Advancing Scientific Research in Education (2005) / Chapter Skim
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5 Summary and Conclusions
5 Summary and Conclusions
Pages 72-80
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From page 72... ...
Recommendation 2. Federal agencies that support education research should ensure that as a group, each peer review panel should have the research experience and expertise to judge the theoretical and technical merits of the proposals it reviews.
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From page 73... ...
Federal agencies should ensure appropriate resources are available for education researchers conducting large-scale investigations in educational settings to build partnerships with practitioners and policy makers. Recommendation 5.
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From page 74... ...
The three central organizations targeted ate federal research agencies that support education research, professional associations and publishets of education research, and schools of education and universities. The first column of the table reflects the lead role we envision for federal agencies in implementing recommendations related to promoting quality—they design the peer review systems that play a critical role in judging the quality of proposed work; they are a centralized source of financial support that can and should invest in critical infrastructure needs; and they can facilitate the development of partnerships between researchers and educators by supporting them both substantively and financially when funding large-scale research projects.
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From page 75... ...
· Maximrze participation of peer reviewers from different scholarly perspectives and traditionally undenrepresented groups (12) Professiona Associations and Publishers · Devdop explicit standards for data sharing (5)
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From page 76... ...
The extent to which these standards are met and followed among education researchers, however, depends greatly on explicit support for data sharing by federal agencies and universities, through, for example, providing financial support to investigators to prepare their data for reuse and acknowledging the development of protocols for data sharing as a mean
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From page 77... ...
The quality of education research can and should be viewed in The long term, and dhetefore, issues of how to frame and promote high-quality portfolios of work in key areas lead directly to questions of how to support the building of a coherent knowledge base from education research investigations over time. Furdhermote, focusing on The professional development of education researchers during Their doctoral work and Throughout Their careers requires That training and growth opportunities be provided in ways That reinforce high standards of quality and That promote an understanding of, and strategies for, integrating research across studies, subfields, disciplines, and dheoretical paradigms (i.e., building The knowledge base)
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From page 78... ...
In d is section, we offer a few ideas of issues and problems to be taken up in such future efforts. The report highlights The importance of The will of individual investigators to contribute to The kind of community building work we recommend be done: secondary analyses and replications; crossing disciplinary and institutional boundaries for doctoral training of tesearchersi engaging in consistent efforts to take stock of what is known; and dedicating substantial time to conducting and participating in peer review systems.
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From page 79... ...
Our deliberations on this topic suggest that this key position be conceived as one that not only heavily influences the nature and quality of published work, but that also furthers the professional development of the field. From the handful of editors we heard from in the workshop series, the logistical burdens placed on education research journal editors seemed to far outstrip those of their peers at social and behavioral science journals.
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From page 80... ...
Attending to these resource issues and carefully planning selection processes for editorships are critical issues worthy of further consideration. CONCLUSION The committee presents its recommendations while recognizing the hard work and investment of scarce resources that lies ahead to make Log ess toward advancing scientific research in education.
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