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Advancing Scientific Research in Education by National Research Council, Division of Behavioral and Social

By National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Research in Education, Tina M. Winters, Lauress L. Wise, Lisa Towne

To be able to enhance the standard of clinical schooling learn, this file addresses such key concerns resembling peer assessment, randomized box trials, enhanced doctoral courses for tutorial management in the normal objectives of marketing caliber in learn, development the information base, and adorning specialist improvement. Their concepts contain encouraging federal companies that help schooling study to obviously delineate the standards for peer evaluate and insist rigorous tools and applicable assets for learn, that journals require authors to make suitable facts on hand to different researchers, and that colleges of schooling layout curricula greater articulate the talents in learn applicants must have and will provide appropriate adventure in learn.

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In addition, the focus of the report is on improving the capacity of the research communities to provide a scientific basis for proposed reforms and other policy decisions that affect education. We do not take up the complex question of how to promote the utilization of education research in ways that improve educational outcomes. That said, the two are inextricably linked. 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.

Acting on these recommendations, therefore, could formally engage a broad swath of the diverse talent of education researchers and enrich the ongoing dialogues about quality in turn. 34 ADVANCING SCIENTIFIC RESEARCH IN EDUCATION BOX 2-2 Effective Implementation of Education Research Through Partnerships The Kellam-Chinnia team described a series of randomized studies in the Baltimore City schools that have stretched over two decades in the context of the larger, long-term Baltimore Prevention Program that have been supported by a strong partnership between the research team and district- and school-based personnel.

This long-term observation will allow researchers to test whether the multiple levels of support and training for teachers sustain high levels of program practice. The study will also test in the fourth year whether the support and training structure is successful in training nonprogram teachers. In their presentation, Kellam and Chinnia described how their partnership helped both the education community and the research team meet their goals. Kellam asserted that when a partnership is in place based on “mutual self-interests at multiple levels,” obtaining the consent of the parents of participating children requires far less logistical work than otherwise might be the case—illustrating how key implementation tasks such as recruitment are facilitated by the relationship.

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