Scientific Culture and Educational Research

Bibliographic Data

ID5844166
AuthorsMichael J Feuer (National Research Council of the National Academies, 500 5thStreet, NW, Washington, DC 20001; His research interests include public policy, social science theory and practice, and education.), Lisa Towne (Center for Education of the National Research Council, 500 5th Street, NW, Washington, DC 20001; Her research interests include the conduct, use, and infrastructure of educational research), Richard J Shavelson (Stanford University, School of Education, 485 Lasuen Mall, Stanford, CA 94305-3096; His research interests include social science research methods and science teaching, learning, and assessment)
Year2002
Volume31
Issue8
Pages4-14
Publication date2002-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.3102/0013189x031008004
OpenAlexW4235369134
LanguageEN
Citations received123
References cited20

The No Child Left Behind Act of 2001 requires federal grantees to use their funds on evidence-based strategies. The law includes definitions of research quality, which are also featured prominently in the administration's strategic plan and in draft language for the re-authorization of the U.S. Office of Educational Research and Improvement. These initiatives pose a rare opportunity and formidable challenge to the field: What are the most effective means of stimulating more and better scientific educational research? In this article, which draws on a recently released National Research Council report, the authors argue that the primary emphasis should be on nurturing and reinforcing a scientific culture of educational research. Although the article focuses on scientific research as an important form of educational scholarship, the call for building a stronger sense of research community applies broadly. Specifically, the authors argue that the development of a scientific culture rests with individual researchers, supported by leadership in their professional associations and a federal educational research agency

Educational Assessment and Improvement · Evaluation and Performance Assessment · Teacher Education and Leadership Studies

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