01/20/2010 24480
EDUCATIONAL RESEARCH ASSOCIATE 2

DEFINITION: This is advanced professional educational research work in planning and leading complex and policy sensitive research and evaluation studies of programs in the Commonwealth.

An employee in this job plans and guides research and evaluation studies that address major departmental policy and program areas. Work includes serving in a lead work role to plan research agendas and study requirements, guide and coordinate studies, evaluate and analyze data collected, and communicate findings and study results that consider the sensitivity and statewide impact of the issues studied. Work involves meeting with policymakers or program managers to translate program or policy issues into research and evaluation studies and define the nature and scope of studies required. Work at this level is distinguished from the lower level by the lead work responsibility in the design, coordination, and guidance of major departmental-wide educational related studies characterized by multiple research projects or a series of study efforts; the high level of complexity, sensitivity, and accountability of the work and studies; and the responsibility to advise policymakers and program managers on the meaning of the data obtained, the inferences that can be drawn from the results, and the implications of the data on program or policy matters. An employee in this job is responsible for the research design, control of the studies, and the analysis, valuation, and dissemination of results. Work is performed with considerable independence under general review by an administrative supervisor through conferences, reports, and evaluation of results.

EXAMPLES OF WORK: Provides leadership in the identification and clarification of educational related program or policy issues for study.

Confers with departmental managers and administrators to gather information to be used in defining project requirements, the nature and scope of the study, and the analytic and evaluative methodologies that would be appropriate for the issues to be studied.

Functions in a lead work capacity in developing research and evaluation design procedures, data collection instruments, and methods of analysis for the conduct of complex research and evaluation studies.

Plans, coordinates, and participates in conducting complex and sensitive research and evaluation studies that involve multiple projects, sub-studies, multiple methods of analysis and inference or are of a non-recurring or developmental nature.

Provides leadership to research staff and others on the conduct of sensitive and complex educational studies, the interpretation of data collected, and the implications of data on agency goals, objectives, and issues.

Reviews, analyzes, and evaluates research and evaluation data collected using advanced and sophisticated statistical techniques including classical and latent trait modeling, analysis, and multiple analysis of variance and covariance, regression analysis, non-parametric statistics, measures of central tendency and variability, chi square and coefficients of correlation.

Guides the generation of research and evaluation data using specialized or self- developed computer software programs and systems to generate, analyze and interpret data as well as to produce tables, charts, graphs, and reports.

Formulates conclusions and recommendations on complex and sensitive studies involving major departmental policy and program areas with policy implications and impact on agency goals and objectives.

Prepares written and oral reports of study findings for action by senior management.

Provides training for lower level educational researchers in formal and on-the- job development of research and evaluation skills, as well as in the use of computers in data manipulation and generation.

Disseminates research and evaluation findings and reports through professional publications and formal and informal presentations at professional meetings, seminars, and workshops at the state and national level.

Performs related work as required.

REQUIRED KNOWLEDGES, SKILLS, AND ABILITIES: Knowledge of statistical methods and concepts and their application to educational research and evaluation.

Knowledge of scientific methods and philosophy and their application to educational research, measurement, and evaluation.

Knowledge of historical, descriptive, and experimental research design, methodologies, and techniques.

Knowledge of techniques used in policy research, program analysis, and planning.

Knowledge of educational measurement and evaluation practices and methodologies and their appropriateness in the conduct of research or evaluation studies.

Knowledge of computer-based methodology and software for the collection and manipulation of data, and in the performance of data and statistical analysis and report generation.

Knowledge of educational and teaching principles, practices, and developments.

Knowledge of research journals, texts, publications, and sources of material and information in education and related fields.

Ability to identify and correct methodological flaws in research proposals, and research and evaluation design plans and processes.

Ability to plan, organize, and conduct research, measurement, and evaluation studies in the field of education.

Ability to identify and interpret complex issues and questions in educational and related fields that warrant research or evaluation.

Ability to formulate researchable hypotheses and to structure research designs to account for relevant variables and the nature of the issues to be studied.

Ability to interpret and present complex policy recommendations involving major program impacts in a form conducive to program modification or development.

Ability to develop, analyze and interpret measurement, testing, and evaluative procedures and instruments with reliability, relevance, and validity.

Ability to evaluate and interpret quantitative and statistical data for validity, reliability, and relevance to issues being studied.

Ability to present complex research and statistical findings, data, and studies orally and in written reports.

Ability to identify and interpret research material to obtain information needed for research and evaluation studies in education and related areas.

Ability to communicate effectively orally.

Ability to communicate effectively in writing.

Ability to establish and maintain effective working relationships.

MINIMUM EXPERIENCE AND TRAINING: One year as an Educational Research Associate 1;

                                                                                                                                             or

Four years of professional educational research experience, involving the performance of descriptive research;

                                                                                                                                            or

Four years of professional research experience; and two graduate level courses each in research methodology, sampling and survey techniques, statistics,
advanced statistical analysis (i.e.--multi-variable analysis, factor analysis, path analysis, latent trait or rash modeling), and educational psychology/measurement;

                                                                                                                                           or

An equivalent combination of experience and training.