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Scientific Culture and Educational Research
Michael J Feuer
National Research Council of the National Academies, 500 5thStreet, NW, Washington, DC 20001; mfeuer{at}nas.eduHis 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; ltowne{at}nas.eduHer 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; richs{at}stanford.eduHis research interests include social science research methods and science teaching, learning, and assessment
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 Researcher, Vol. 31, No. 8,
4-14 (2002)
DOI: 10.3102/0013189X031008004
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