Scientific Research in Education (2002) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-10
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Such research covers a wide range of issues, including teaching second-language learners, measurement of achievement and self-concept, the biological and psychological basis of language and cognition, public school finance, and postsecondary and life-long learning outcomes. There is long-standing debate among scholars, policy makers, and others about the nature and value of scientific research in education and the extent to which it has produced the kind of cumulative knowledge expected of scientific endeavors.
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We conclude that six guiding principles underlie all scientific inquiry, including education research: 2 ~ SCIENTIFIC RESEARCH IN EDUCATION
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Every scientific inquiry is linked, either implicitly or explicitly, to some overarching theory or conceptual framework that guides the entire investigation. Science generates cumulative knowledge by building on, refining, and occasionally replacing, theoretical understanding.
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Incleecl, the objectivity of science derives from publicly enforced norms of the professional community of scientists, rather than from the character traits of any individual person or design features of any stucly. APPLICATION OF THE PRINCIPLES TO EDUCATION While all sciences share common principles, every field of study develops a specialization as the principles are applied.
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DESIGN PRINCIPLES FOR FOSTERING SCIENCE IN A FEDERAL EDUCATION RESEARCH AGENCY How should a federal education research agency be designed if the goal is to foster scientific research on education, given the complexities of the practice of education, the stringencies of the scientific principles, and the wide range of legitimate research designs? To address this question, we did not conduct an evaluation of the Office of Educational Research and Improvement (OERI)
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Qualified staff is so critical to a healthy agency that we believe without them, little else matters. Only with such staff can the norms of scientific research in education become infused into the agency.
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DESIGN PRINCIPLE 4 Develop a Focused and Balanced Portfolio of Research That Addresses Short-, Medium-, and Long-term Issues of Importance to Policy and Practice Short- and medium-term scientific studies are most responsive to the need for answers to questions of pressing problems of practice and policy. Long-term studies address fundamental questions by focusing on the development and testing of ~ ~ SCIENTIFIC RESEARCH IN EDUCATION
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We echo the calls of several previous studies ancl commissions for a significantly increased research buciget if its agenda is to cover the breacith of content req u i reel of its preclecessors. Stagnant funcling, an inconsistent commitment, or both, means that scientific research in education is not being taken seriously.
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