Overview

Mark Constas' work is focused on the development of research and evaluation designs that make use of qualitative and quantitative data. The technical aspects of his work are supported by investigations into the historical and epistemological foundations of education research. His current program of research is focused on examination of the theoretical foundations, technical features, and empirical realities of research methodology. Across these three focus areas, his work is concerned with the types of methodological problems encountered as researchers attempt to conduct studies that both reflect an interest in systematic inquiry and demonstrate a commitment to practical change.

Research Focus

Dr. Constas' current work explores the methodological consequences of the different philosophical traditions and theoretical foundations upon which education researchers base their investigations. He is currently engaged in work that aims to produce better, more transparent connections between the structure of educational problems and the application of research methodology. The main question that drives his work is "what are requirements, limits, and pragmatic benefits of scientific education research? " Areas of applied work within which Dr. Constas' investigation of methodological questions are pursued include: 1) the effects of research experience as professional development for science education teachers (with the Cornell Center for Materials Research-CCMR), 2) the effects of interdisciplinary, problem-focused programs of graduate education in the sciences, (also with CCMR 3) The effect of integrated classroom design and curricular innovations in undergraduate physics - headed by Dr. Michael Rogers and Dr. Luke Keller at Ithaca College, and 3) the impact of early childhood education programs in developing contexts (Headed by Dr. Nirmala Rao, University of Hong Kong).

Instruction Focus

Research methodology, program evaluation, evaluation and development.

Additional Links

• Society for Research on Educational Effectiveness
• Link to CALS Research portal
• Link to CALS Impact statements

Selected Publications

• Constas, M. A. (2007). Reshaping the methodological identity of education research: Early signs of the impact of federal policy. Evaluation Review: A Journal of Applied Social Research, 31(4), 391-399.
• Constas, M. A. (2007). Toward a program of research on scale-up: Analytical requirements and theoretical possibilities. In B. Schneider & S. K. McDonald, Scale-up in education: Ideas in principle. (pp. 247-257). Lanham, Maryland: Rowan and Littlefield.
• Constas, M. & Sternberg, R. (Eds)(2006). Translating Theory and Research into Educational Practice: Developments in Content Domains, Large Scale Reform, and Intellectual Capacity. Mahwah, NJ: Lawrence Erlbaum.
• Constas, M. (1999). Theoretical adequacy and analytical d?tente - A review of Tests and Examinations: Measuring Abilities and Performance by Lewis Aiken. Contemporary Psychology, 44, 229-232.
• Constas, M. (1998). Deciphering postmodern inquiry. Educational Researcher, 28 (1), 36-42.
• Constas, M. (1998). The changing nature of educational research and a critique of postmodernism. Educational Researcher. 27(2), 26 33.
• Cooney, J., & Constas, M. (1993). Analysis of non linear dynamics in human learning. In M. L. Howe & R. Pasnak (Eds.) (pp. 154 191) Emerging Themes in Cognitive Development (Vol. 1). New York: Springer Verlag.
• Constas, M., & Francis, J. (1992). A graphical method for selecting the best sub set regression model. Multiple Linear Regression Viewpoints, 19, 16 23.

[top]