By LIsa Towne Lauress L. Wise Tina M. Winters
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Extra info for Advancing Scientific Research In Education
Although these and related points about methodology are essential to understanding and promoting high-quality scientific research in education, an important conclusion of Scientific Research in Education is that scientific quality is a function of all six of these principles. Thus, in our view the national conversation about methodological quality is but the beginning of a broader dialogue that is necessary to fully address issues of scientific quality in education research. Here we provide a few examples of how discussions at the workshops illustrate the importance of other principles.
Forging connections among studies will enable the field to be more than the sum of its parts. Lacking the infrastructure or the professional norms to engage in efforts to connect and integrate theories and data across investigations, the scientific study of educational phenomena will be fragmented (as some currently are; see Lagemann, 2000). The progression of scientific knowledge in education (and other scientific fields) is neither linear nor predictable, but it can be facilitated by explicit efforts to promote the accumulation of research-based knowledge.
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.
Advancing Scientific Research In Education by LIsa Towne Lauress L. Wise Tina M. Winters