Scientific research in education
National Research Council (U.S.). Committee on Scientific Principles for Education Research, National Research Council (U.S.). Center for Education
National Academy Press, 2002 - Education - 188 pages
Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in education -- now codified in the federal law that authorizes the bulk of elementary and secondary education programs -- has brought a new sense of urgency to understanding the ways in which the basic tenets of science are manifested in the study of teaching, learning, and schooling.Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each field -- including education research -- develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.
84 pages matching editions:ISBN0309082919 in this book
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Executive Summary vVVVV V
Introduction V r
Accumulation of Scientific Knowledge a
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agenda assessment Catholic schools causal Chapter classrooms collaboration committee complex conduct cosmic dust critical Cronbach Department of Education DESIGN PRINCIPLE educa education research agency Educational Testing Service effects Eric Hanushek evaluation evidence example experiment features of education federal education research field findings focused funding guiding principles Hanushek human hypotheses ice ages implemented improvement Institute Institutional Review Boards investigation Lagemann learning mathematics measurement ment methods models National Academy National Research Council observations OERI panels participants peer review phonological awareness policy makers practitioners problem programs psychometrics questions randomized relationship replication research design research in education rigorous role School of Education Sciences and Education scientific culture scientific education research scientific inquiry SCIENTIFIC PRINCIPLE scientific research scientists selection bias social science staff statistical student achievement student outcomes systematic teachers teaching Tennessee theoretical theory tion U.S. Department understanding University
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