Scientific Research in EducationResearchers, 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 educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. |
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... theories, and findings. It builds understandings in the form of models or theories that can be tested. Advances in scientific knowledge are achieved by the self-regulating norms of the scientific com- munity over time, not, as sometimes ...
... Theory It is the long-term goal of much of science to generate theories that can offer stable explanations for phenomena that generalize beyond the particular. Every scientific inquiry is linked, either implicitly or explicitly, to some ...
... theory and back again that is coherent, shareable, and persuasive to the skeptical reader. The validity of inferences made through this process is strengthened by identifying limitations and biases, estimating uncertainty and error, and ...
... theories and findings may generalize to other times, places, and populations. Education research as a profession has defining features as well. For example, multiple disciplinary perspectives bear on the study of education. Furthermore ...
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Contents
1 | |
Introduction | 11 |
Accumulation of Scientific Knowledge | 28 |
Guiding Principles for Scientific Inquiry | 50 |
Features of Education and Education Research | 80 |
Designs for the Conduct of Scientific Research in Education | 97 |
Design Principles for Fostering Science in | 127 |
References | 158 |
Biographical Sketches Committee Members and Staff | 181 |