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Scientific Research in Education

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Status: Available Now

Size: 204 pages, 6 x 9

Publication Year:2002

PAPERBACK + PDF$29.50

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Authors:
Committee on Scientific Principles for Education Research, Richard J. Shavelson and Lisa Towne, Editors, National Research Council
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Description:
Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in education now codified in the federal law that authorizes the bulk ...
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Table of Contents
Select a link below to start reading online free!
Front Matter	i-xvi
Executive Summary	1-10	(skim)
1 Introduction	11-27	(skim)
2 Accumulation of Scientific Knowledge	28-49	(skim)
3 Guiding Principles for Scientific Inquiry	50-79	(skim)
4 Features of Education and Education Research	80-96	(skim)
5 Designs for the Conduct of Scientific Research in Education	97-126	(skim)
6 Design Principles for Fostering Science in a Federal Education Research Agency	127-157	(skim)
References	158-180	(skim)
Appendix: Biographical Sketches, Committee Members and Staff	181-188	(skim)

Description

Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in education now codified in the federal law that authorizes the bulk of elementary and secondary education programs have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling.

Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each field including education research develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.

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