The National Academies Press

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Pages 156-160

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From page 156... ... Methods Training for NCER 2002–Present4 To support current researchers in building NCER: 15 grants; $11.7 Educational Researchers NCSER and expanding their skills to design, analyze, million1 and interpret rigorous education research. NCSER: 4 grants; $2.2 million2 SOURCE: Committee-generated based on data from IES. Read the entire page →
From page 157... ... 4Prior to establishing the Methods Training for Education Researchers program, NCER and NCSER supported methods training grants that were submitted under the unsolicited grants opportunity. We have included these grants in our total grants funded under this program, and therefore have noted the starting date for these grants as 2002. Read the entire page →
From page 158... ... , more data are needed for the committee and the field to fully understand who participates in these programs, how their participation has contributed to their success as education researchers, and how their participation has shaped the field. For example, it is not clear from the available data how many participants in the various training programs have matriculated through education research careers, how many have applied for and secured funding from NCER and NCSER, or how many have made use of the specific methodological and statistical techniques they were trained on in their research. Read the entire page →
From page 159... ... Through these programs, IES has established a pipeline for developing education scientists, from undergraduate and graduate study and continuing throughout their research careers. It has also established a reputation for offering highquality training opportunities that have advanced statistical and methodological expertise in the broad interdisciplinary field of education research, equipping the field with the expertise, tools, and competencies required to produce rigorous research. Read the entire page →
From page 160... ... Regarding improvement, NCER and NCSER's training programs were founded, in part, on the assumption that many education researchers did not have specific skills or competencies required to design, conduct, or disseminate causally informative research studies. As discussed in Chapter 2, although the field continues to debate what constitutes scientifically valid research, the number of IES-funded research studies that have employed experimental and quasi-experimental research designs has increased substantially over the past 20 years, allowing for an increasing number of effectiveness and efficacy studies, and allowing for meta-analyses and research syntheses on several interventions and instructional practices across elementary, secondary, and postsecondary education. Read the entire page →

From page 156...

... Methods Training for NCER 2002–Present4 To support current researchers in building NCER: 15 grants; $11.7 Educational Researchers NCSER and expanding their skills to design, analyze, million1 and interpret rigorous education research. NCSER: 4 grants; $2.2 million2 SOURCE: Committee-generated based on data from IES.

Read the entire page →

From page 157...

... 4Prior to establishing the Methods Training for Education Researchers program, NCER and NCSER supported methods training grants that were submitted under the unsolicited grants opportunity. We have included these grants in our total grants funded under this program, and therefore have noted the starting date for these grants as 2002.

Read the entire page →

From page 158...

... , more data are needed for the committee and the field to fully understand who participates in these programs, how their participation has contributed to their success as education researchers, and how their participation has shaped the field. For example, it is not clear from the available data how many participants in the various training programs have matriculated through education research careers, how many have applied for and secured funding from NCER and NCSER, or how many have made use of the specific methodological and statistical techniques they were trained on in their research.

Read the entire page →

From page 159...

... Through these programs, IES has established a pipeline for developing education scientists, from undergraduate and graduate study and continuing throughout their research careers. It has also established a reputation for offering highquality training opportunities that have advanced statistical and methodological expertise in the broad interdisciplinary field of education research, equipping the field with the expertise, tools, and competencies required to produce rigorous research.

Read the entire page →

From page 160...

... Regarding improvement, NCER and NCSER's training programs were founded, in part, on the assumption that many education researchers did not have specific skills or competencies required to design, conduct, or disseminate causally informative research studies. As discussed in Chapter 2, although the field continues to debate what constitutes scientifically valid research, the number of IES-funded research studies that have employed experimental and quasi-experimental research designs has increased substantially over the past 20 years, allowing for an increasing number of effectiveness and efficacy studies, and allowing for meta-analyses and research syntheses on several interventions and instructional practices across elementary, secondary, and postsecondary education.

Read the entire page →

Key Terms

education research

training opportunities

efficacy studies

education sciences

educational researcher

education researchers

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