The Future of Education Research at IES Advancing an Equity-Oriented Science (2022) / Chapter Skim
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Pages 186-193
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From page 186... ...
Role of Practitioners Finally, the committee notes that the current application and review process does not have a consistent plan or procedure for engaging the education practice community. While some educators or policy makers may participate in the review process, the voices of practice stakeholders are not regularly integrated into review.
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From page 187... ...
and co-PIs, composition of review panels, and study samples. Specific to the second issue noted in Chapter 8 -- timely and responsive application cycles -- the committee found evidence that the current structure of a single annual review panel is not functional for the research community in education, and a September deadline for proposals is particularly problematic given the timing of the school year.
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From page 188... ...
188 THE FUTURE OF EDUCATION RESEARCH AT IES In general, the committee thinks that attending to the larger structural issues facing NCER and NCSER (see Recommendations 4.1 and 5.1–5.5) will serve to help ensure that funded research is ultimately positioned to be useful for the practitioners and policy makers.
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From page 189... ...
doi:10.1017/S1049096517001081. Executive Order 13985, 86 FR 7009 (January 25, 2021)
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. Education Research Grants Program Request for Applications.
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From page 191... ...
and National Center for Special Education Research (NCSER) in the years to come.
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From page 192... ...
Beginning with the No Child Left Behind Act of 2001 and furthered by policies at all levels that require use of data in decision making, the field of education now has nearly two decades of data of all kinds. This abundance of data -- on students, teachers, schools, and other education settings -- has expanded the kinds of questions that education researchers can ask and answer.
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From page 193... ...
Over time, NCER and NCSER have attempted to address these constraints as well as the shifting needs of the field by adding new and often unique or specific funding opportunities (such as Education Research grants in Special Topics) and altering institutional policies (Schneider, 2021)
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