Advancing Scientific Research in Education (2005) / Chapter Skim
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1 Introduction
1 Introduction
Pages 9-18
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report Scientific Research in Educahon (National Research Council, 2002)
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But evidence-based education is a comparatively new trend (National Research Council, 1999)
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, the NRC was approached to bring the expertise of education researchers and other scientists to bear on the complex question of how to characterize scientifically based research in education. The result was the publication Scientific Research in 1?
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For example, recognizing that the federal government was poised to fund many more randomized field trials in education than had been conducted at any other time in history, the former National Educational Research Policy and Priorities Board was interested in implementation issues associated with such studies; therefore, the committee brought researchers and practitioners together to share best practices about how these types of studies can be successfully implemented in real-world educational settings. The William and Flora Hewlett Foundation invested in the committee's work as well, charging us with focusing on concrete ways to facilitate a more integrated knowledge base in education, including the role that journals might play; thus, we convened workshops to discuss several potential strategies for promoting knowledge accumulation, including journal policies and practices.
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The first two, Imp/emenhng Rendomis cd Field Trials in Ee'ucation: Report of e Workshop (National Research Council, 2004a; available: http://books.nap.edu/catalog/10943.html) and Strengthening Peer Review in Federal Agencies That Support Educatiwn Reseerch (National Research Council, 2004b; available: http://books.nap.edu/ catalog/11042.html)
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This variability reflects The fact That The workshops themselves were designed to be explorations of major issues related to education research to build on—but not complete—The work of The committee That audhored Scientific Research in Education. We also selectively chose ideas and strategies raised during The workshop series That we judge as most important to highlight and to pursue.
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Steadfast in this belief, we also recognize and respect that scholarly inquiry in the social sciences and education is not limited to scientific approaches. Indeed, Scientific Research in Education (National Research Council, 2002)
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Since The focus is on advancing scientific research in education, These ate The people and organizations most central
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We also think that education policy makers involved in implementing evidence-based reforms and practitioners who are involved in research studies or engaged in using the results of such studies will find some of the issues in this report to be relevant to their work. STRATEGIC OBJECTIVES Across the topic areas addressed in the workshop series, we identified three strategic objectives for advancing scientific research in education: 1.
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Whether through peer review processes in vetting proposals for research funding or manuscripts for publication, doctoral training, or informal communications and relationships, it is the participation of researchers in activities that strengthen the field as a whole that will advance scientific research in education. By recognizing common goals and working together to achieve them, there is great potential to further the field.
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