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PAPERBACK list:$15.00 Web:$13.50 add to cart Rights & Permissions Free PDF Access Free Resources Sign in to download PDF book and chapters Display this book on your site! Related Titles Taking Science to School: Learning and Teaching Science in Grades K-8 Children's Health, the Nation's Wealth: Assessing and Improving Child Health Other Related Titles Science, Evidence, and Inference in Education: Report of a Workshop (2001) Center for Education (CFE) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 16   E-mail  Facebook  Digg  Stumble  Twitter More The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Page 16 APPENDIX A: WORKSHOP AGENDA THE NATIONAL ACADEMIES CENTER FOR EDUCATION Committee on Scientific Principles in Education Research Science, Evidence, and Inference in Education: A Workshop AGENDA WEDNESDAY, MARCH 7 National Academy of Sciences Building 21st & C Streets, NW The Lecture Room 7:30 am Continental Breakfast 8:00 am Welcome and Goals for Workshop Richard Shavelson, Stanford University and Chair, Committee on Scientific Principles in Education Research Michael Feuer, Center for Education, National Research Council MORNING SESSION: SUPPORTING SCIENTIFIC QUALITY AT THE FEDERAL LEVEL 8:45 am Panel #1 How Scientific Quality Is Conceived and Supported: Perspectives of Federal Research Managers Outside Education Framing Questions: How do research organizations define scientific quality for both individual projects and programs or portfolios of work? How did these definitions develop and from where were they derived? What are the enabling conditions that allow research organizations to promote and sustain scientific quality in the projects and programs they support over time? What impediments have hindered quality and how have they been addressed?   Chair: Robert DeHaan, Emory University   Panelists: Norman Bradburn, NSF Social, Behavioral and Economic Sciences Directorate Susan Chipman, U.S. Office of Naval Research Sally Rockey, USDA Cooperative State Research, Education, and Extension Service Richard Suzman, NIH National Institute on Aging Page 16 Front Matter (R1-R12) Theme 1: Supporting Scientific Quality at the Federal Level: Consistency and Variation (1-6) Theme 2: The Interface of Research and Practice in Education: Linking Quality with Utility (7-10) Theme 3: Evidence and Inference: Consistency and Variation Revisited (11-13) Synthesis and Next Steps for the Committee (14-15) Appendix A: Workshop Agenda (16-19) Appendix B: Workshop Speaker Biosketches (20-28) Appendix C: Workshop Participants (29-33)

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Page 16 APPENDIX A: WORKSHOP AGENDA THE NATIONAL ACADEMIES CENTER FOR EDUCATION Committee on Scientific Principles in Education Research Science, Evidence, and Inference in Education: A Workshop AGENDA WEDNESDAY, MARCH 7 National Academy of Sciences Building 21st & C Streets, NW The Lecture Room 7:30 am Continental Breakfast 8:00 am Welcome and Goals for Workshop Richard Shavelson, Stanford University and Chair, Committee on Scientific Principles in Education Research Michael Feuer, Center for Education, National Research Council MORNING SESSION: SUPPORTING SCIENTIFIC QUALITY AT THE FEDERAL LEVEL 8:45 am Panel #1 How Scientific Quality Is Conceived and Supported: Perspectives of Federal Research Managers Outside Education Framing Questions: How do research organizations define scientific quality for both individual projects and programs or portfolios of work? How did these definitions develop and from where were they derived? What are the enabling conditions that allow research organizations to promote and sustain scientific quality in the projects and programs they support over time? What impediments have hindered quality and how have they been addressed?   Chair: Robert DeHaan, Emory University   Panelists: Norman Bradburn, NSF Social, Behavioral and Economic Sciences Directorate Susan Chipman, U.S. Office of Naval Research Sally Rockey, USDA Cooperative State Research, Education, and Extension Service Richard Suzman, NIH National Institute on Aging

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Page 17   Discussant: William Morrill, Caliber Associates   Q&A: Committee and Audience 10:30 am Break 10:45 am Panel #2 How Scientific Quality is Conceived and Supported: Perspectives of Federal Research Managers Inside Education   Framing Questions: Same as Panel #1   Chair: Paul Holland, Educational Testing Service   Panelists: C. Kent McGuire, Manpower Demonstration Research Corporation G. Reid Lyon, NIH National Institute of Child Health and Human Development Judith Sunley, NSF Directorate for Education and Human Resources   Discussant: Diane Ravitch, New York University and Brookings Institution   Q&A: Committee and Audience 12:30 pm Luncheon Discussion Revitalizing Federal Education Research and Development: Improving the R&D Centers, Regional Educational Laboratories, and the 'New' OERI   Background: Vinovskis, Maris, A. “The Federal Role in Educational Research and Development.” Brookings Papers on Education Policy: 2000.   Chair: Ellen Condliffe Lagemann, Spencer Foundation   Speaker: Maris Vinovskis, University of Michigan   Q&A: Committee and Audience

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Page 18 AFTERNOON SESSION: THE INTERFACE OF RESEARCH & PRACTICE 2:00 pm Roundtable Discussion #1 Research & Reform: The Role of Research in Improving Educational Practice   Framing Questions: What is the nature, quantity, and quality of scientific evidence needed to act, scale up? In what ways can research provide guidance about various decisions in education policy and practice? What are its limitations? In what ways can research provide insights about alternative ways to solve problems? What are its limitations?   Chair: Jere Confrey, University of Texas   Participants: Christopher T. Cross, Council for Basic Education Jeremy Kilpatrick, University of Georgia Sharon Lewis, Council of Great City Schools William Quinn, North Central Regional Educational Laboratory Steven Ross, University of Memphis Nancy Songer, University of Michigan   Q&A: Committee and Audience 3:30 pm Break 3:45 pm Roundtable Discussion #2 Quality & Utility: The Interaction of Research Quality and the Needs of Education Decision-Makers   Framing Questions: Does “quality” mean the same thing to researchers as it does to the users of research? Should it? What are the characteristics of research that do influence education decision making, and what are the conditions under which it can drive change? Are there trade-offs required in achieving researchers' standards of quality and consumers' standards for utility?   Chair: Donald Barfield, WestEd   Participants: Same as Roundtable Discussion #1

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Page 19   Q&A: Committee and Audience 5:00 pm End Open Session THURSDAY, MARCH 8 Holiday Inn Georgetown 2101 Wisconsin Avenue, NW Mirage I 8:00 am Continental Breakfast 8:30 am Panel #3 Scientific Evidence and Inference: Disciplinary Perspectives   Frame: Robert Mislevy. “Basic Concepts of Evidentiary Reasoning”   Chair: Robert Boruch, University of Pennsylvania   Panelists: Michael Agar, University of Maryland Glen Cain, University of Wisconsin Larry V. Hedges, University of Chicago Robert Mislevy, University of Maryland Peter Tillers, Cardozo Law School, Yeshiva University, Yale Law School   Q&A: Committee and Audience 10:30 am Break 10:45 am Panel #3 Continued 12:00 noon Luncheon Discussion Review and Summary: Reflections on What We Have Learned   Chair: Richard Shavelson, Stanford University   Rapporteurs: Michael Feuer, National Research Council David Klahr, Carnegie Mellon University 1:30 pm End Open Session

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education research