Advancing Scientific Research in Education (2005) / Chapter Skim
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Executive Summary
Executive Summary
Pages 1-8
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The point is Hat scientific research in education can be improved, and dhe field should focus its energies on doing so. The National Research Council convened dhe Committee on Research in Education to foster high-level dialogue widh key participants in I
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In this final report, we offer recommendations for improving scientific research in education, organized around three strategic objectives: promoting quality, building the knowledge base, and enhancing the professional development of researchers. This is a time of unprecedented opportunity for education researchers to initiate bold reforms.
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The group of peer reviewers assembled to judge education research proposals should have the expertise to judge the content areas of the proposed work, the methods and analytic techniques proposed to address the research question, and the policy and practice contexts in which the work is situated. Agency staff should seek to eliminate conflicts of interest among reviewers.
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Research project budgets should provide such resources. BUILDING THE KNOWLEDGE BASE Even if the quality of discrete education research projects has been ensured, if the field lacks the will or the tools to forge connections among studies, it will amass a multitude of studies that cannot support inferences about generalizability nor sustain the theory building that underlies scientific progress.
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The question is: Are existing training and professional development activities sufficient to produce a capable cadre of investigators and to respond to the demands of practitioners and policy makers? Our recommendations for improving the professional development of education researchers focus on doctoral programs in schools of education, and the peer review systems in both federal agencies and in journals.
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Staging a series of research experiences over the course of doctoral study facilitates the development of research skills and provides opportunities for publishing research findings in peer-renewed journals, ptesenting at conferences, and participating in other activities that are the foundation of the profession. Ensuring meaningful research experiences for doctoral students requires that they engage in research under the guidance of multiple faculty members who themselves are active in the field.
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Peer review panels in federad agencies that fund education research shoudd be composed to promote the participation of people Tom a range of scholarly perspectives and traditionally underrepresented groups and provide opportunities for professionad development. Although not typically viewed as a vehicle for professional g owrh, properly designed peer review experiences can provide opportunities for interaction, feedback, and interdisciplinary conversations that promote learning among applicants, renewers, and agency staff.
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