Judging Research in Teacher Education
Bibliographic Data
| ID | 4306489 |
|---|---|
| Authors | Emily Lin (0000-0002-5326-2886, University of Nevada, Las Vegas, Las Vegas, NV, USA,), Emily Lın (0009-0009-2568-5740, University of Nevada, Las Vegas), Jian Wang (0000-0001-6128-1254, University of Nevada, Las Vegas, Las Vegas, NV, USA), Cari L Klecka (University of Nevada, Las Vegas, Las Vegas, NV, USA), Sandra J Odell (University of Nevada, Las Vegas, Las Vegas, NV, USA), Elizabeth Spalding (University of Nevada, Las Vegas, Las Vegas, NV, USA) |
| Year | 2010 |
| Volume | 61 |
| Issue | 4 |
| Pages | 295-301 |
| Publication date | 2010-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487110374013 |
| OpenAlex | W2116368638 |
| Language | EN |
| Citations received | 4 |
| References cited | 28 |
nearly 10 years ago, called for “scientifically based research” and “evidence-based practices. ” This 2001 legislation has led to subsequent changes in federal funding policies that encourage the use of a more quantitative approach to mea-suring cause-and-effect relationships between educational conditions and outcomes to produce generalized findings that can inform policy decision making (Feuer, Towne, & Shavelson, 2002). Consequently, these government policies have spawned debates over what constitutes quality educa-tional research and what direction the development of future educational research should take.1 In this editorial, we examine the questions of “What is quality research? ” and “How can we judge it? ” by referencing research in teaching and teacher education. We review briefly the landscape and characteristics of research in teacher educa-tion. Then, using the National Research Council’s (NRC; 2002) guidelines as a framework, we offer ideas about what consti-tutes quality research in teacher education. Lastly, drawing on our experience reviewing 702 manuscripts submitted to the Journal of Teacher Education (JTE) during our inaugural year as editors, we discuss some of the standards that we believe are important for judging the quality of research in teacher education. In doing this, we hope to stimulate discus-sions about how reviewers and editors evaluate research and how the reporting of research in teacher education can be improved
Education policy · Educational research · Government (linguistics) · Higher education · Identity (music) · Legislation · Pedagogy · Political science · Public relations · Quality (philosophy) · Sociology · Teacher education · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Law · Teacher Education and Leadership Studies
The structure of scientific revolutions
Towards Scientific Literacy
The role of rhetoric in changing teachers' beliefs
When Politics Took the Place of Inquiry
Commentary on the Final Report of the National Mathematics Advisory Panel
Teachers, Teaching, and Teacher Education
Commentary on the National Mathematics Advisory Panel Recommendations on Assessment
The Awful Reputation of Education Research
The Consequences of Experimentalism in Formulating Recommendations for Policy and Practice in Mathematics Education
The Place of Story in the Study of Teaching and Teacher Education
The New Scholarship in Teacher Education
On Learning Processes and the National Mathematics Advisory Panel Report
Educational Researchers
On Professional Judgment and the National Mathematics Advisory Panel Report
Randomized Trials in Mathematics Education
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Scientific Culture and Educational Research
Responding to Our Critics
Genres of Empirical Research in Teacher Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2010 - 2022 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |