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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Research
NOTE: This search focuses on the nature and process of scientific research in education, not the results or findings of research studies. Journal ArticlesEJ648744 EA539741Educational Research in the Foreseeable Future: The Times They Are Changing. Author: Davis, O. L., Jr. Availability: Web site: http://www.ehponline.org Journal Citation: Journal of Curriculum and Supervision, v17 n4 p277-82 Sum 2002 Publication Date: 2002 ISSN: 0882-1232 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJNOV2002 Abstract: Editorial on the objectives and implications of pending changes in the type of educational research funded by the federal government based on the U.S. Department of Education's "Strategic Plan 2002-2007," available at www.ed.gov/pubs/stratplan2002-07/index.html. (Contains 13 references.) (PKP) Descriptors: *Educational Research; Elementary Secondary Education; Federal Government; *Public Policy; Scientific Research; Statistical Analysis; Synthesis Identifiers: *Department of Education EJ644226 TM524074 Randomised Controlled Trials for Evidence-based Education: Some Problems in Judging "What Works." Author: Morrison, Keith Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org. Journal Citation: Evaluation & Research in Education, v15 n2 p69-83 2001 Publication Date: 2001 ISSN: 0950-0790 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2002 Abstract: Makes the case that faith in randomized controlled trials (RCTs) to determine "what works" in education may be misplaced. Identifies eight possible problems with relying on RCTs and notes that the rigor required for RCTs may not be practicable. (SLD) Descriptors: *Control Groups; *Evaluation Methods; Program Evaluation; Research Design; *Research Methodology Identifiers: *Randomized Experiments EJ628759 TM523483 Problematising Evidence-based Policy and Practice. Author: Ridgway, James; Zawojewski, Judith S.; Hoover, Mark N. Availability: Journal Citation: Evaluation and Research in Education, v14 n3&4 p181-92 2000 Publication Date: 2000 ISSN: 0950-0790 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: CIJDEC2001 Abstract: Identifies some challenges to evidence-based policy and practice and illustrates these challenges through the large-scale evaluation of a major curriculum development project. Offers several responses to these challenges, which include: (1) changes in educational goals; (2) different time lines; and (3) the variability of effect size in different classrooms. (SLD) Descriptors: *Curriculum Development; Educational Objectives; Effect Size; Elementary Secondary Education; Program Evaluation; Time Identifiers: *Evidence Based Practice Descriptive Terms: Special issue titled "Evidence-based Policies and Indicator Systems." Papers in this special issue were presented at one of two conferences of the same name held at the University of Durham, England, in 1997 and 1999. EJ628756 TM523480 Making Our Measurements Count. Author: Brighton, Malcolm Availability: Journal Citation: Evaluation and Research in Education, v14 n3&4 p124-35 2000 Publication Date: 2000 ISSN: 0950-0790 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: CIJDEC2001 Abstract: Explores what it would mean to "spread best practice" in educational measurement and considers lessons from the history of medicine and other scientific disciplines that are relevant to the development of educational theory and practice. Makes the case that these lessons point toward the use of less complex statistical tools and the collection and discussion of more (although less preprocessed) data. (SLD) Descriptors: Data Collection; *Educational Practices; Educational Theories; Elementary Secondary Education; *Evaluation Methods; *Measurement Techniques; Medicine; Sciences; *Statistical Analysis Descriptive Terms: Special issue titled "Evidence-based Policies and Indicator Systems." Papers in this special issue were presented at one of two conferences of the same name held at the University of Durham, England, in 1997 and 1999. EJ612417 UD522463 What Is the Place of Science in Educational Research? Author: Mayer, Richard E. Availability: Journal Citation: Educational Researcher, v29 n6 p38-39 Aug-Sep 2000 Publication Date: 2000 ISSN: 0013-189X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJFEB2001 Abstract: Offers two reasons for keeping educational research firmly within the domain of science: to maintain self-correcting progress for educational theory and to maintain the reputation of educational research as a scientific enterprise. Suggests that a possible reconciliation to the two sides on this issue is to use quantitative and qualitative data in scientific ways. (SM) Descriptors: *Educational Research; Elementary Secondary Education; Research Methodology; Scientific Methodology; *Scientific Research EJ607219 SE563616 Lessons to be Learned from Evidence-based Medicine: Practice and Promise of Evidence-based Medicine and Evidence-based Education. Author: Wolf, Fredric M. Availability: Journal Citation: Medical Teacher, v22 n3 p251-59 May 2000 Publication Date: 2000 ISSN: 0142-159X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2000 Abstract: Presents statistics of deaths caused by medical errors and argues the effects of misconceptions in diagnosis and treatment. Suggests evidence-based medicine to enhance the quality of practice and minimize error rates. Presents 10 evidence-based lessons and discusses the possible benefits of evidence-based medicine to evidence-based education and best evidence medical education. (Contains 63 references.) (YDS) Descriptors: Achievement; Clinical Diagnosis; Curriculum; *Medical Education; Misconceptions Identifiers: Evidence Based Practice EJ600118 SE562874 BEME Guide No. 1: Best Evidence Medical Education. Author: Harden, R. M.; Grant, Janet; Buckley, Graham; Hart, I. R. Availability: Journal Citation: Medical Teacher, v21 n6 p553-62 Nov 1999 Publication Date: 1999 ISSN: 0142-159X Language: English Document Type: Journal articles (080) Journal Announcement: CIJJUL2000 Abstract: There is a need to move from opinion-based education to evidence-based education. Describes best evidence medical education (BEME) as implemented by teachers in their practice of methods and approaches to education based on the best evidence available. (Author/CCM) Descriptors: Guides; Higher Education; Medical Education; *Teacher Effectiveness; *Teaching Methods Identifiers: *Evidence Based Practice DocumentsED465446 PS030418What To Know & Where To Go: Parents' Guide to No Child Left Behind. A New Era in Education. Institutional Author: Department of Education, Washington, DC. Office of the Secretary.(EDD00040) Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://www.NoChildLeftBehind.gov. Publication Date: April 2002 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEDEC2002 Abstract: Taking effect in Fall 2002, the No Child Left Behind legislation will help to enable a high-quality education for every child in America, regardless of income, ability, or background. The legislation gives states more flexibility on how they spend their education dollars, and in return, requires them to set standards for student achievement and to hold students, teachers, and other educators accountable for results. No Child Left Behind also gives parents new opportunities to ensure that their children receive the very best education possible. This guide for parents outlines what they need to know about the legislation. Using a question and answer format, the guide details the legislation's impact in the areas of: (1) accountability, including requirements for states and school districts to publish report cards on school performance; (2) testing, including effects of testing requirements on teaching; (3) reading, including why it is important for children to read better so early in school, and the goals of the Reading First initiative; (4) what works, detailing the role of scientifically based research in the legislation requirements; (5) teachers, including how parents can help their child's teacher; (6) creating safer schools, including the "Unsafe School Choice Option"; and (7) Choice, including who would be eligible for the school choice option and who can offer alternative schooling. (Contains a list of Web sites for additional information, key implementation dates, and a glossary.) (HTH) Descriptors: *Academic Achievement; *Accountability; Achievement Tests; Beginning Reading; Educational Change; *Educational Improvement; *Elementary Secondary Education; *Federal Legislation; Government Role; High Stakes Tests; Parent Role; *Preschool Education; State Government; State Standards; Student Improvement Identifiers: *No Child Left Behind Act 2001 Descriptive Terms: Some photos may not reproduce adequately. Geographic Source: U.S.; District of Columbia ED461946 EA031541 Department of Education Fiscal Year 2003 Budget Summary and Background Information. Institutional Author: Department of Education, Washington, DC.(EDD00001) Availability: For full text: http://www.ed.gov/offices/OUS/Budget03/Summary/index.html. Publication Date: 2002 Language: English Document Type: Numerical/Quantitative Data (110); Reports--Descriptive (141) Journal Announcement: RIEAUG2002 Abstract: The No Child Left Behind (NCLB) Act was signed into law on January 8, 2002, by President George W. Bush. Principles and strategies incorporated into the Act include: increased accountability for states, school districts, and schools; greater choice for parents and students; greater flexibility for states and school districts in the use of federal education dollars; and a stronger emphasis on teaching methods grounded in scientifically based research. The President's 2003 budget for education provides new resources to help states, school districts, and schools implement the NCLB Act and improve educational opportunities for all students. He is requesting $50.3 billion in discretionary appropriations for the Department of Education in fiscal year 2003, an increase of $1.4 billion over the 2002 enacted level. The following subjects are covered in this document: the 2003 Budget, and the 2003 Education Budget by Program Area. Program areas include: (1) Elementary and Secondary Education; (2) Special Education and Rehabilitative Services; (3) Vocational and Adult Education; (4) Student Financial Assistance; (5) Higher Education Programs; (6) Education Research, Statistics, and Assessment; and (7) Departmental Management. An appendix includes a table showing total expenditures for education in the United States, and a budget table detailed by program. (RT) Descriptors: Accountability; Educational Equity (Finance); *Educational Finance; Educational Improvement; Elementary Secondary Education; Equal Education; *Federal Aid; *Federal Programs; Government Publications; Higher Education Identifiers: Department of Education Descriptive Terms: For the Fiscal Year 2002 Budget Summary, see ED 451 614. Cover title varies. Geographic Source: U.S.; District of Columbia ED402518 CG027311 The Feminist Perspective: Humanizing Research. Author: Baldwin, Cynthia; Huggins, Don W. Availability: Publication Date: 1995-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 18 Document Type: Information Analyses (070); Reports (141) Journal Announcement: RIEMAY1997 Abstract: Although feminist perspectives about research have not been presented in a unified paradigm, feminist theory has helped to expose and demystify the empirical assumption of objectivity as the only way to truth in research. The feminist perspective in research represents alternate, non-oppressive formulations of what constitutes meaningful and valid knowledge and scientific practice. These paradigms honor the essential humanistic principles most often expounded within feminist and men's studies. This article answers basic questions about the feminist perspective and its impact on humanizing the empirical science paradigm, and specifically addresses ways in which the feminist perspective in research affects counseling. If truth is accepted as multifaceted and variable as the feminist perspective suggests, then the clean linear design structures of empiricism will eventually give way to a more complex and potentially more meaningful style of research. Contains 29 references. (Author/TS) Descriptors: *Experimenter Characteristics; *Feminism; *Humanization; Postsecondary Education; Research Methodology; Research Problems; Research Utilization; *Researchers; *Science Process Skills; *Scientific Attitudes; Scientific Methodology; Scientific Research; Thinking Skills Level: 1 Geographic Source: U.S.; Nevada ED342056 EA023510 Understanding Variables & Hypotheses in Scientific Research. Author: Charters, W. W., Jr. Availability: Publication Date: 1992 Document Type: () Abstract: The hypothesis is the device scientists use to translate questions, theories, or proposed explanations into a form amenable to empirical research. This edition of W. W. Charters treatise on clear, conceptual definitions and precise operational hypotheses, which was originally developed to assist students in educational policy and management courses is designed to bring this brief but classic work to a larger audience. Written for novices in research, the manual is a discussion of the ways in which variables and hypotheses appear in research, the functions they serve, and common problems that researchers have with them. It introduces distinctions and rules and procedures for unraveling variables, examining relationships between them, and analyzing hypotheses. The manual contains five chapters. Chapter 1 explains that the hypothesis, in its elementary form, consists of two variables and a specification of the relationship that one expects to hold between them. Chapter 2 introduces the essence of variables using three general terms--objects, properties of objects, and values of a property--and the two modes of variation--kind and degree. Chapter 3 ventures into the subject of relationships between variables. Chapter 4 delves into the "anatomy of the hypothesis" and discusses the unit of analysis, the null hypothesis, and how to locate and dissect hypotheses in published studies. Finally, the last chapter concerns the two major classes of "diseases" that prevent hypotheses from growing into proper form: those that afflict variables and those that attack specifications of relationships. (MLF) ED341371 IR015371 The National Research and Education Network (NREN): Research and Policy Perspectives. Author: McClure, Charles R.; And Others Availability: Publication Date: 1991 Document Type: () Abstract: This book provides an overview and status report on the progress made in developing the National Research and Education Network (NREN) as of early 1991. It reports on a number of investigations that provide a research and policy perspective on the NREN and computer-mediated communication (CMC), and brings together key source documents that have directed the development of the NREN. An introduction to basic concepts and developments in national networking is provided in the first of nine chapters. The second chapter, "Development of the National Research and Education Network," reviews documents and policy issues related to the creation of the NREN, including government documents, Congressional hearings, pending legislation, and articles focusing on the design, development, implementation, and use of the NREN. The third chapter, "NREN Benefits, Problems, and Policy Issues: Views from the Literature," reviews proposed benefits, possible problems, and policy implications identified from the literature. The fourth chapter, "Research on Computer-Mediated Communication and Its Significance for the NREN," discusses current research on CMC and electronic networks. Chapter 5, "Electronic Networks and Science," focuses on the impacts of electronic networks on the scientific enterprise and on the individual researcher. The sixth chapter, "Impact of Networks on Research: Results from an Empirical Study," describes a study of high-speed electronic networks on scientific communication. The seventh chapter, "Scientific Norms and the Use of Electronic Research Networks," discusses the relationships among scientific norms, researchers network behavior and attitudes, and the development of the NREN. The eighth chapter, "User Perspectives on Electronic Networks," reports the views and comments of network users. The final chapter, "Issues, Recommendations, and Prospects," offers a review of the key social and behavioral issues likely to affect the NREN. An extensive bibliography and information on the authors precede the 18 appendices, which include key reports, proposed legislation, a glossary, and other source materials. (DB) ED320768 SE051477 An Important Difference between Scientific Research and Empiricist Research in Education. Author: Chambers, John H. Availability: Publication Date: 1990 Document Type: () Abstract: Empiricists work with general concepts defined by their observed sets of objects. Their explanations involve their general concepts derived by trial and error from their untheoretical observations and experience. This paper distinguishes empirical educational research from scientific research to avoid confusion between the two. A reason for the success of science may be because science uses abstract concepts drawn from empirical phenomena rather than with general concepts. The empiricists mistake is to ignore the abstract concepts of the theoretical level. Lavoisiers oxygen theory of combustion is provided as an example of a scientific endeavor, and a classroom observation study is provided as an example of an empirical education endeavor. Science often develops ideas from imaginative conceptual leaps to produce abstract concepts. Educational empiricists use general categories generalized from observables. (YP) ED242104 EA016670 Why Educational Research Has Been So Uneducational: The Case for a New Model of Social Science Based on Collaborative Inquiry. Author: Torbert, William R. Availability: Publication Date: 1981 Document Type: () Abstract: Educational research has thus far failed to greatly improve education because it is based on a model of reality that emphasizes unilateral control in both research and practice. Efforts to gain unilateral control presume that researchers or practitioners know what is significant from the outset, that they are essentially outside the situation they are observing or acting on, and that knowledge is to be used to implement a preconceived plan of action. Scientific research based on the unilateral control model seeks only to develop descriptive theories; when faced with the task of proposing alternatives to what it describes, such research fails because it does not reflect on its own assumptions. In contrast to the unilateral control model, which offers only a fundamentally anti-educational "reflective" science "about" action, a new model is needed on how to conduct an "action science." Such a science would consider the researcher to be an interactive participant, rather than a detached observer, in the situation under consideration and would welcome the possibility of change through dialog between the actor-researcher and others. Research, according to this new model of collaborative inquiry in the social sciences, would be regarded as an "experiment-in-practice," an opportunity for studying the self as well as others that would require a new politics and a new ethics. (JBM) ED157202 EA010783 Scientific Research in Educational Administration. Author: Hoy, Wayne K. Availability: Journal Citation: UCEA Reviewv19 n3 p1-6 Jun 1978 Publication Date: 1978 Document Type: () Abstract: The University Council for Educational Administration (UCEA) ought to reaffirm its commitment to theoretical research. Research in educational administration during the last twenty years has been applied or practical rather than purely theoretical or scientific. Although there is certainly a place for practical research, theoretical research ought not be neglected. One goal of theoretical research is to develop theory that can explain phenomena. Another goal is to add to the store of knowledge. Research not based on a body of substantive theory will be weak. Purely practical research is often fragmented and unsystematic. In the late fifties UCEA inspired a movement toward more interdisciplinary and scientific analysis of educational organizations. This so-called "theory" movement declined in the late sixties partially because of institutionalization and overpromotion. The social and political unrest of the sixties and the financial exigencies of the seventies caused practical and policy research to dominate the field. Yet more scientific and theoretical research is necessary for a full knowledge and understanding of organizational behavior in education. UCEA must continue to be an advocate of such research. (JM) ED111700 SO008322 Science vs. Philosophy in Education: The Kelley-Kilpatrick Debate of 1929-31 as a Moment in the Development of Educational Analysis. Draft. Author: Szoke, Ron Availability: Publication Date: 1975 Document Type: () Abstract: The long-forgotten debate of 1929-31 between T. L. Kelley and W. H. Kilpatrick is reviewed with the aim of reviving the crucial, but dormant, issue of the competence of quantitative empirical research to answer educational questions. They debated the need to supplement scientific method with a philosophical approach sensitive to needs, impulses, and interests. First, the causes and objectives of the debate are placed in historical and intellectual perspective by describing the wave of technological optimism that occurred about 1890-1920. Then, the principal points made by the debaters are reviewed and examined. It is concluded that Kilpatrick won the debate by making a strong case for the complementarity of scientific and philosophical methods in education. But, it can be granted to Kelley that educational analysis and theorizing has often seemed undisciplined and concerned more with displaying cleverness or doctrinal purity than with getting things right. Today, the situation of the late 1920s still exists: a narrow positivist orthodoxy among influential methodologists coupled with dissatisfaction on the part of others about triviality, irrelevance, and inconclusiveness of research using the scientific method. It is suggested that it is possible for research to be both rigorous and relevant; thus, the issue should be reopened. (Author/ND) ED100053 EA006674 Trends in Educational Administration Research in the United States. Author: Gibson, R. Oliver Availability: Publication Date: 1974 Document Type: () Abstract: It is useful to place the development of educational research within the context of the historical development of scientific research as a whole. The work of Whitehead, Northrop, Toulmin, and, especially, Kuhn suggests the value of viewing research as a social process through which ideas and intellectual techniques are diffused. It is useful for analytical purposes to distinguish between three phases in that process: the period of emergence of community, the transition period, and the period of maturity. The pattern of development in educational administration suggests that the community development period extended up until about 1950 and that the transition period begun in 1950 continues today. The formation of educational administration research organizations and the growing emphasis on analytical techniques suggest that some of the critical components necessary for the emergence of the period of maturity are now developing. (Author/JG) |