Advancing Scientific Research In Education by LIsa Towne Lauress L. Wise Tina M. Winters

By LIsa Towne Lauress L. Wise Tina M. Winters

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By LIsa Towne Lauress L. Wise Tina M. Winters

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Extra info for Advancing Scientific Research In Education

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We found over the course of our deliberations—and know from our own work and experience—that it is often unclear where to target reform efforts in the field of education research. A multitude of participants and decision makers overlap in their authority, responsibility, and power, and existing incentives often work against change. We have attempted to focus the recommendations on major institutional leverage points, and in the final chapter, we provide a summary of these recommendations categorized by audience.

Request ad hoc oversight committee of leaders. 6. Work through trust issues. html 3 Building the Knowledge Base E ven if the quality of discrete education research studies is outstanding, if the field is not able to forge connections among them, it will amass a multitude of studies that cannot support inferences about the generalizability of findings nor sustain the long-term theory building that drives scientific progress. Forging connections among studies will enable the field to be more than the sum of its parts.

The diverse and diffuse nature of the investigators in the field of education research make common standards elusive; however, the workshops highlighted three leverage points for actively promoting high-quality research: peer review processes within federal agencies, implementation of research designs in educational settings, and partnerships between education research and practitioners. Recommendation 1: In federal agencies that support education research, the criteria by which peer reviewers rate proposals should be clearly delineated, and the meaning of different score levels on each scale should be defined and illustrated.

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