions already made and what, if anything, was able to change.
Determine data collection methods and participants
During proposal development, we selected data collection methods and participants based on our objectives: (1) investigating the experiences of Black and Latino middle and high school students’ engagement in math, and (2) developing and testing a multi-dimensional measure of student math engagement that centers the experiences of Black and Latino students in ways that produce evidence of validity and reliability. This led to a mixed-methods research design with qualitative and quantitative data from students and teachers.
We proposed teacher interviews, student focus groups, and cognitive interviews to refine the survey, which would be administered to students annually. We engaged the students and teachers in discussions during the AM-ME Research Group meetings about our chosen methods and participants.
Develop qualitative tools
The iterative work of developing qualitative tools occurred during our AM-ME Research Group meetings. In key meetings, we would discuss gaps in our knowledge and interest in additional data to inform our qualitative data collection tools. Our tools focused on a range of topics including student-teacher relationships, community supports, math relevance, classroom climate, and more.
Develop quantitative tools
During the first year, we used the Math and Science Engagement Scales (MSES) to get an understanding of this instrument in the school district. The AM-ME Research Group made meaning of the findings, in particular what they felt was missing from the quantitative data and insights drawn from qualitative data, to develop the initial Adapted Measures of Math Engagement (AM-ME). We repeated this iterative process the following year to administer the next AM-ME.
The Adapted Measure of Math Engagement Research Group includes six students (Antonio Chavira, Brianna Espy, Ryan Ombongi, Serrah Ssemukutu, Salma Ahmed, and Diamond Tony-Uduhirinwa), five teachers (Nathan W. Earley, Karina Mazurek, Kathleen Morgan, Karla Rokke, and Ashly Tritch), and five researchers (Marisa Crowder, Samantha E. Holquist, Diane (Ta-Yang) Hsieh, Claire Kelley, and Mark Vincent B. Yu). Researchers Alyssa Scott, Olivia Reyes, and Avalloy McCarthy also extensively contributed to this work. Bloomington Public School District leaders Betsy Hawes, Marcie Coval, Julio Caesar, and Rik Lamm provided support to this work. Jennifer Widstrand served as the project manager.
If you have questions about the Adapted Measures of Math Engagement project, please contact Principal Investigator Samatha E. Holquist at sholquist@childtrends.org.
This project is funded by the National Science Foundation, grant #2200437. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.