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Lee, Jaekyung – Review of Educational Research, 2008
In the midst of keen controversies on the impact of high-stakes testing and test-driven external accountability policy, the more balanced and careful selection, interpretation, and use of scientific research evidence are crucial. This article offers a critical synthesis of cross-state causal-comparative and correlational studies that explored the…
Descriptors: Scientific Research, High Stakes Tests, Racial Differences, Accountability
Fischman, Gustavo E.; Tefera, Adai A. – Education Policy Analysis Archives, 2014
In this introduction we reflect on two key questions that initiated this special issue on qualitative inquiry: What can qualitative researchers do to regain their post-paradigm-wars cache? How do we avoid distracting "science wars" in the future? We suggest that the strong tendency to narrow the research methods accepted as…
Descriptors: Qualitative Research, Educational Research, Inquiry, Educational Legislation
Sylvester Dacy, Breana J.; Nihalani, Priya K.; Cestone, Christina M.; Robinson, Daniel H. – Journal of Educational Research, 2011
The No Child Left Behind Act (2001) mandates determining what educational practices are demonstrated to be effective through rigorous scientific research. What types of evidence are recommended practices based on? The authors analyzed 304 citations accompanying prescriptive statements in 6 recent teacher education textbooks. Prescriptive…
Descriptors: Preservice Teacher Education, Textbooks, Literature Reviews, Citation Analysis
Boyles, Deron – Philosophical Studies in Education, 2009
Schooling in the U.S. is increasingly understood through the lenses of science and accountability. From the National Research Council's Scientific Research in Education (SRE) to the No Child Left Behind Act (NCLB), colleges and schools have faced a marked increase (or steady reinforcement) in practices which conform to principles of scientific…
Descriptors: Epistemology, Role of Education, Federal Legislation, Educational Philosophy
Lang, Russell; Page, Sue – Intervention in School and Clinic, 2011
Professionals mostly agree that scientific research should guide practice in education. The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research-based practices in the "least restrictive environment." Because the least…
Descriptors: Scientific Research, Federal Legislation, Disabilities, Teacher Collaboration
VanDerHeyden, Amanda; Harvey, Mark – Journal of Positive Behavior Interventions, 2013
This article describes the emergence and influence of evidence-based practice and data-based decision making in educational systems. Increasingly, educators and consumers want to know that resources allocated to educational efforts yield strong effects for all learners. This trend is reflected by the widespread influence of evidence-based practice…
Descriptors: Data, Decision Making, Outcomes of Education, Scientific Research
Marx, Ronald W. – Journal of Research in Science Teaching, 2012
This article provides commentary on the five articles in this issue on large-scale interventions in science education for diverse student groups in varied educational settings. Using these articles as a point of departure, I discuss three challenges to science education research and practice. The first concerns the changed meaning of science…
Descriptors: Educational Policy, Science Education, Measures (Individuals), Educational Change
Cummins, Jim – Educational Researcher, 2007
In this article, the author argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct "systematic phonics instruction" in Reading First has resulted in highly…
Descriptors: Reading Comprehension, Reading Research, Phonics, Low Income
Skidmore, Susan Troncoso; Thompson, Bruce – Educational Researcher, 2012
In this article, the authors examine the interconnections among education researchers' misconceptions about the quality of the education research literature. Specifically, the authors catalog the sequence of events that, when taken together with a series of contradictory graphs presented by influential scholars in prominent settings, may have…
Descriptors: Educational Research, Misconceptions, Evaluation, Scholarship
Gordon, Stephen P.; Smyth, John; Diehl, Julie – Journal for Critical Education Policy Studies, 2008
In this article we describe how the Bush administration has used deceptive techniques and subterfuge to force its ideology upon the American people. We provide examples of similar techniques used to manipulate public opinion and national policy in three broad areas: national defense, science, and education. Our example from national defense…
Descriptors: Educational Research, National Security, Ideology, Educational Change
Holder, K. C. – Online Submission, 2004
This study represents an attempt at determining if a construct, rather than an instructional method, is supported by scientifically-based research. The purpose of this study was to examine the credibility of evidence-based claims underlying the literature related to Pedagogical Content Knowledge (PCK) (Shulman, 1986). Using a hybrid…
Descriptors: Federal Legislation, Teaching Methods, Journal Articles, Evaluation Criteria
Gerstl-Pepin, Cynthia I.; Woodside-Jiron, Haley – Equity and Excellence in Education, 2005
This article addresses one of the fundamental flaws of No Child Left Behind (NCLB): the disconnect it creates between the lived culture of schools and the inflexible mandates focused exclusively on scientific research. Specifically, we examined NCLB's Reading First Program, a grant program that focuses on promoting specific…
Descriptors: Phonemic Awareness, Federal Legislation, Student Needs, Scientific Research
Milam, Peggy – School Library Media Activities Monthly, 2003
In 1997, the National Institute of Child Health Development, under the direction of Congress and the Secretary of Education, created the National Reading Panel to study scientifically based reading research. The Reading First initiative under President Bush's No Child Left Behind Act focused on five of the panel's research topics: phonemic…
Descriptors: Scientific Research, Reading Research, Federal Legislation, Phonemic Awareness
De Fazio, Carina M.; Fain, A. Christi; Duchaine, Ellen L. – Beyond Behavior, 2011
Legislation such as No Child Left Behind (NCLB), the Individuals with Disabilities Education Act, and its reauthorization, the Individuals with Disabilities Education Improvement Act, mandate that evidence-based practices be used in schools. In fact, NCLB requires that "scientifically-based research" be the basis for classroom practices…
Descriptors: Evidence, Intervention, Federal Legislation, Disabilities
Overbay, Amy Stephens; Grable, Lisa Leonor; Vasu, Ellen Storey – Journal of Technology and Teacher Education, 2006
This article reports on the research design and implications stemming from a statewide evaluation developed during a Department of Education Title IID (EETT) grant. This article introduces critical issues to consider while developing research and evaluation methods for technology integration projects. The North Carolina IMPACT project, an…
Descriptors: Research Design, Evaluation Methods, Technology Integration, Low Income
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