By LIsa Towne Lauress L. Wise Tina M. Winters
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Additional resources for Advancing Scientific Research In Education
The mobility of the student population). Together, the principles and the features provide a framework for thinking about the quality of scientific education research. We adopt this framework as our working definition of quality. S. Department of Education, 2002, 2004; What Works Clearinghouse, 2004). Methods are the tools that researchers use to conduct their work; their appropriate use is essential to promoting quality. Scientific Research in Education makes a number of important arguments related to methods.
Partnerships, especially those that are sensitive to issues of racial and ethnic diversity and bridging gaps in ethnicity and socioeconomic status that often exist between researchers and those in the districts and schools, enhance the ability to address these issues. In each of the three studies featured at the workshop, researchers were able to gain access to the schools, to ensure cooperation in faithfully carrying out the interventions, and to make progress toward mutual goals by establishing trust and encouraging open communication.
The first priority for assembling a peer review panel is to ensure that it encompasses the research experience and expertise necessary to evaluate the theoretical and technical aspects of the proposals to be reviewed. For agencies that fund education research, we define “theoretical and technical aspects” to refer to three areas: (1) the substance or topics of the proposals, (2) the research methods proposed, and (3) the educational practice or policy contexts in which the proposal is situated.
Advancing Scientific Research In Education by LIsa Towne Lauress L. Wise Tina M. Winters