and diversity—underscore the important role of context. A specific implication of the role of contextual factors in education research is that the boundaries of generalization from scientific research need to be carefully delineated. Our discussion of diversity above is illustrative: to what extent, for example, is it possible to generalize results of research on suburban middle-class children of Western European descent to inner-city, low-income, limited-English students from Central America or Southeast Asia? Naïve uses and expectations of research that do not recognize such contextual differences can lead to simplistic, uninformed, and narrow interpretations of research and indiscriminate applications. To build theory, formulate research questions, design and conduct studies, and draw conclusions, scientific education research must attend to such contextual conditions.

This attention to context also suggests that advancing understanding in complex and diverse education settings may require close coordination between researchers and practitioners, interdisciplinary work, and the interplay between varying forms of education research. It also means a far greater emphasis on taking stock of the inherent diversity of the education experience and its results for different populations of students. In short, it requires specific attention to the contexts of research more frequently and more systematically than has been the case for much of the work in education to date (National Research Council, 1999c).

In addition to the features of education that influence research, there are also aspects of education research as a field that help clarify the nature of scientific inquiry in education. A perspective of education research as an enterprise points to some of the infrastructure supports that sustain it, a topic we take up in our consideration of the federal role in supporting education research (Chapter 6). Three of these education research characteristics are noteworthy in this regard: its multidisciplinary nature, ethical considerations, and its reliance on relationships with education practitioners.

The variability and complexity of education are the grist for the academic’s disciplinary mill. Multiple scientific disciplines study education