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Science, Evidence, and Inference in Education: Report of a Workshop (2001)

Chapter: Appendix A: Workshop Agenda

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Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2001. Science, Evidence, and Inference in Education: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10121.
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APPENDIX A: WORKSHOP AGENDA

THE NATIONAL ACADEMIES

CENTER FOR EDUCATION

Committee on Scientific Principles in Education Research

Science, Evidence, and Inference in Education: A Workshop

AGENDA

WEDNESDAY, MARCH 7

National Academy of Sciences Building

21st & C Streets, NW

The Lecture Room

7:30 am

Continental Breakfast

8:00 am

Welcome and Goals for Workshop

Richard Shavelson, Stanford University and Chair, Committee on Scientific Principles in Education Research

Michael Feuer, Center for Education, National Research Council

MORNING SESSION: SUPPORTING SCIENTIFIC QUALITY AT THE FEDERAL LEVEL

8:45 am

Panel #1

How Scientific Quality Is Conceived and Supported: Perspectives of Federal Research Managers Outside Education

Framing Questions:

  • How do research organizations define scientific quality for both individual projects and programs or portfolios of work? How did these definitions develop and from where were they derived?

  • What are the enabling conditions that allow research organizations to promote and sustain scientific quality in the projects and programs they support over time?

  • What impediments have hindered quality and how have they been addressed?

 

Chair:

Robert DeHaan, Emory University

 

Panelists:

Norman Bradburn, NSF Social, Behavioral and Economic Sciences Directorate

Susan Chipman, U.S. Office of Naval Research

Sally Rockey, USDA Cooperative State Research, Education, and Extension Service

Richard Suzman, NIH National Institute on Aging

Page 17 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2001. Science, Evidence, and Inference in Education: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10121.
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Discussant:

William Morrill, Caliber Associates

 

Q&A:

Committee and Audience

10:30 am

Break

10:45 am

Panel #2

How Scientific Quality is Conceived and Supported: Perspectives of Federal Research Managers Inside Education

 

Framing Questions:

  • Same as Panel #1

 

Chair:

Paul Holland, Educational Testing Service

 

Panelists:

C. Kent McGuire, Manpower Demonstration Research Corporation

G. Reid Lyon, NIH National Institute of Child Health and Human Development

Judith Sunley, NSF Directorate for Education and Human Resources

 

Discussant:

Diane Ravitch, New York University and Brookings Institution

 

Q&A:

Committee and Audience

12:30 pm

Luncheon Discussion

Revitalizing Federal Education Research and Development: Improving the R&D Centers, Regional Educational Laboratories, and the 'New' OERI

 

Background:

  • Vinovskis, Maris, A. “The Federal Role in Educational Research and Development.” Brookings Papers on Education Policy: 2000.

 

Chair:

Ellen Condliffe Lagemann, Spencer Foundation

 

Speaker:

Maris Vinovskis, University of Michigan

 

Q&A:

Committee and Audience

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Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2001. Science, Evidence, and Inference in Education: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10121.
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AFTERNOON SESSION: THE INTERFACE OF RESEARCH & PRACTICE

2:00 pm

Roundtable Discussion #1

Research & Reform: The Role of Research in Improving Educational Practice

 

Framing Questions:

  • What is the nature, quantity, and quality of scientific evidence needed to act, scale up?

  • In what ways can research provide guidance about various decisions in education policy and practice? What are its limitations?

  • In what ways can research provide insights about alternative ways to solve problems? What are its limitations?

 

Chair:

Jere Confrey, University of Texas

 

Participants:

Christopher T. Cross, Council for Basic Education

Jeremy Kilpatrick, University of Georgia

Sharon Lewis, Council of Great City Schools

William Quinn, North Central Regional Educational Laboratory

Steven Ross, University of Memphis

Nancy Songer, University of Michigan

 

Q&A:

Committee and Audience

3:30 pm

Break

3:45 pm

Roundtable Discussion #2

Quality & Utility: The Interaction of Research Quality and the Needs of Education Decision-Makers

 

Framing Questions:

  • Does “quality” mean the same thing to researchers as it does to the users of research? Should it?

  • What are the characteristics of research that do influence education decision making, and what are the conditions under which it can drive change?

  • Are there trade-offs required in achieving researchers' standards of quality and consumers' standards for utility?

 

Chair:

Donald Barfield, WestEd

 

Participants:

Same as Roundtable Discussion #1

Page 19 Cite
Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2001. Science, Evidence, and Inference in Education: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10121.
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Q&A:

Committee and Audience

5:00 pm

End Open Session

THURSDAY, MARCH 8

Holiday Inn Georgetown

2101 Wisconsin Avenue, NW

Mirage I

8:00 am

Continental Breakfast

8:30 am

Panel #3

Scientific Evidence and Inference: Disciplinary Perspectives

 

Frame:

  • Robert Mislevy. “Basic Concepts of Evidentiary Reasoning”

 

Chair:

Robert Boruch, University of Pennsylvania

 

Panelists:

Michael Agar, University of Maryland

Glen Cain, University of Wisconsin

Larry V. Hedges, University of Chicago

Robert Mislevy, University of Maryland

Peter Tillers, Cardozo Law School, Yeshiva University, Yale Law School

 

Q&A:

Committee and Audience

10:30 am

Break

10:45 am

Panel #3 Continued

12:00 noon

Luncheon Discussion

Review and Summary: Reflections on What We Have Learned

 

Chair:

Richard Shavelson, Stanford University

 

Rapporteurs:

Michael Feuer, National Research Council

David Klahr, Carnegie Mellon University

1:30 pm

End Open Session

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Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2001. Science, Evidence, and Inference in Education: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10121.
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Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2001. Science, Evidence, and Inference in Education: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10121.
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Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2001. Science, Evidence, and Inference in Education: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10121.
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Suggested Citation:"Appendix A: Workshop Agenda." National Research Council. 2001. Science, Evidence, and Inference in Education: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10121.
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Research on education has come into the political spotlight as the demand grows for reliable and credible information for the guidance of policy and practice in the education reform environment. Many debates among the education research community feature questions concerning the nature of evidence and these questions have also appeared in broader policy and practice arenas. Inquiry has generally, over the past years, created bodies of scientific knowledge that have profound implications for education. Dramatic advances in understanding how people learn, how young children acquire early reading skills, and how to design and evaluate educational and psychological measurements is a good example of this. However, the highly contextualized nature of education and the wide range of disciplinary perspectives that rely on it have made the identification of reducible, generalizable principles difficult and slow to achieve.

Due to this, the U.S. Department of Education's National Educational Research Policy and Priorities Board (NERPPB) has asked the NRC to establish a study committee to consider the scientific underpinnings of research in education. The committee consists of members with expertise in statistics, psychology, sociology, anthropology, philosophy of science, history of education, economics, chemistry, biology, and education practice. The committee worked with the three questions in mind: What are the principles of scientific quality in education research?, How can research-based knowledge in education cumulate?, and How can a federal research agency promote and protect scientific quality in the education research it supports?.

A workshop was held on March 7-8, 2001 that was organized into three main sessions: Supporting Scientific Quality at the Federal level, The Interface of Research and Practice in Education, and Evidence and Inference. Science, Evidence, and Inference in Education: Report of a Workshop summarizes this workshop through these three ideas. The report also includes what the committee plans to do next, the workshop agenda, and information on the workshop's participants and speakers.

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