The Future of Education Research at IES Advancing an Equity-Oriented Science (2022) / Chapter Skim
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This is evidenced in the broad range of measurement studies focused on student outcomes. At the same time, IES-funded researchers still frequently use standardized test scores and grades as the primary outcomes of their studies.
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-- and the processes and moderators that shape these outcomes -- are important to study in and of themselves. Developing and Validating Measures beyond the Student Level Measures of the structural and contextual factors that shape student outcomes.
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Measures of knowledge mobilization. As discussed in Chapter 4, the committee identified knowledge mobilization as a project type.
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Many quantitative critical race scholars argue that requiring White and other advantaged "quasi-control groups" or "comparison groups" is a racist practice that assumes that the experiences of advantaged groups serve as a normative standard by which to compare other groups (e.g., Flanagin et al., 2021; Sablan, 2018; Garcia et al., 2017)
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Developing Common Measures A major problem that the field of education encounters is a plethora of measures created by education researchers and practitioners. Understanding and effecting system-wide implementation and improvement demands a coherent set of measures that link processes and outcomes across levels.
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. RECOMMENDATION 6.1: IES should develop competitive priorities for research on methods and designs in the following areas: • Small causal studies • Understanding implementation and adaptation • Understanding knowledge mobilization • Predicting causal effects in local contexts • Utilizing big data RECOMMENDATION 6.2: IES should convene a new competition and review panel for supporting qualitative and mixed-methods approaches to research design and methods.
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. Design-based research: A decade of prog ress in education research?
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. Revolutionizing Education: Youth Participatory Action Research in Motion.
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Paper prepared for the National Academies of Sciences, Engineering, and Medi cine, Committee on the Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education.
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. Enhancing implementation science by applying best principles of systems science. Health Research Policy and Systems, 14, 74.
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Combining critical race theory and quan titative methods. American Educational Research Journal, 56(1)
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In this chapter, we re-examine the goals of NCER and NCSER's training programs, asking the question of what it would mean to "strengthen the national capacity" to carry out this report's vision of education research for the future. At minimum, the recommendations of this report are likely to require a broadening of the number and kinds of training opportunities made 153
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To achieve these goals, NCER and NCSER offer several different types of training programs for education researchers at different points in their careers, including programs aimed at undergraduate students, predoctoral students, postdoctoral scholars, and early career faculty. There are also methods training programs that vary in their focus, providing opportunities for education researchers at any stage of their careers, including graduate students (NCER only)
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Early Career Development NCSER 2013–Present To support early career early intervention 33 grants; $16.3 million and Mentoring in Special and special education researchers capable Education of producing rigorous research relevant to the needs of infants, toddlers, children, and youth with or at risk for disabilities. continued 155
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