When Education Research Matters |
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Authors: | Frederick M Hess |
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Institution: | (1) American Enterprise Institute, 1150 17th Street, NW, Washington, DC 20036, USA |
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Abstract: | The tangled relationship between education research and policy has received little serious scrutiny, even as paeans to “scientifically
based research” and “evidence-based practice” have become a staple of education policymaking in recent years. For all the
attention devoted to the 5-year-old Institute of Education Sciences, to No Child Left Behind’s call for “scientifically based
research,” to professional interest in data-driven decision-making, and to the refinement of sophisticated analytic tools,
little effort has gone into understanding how, when, or why research affects education policy. Instead, most discussion has
focused on how to identify “best practices” or “scientifically based” methods and how to encourage classroom educators to
use research findings. In this article, based on the new volume, When Research Matters: How Scholarship Influences Education Policy, Frederick M. Hess examines these questions.
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Keywords: | Class size reduction Education Research |
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