By LIsa Towne Lauress L. Wise Tina M. Winters
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Extra resources for Advancing Scientific Research In Education
Here we provide a few examples of how discussions at the workshops illustrate the importance of other principles. While not exhaustive, they suffice to make the point that understanding and promoting high-quality scientific research in education requires attention to all principles. • Pose significant questions that can be investigated empirically. A key idea embedded in this principle is that research questions should address important issues of practice, policy, and processes. During the peer review workshop, for example, participants highlighted the importance of ensuring that diverse groups of stakeholders be involved in developing federal agencies’ research agendas, prioritizing research questions, and conducting the actual research.
Indeed, there are places throughout the report where we consider the nexus between quality and utility quite explicitly. Thus, while the overarching goal is to facilitate research-based reform, we primarily tackle the “supply” side of the equation—that is, how to strengthen the quality of scientific education research, without directly addressing the “demand” side—that is, how to promote effective use of that research as a crucial part of the formulation and implementation of policy and practice.
Finally, the role of peer reviewers is typically to provide advice to the head of the agency about the relative merits of proposals they considered— usually in the form of a slate of ranked proposals. The decision makers in 26 ADVANCING SCIENTIFIC RESEARCH IN EDUCATION these agencies must be responsive to the results of the peer review process, yet they do play a role in ensuring quality in what they choose to fund based on that advice. It could well be that few proposals submitted in a particular competition will lead to research of the highest quality.
Advancing Scientific Research In Education by LIsa Towne Lauress L. Wise Tina M. Winters