The National Academies Press

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Pages 27-44

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From page 27... ... Rather, there is increasing recognition that the process of implementation itself is worthy of study if education research is to provide educators with sufficient guidance on how to improve student outcomes. Implementation research "is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness" of interventions, policies, and practices (Eccles & Mittman 2006, p. Read the entire page →
From page 28... ... In Chapter 4, we discuss our recommendations for a structure of project types for organizing funding in NCER and NCSER, and in Chapter 5, we make recommendations for new topics of study. Together, Chapters 4 and 5 cover the research goals and topics that IES uses to organize its work, and these chapters constitute our response to the first element of our charge -- to identify problems and issues that should be considered for IES funding. Read the entire page →
From page 29... ... . Using Research Evidence in Education: From the Schoolhouse Door to Capitol Hill. Read the entire page →
From page 30... ... Depart ment of Education, National Center for Education Research. Zimmerman, E Read the entire page →
From page 31... ... and National Center for Special Education Research (NCSER) operate. Read the entire page →
From page 32... ... Speaking to the American Educational Research Association (AERA) in 2003, he noted that he was unconvinced that education research prior to 2002 would be able to change practice toward improving student outcomes. Read the entire page →
From page 33... ... Many of the most prominent U.S. education researchers were eager to see leadership oriented toward this articulation of scientific rigor. Read the entire page →
From page 34... ... In the section that follows, we discuss the substance of NCER and NCSER's work, and describe how this work has altered the shape of education research in the United States. FUNDING A VISION OF SCIENTIFIC RESEARCH IN EDUCATION From their outset, both NCER and NCSER (authorized in an amended ESRA in 2004) Read the entire page →
From page 35... ... necessary to carry out scientific research. Finally, as discussed in depth in Chapter 7, NCER and NCSER's investments in training education researchers have changed the shape of the field. Read the entire page →
From page 36... ... The inconsistency between assumptions prevalent in 2002 about how educators would come to use research evidence, and what subsequent studies show about how evidence is used in practice, has constrained IES's ability to achieve its legislated function to "promote the use, development, and application of knowledge gained from scientifically valid research activities (Education Sciences Reform Act of 2002, Section 112(3) Read the entire page →
From page 37... ... ; ideas are gener ated; solutions are identified; and policies are adopted, implemented, and sometimes stalled. Importantly, recent research suggests that the use of research evidence in education by policy makers and practitioners can be facilitated by individuals who serve as "research brokers" as well as by intermediary organizations and networks. Read the entire page →
From page 38... ... . Use of research evidence occurs in a robust network of interconnected relationships, whether one focuses on the school, district, state, or federal government. Read the entire page →
From page 39... ... that reflect field-level flattening of human diversity and cultural variation. To concretize this problem, 96 percent of studies in psychology are conducted with WEIRD samples, which reflects just 12 percent of the world's population, and even in societies that are multiracial like the United States, more than 83 percent of those studies are conducted with predominantly White samples (Henrich et al., 2010) Read the entire page →
From page 40... ... . Work that does not carefully engage cultural variation easily participates in the perpetuation of a science based in White middle-class norms projected as universalist claims. Read the entire page →
From page 41... ... . Despite the well-established role of interactional and structural factors in education outcomes, deficit stances typically treat the individual as their unit of analysis and have thus been shown to perpetuate a view of human learning in which outcomes "ultimately depend on [students'] Read the entire page →
From page 42... ... Further, the rise of mixed methods research has been a development over the past two decades that can inform the next two decades of IES initiatives. Mixed methods designs offer powerful tools for examining complex social phenomena and systems in education. Read the entire page →
From page 43... ... IES AT 20: NOW WHAT? When the issues above are considered in relationship to one another, it is clear that the world of education research has changed dramatically in the years since 2002. Read the entire page →
From page 44... ... In the next chapters, we describe the current structure of NCER and NCSER at IES, detailing how funding competitions are organized and implemented, and how different topics and issues have been funded since 2002. In Chapters 4 and 5, we propose an updated matrix of project types (sometimes referred to as "goals") Read the entire page →

From page 27...

... Rather, there is increasing recognition that the process of implementation itself is worthy of study if education research is to provide educators with sufficient guidance on how to improve student outcomes. Implementation research "is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness" of interventions, policies, and practices (Eccles & Mittman 2006, p.