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Improving Educational Research:Toward a More Useful, More Influential, and Better-Funded Enterprise

leads the MARS Shell Centre Team, School of Education, University of Nottingham, Jubilee Campus, Nottingham NG8 1BB, UK; Hugh.Burkhardt{at}nottingham.ac.uk. Since he joined the Shell Centre for Mathematical Education at the University of Nottingham as Director in 1976, he and his colleagues have worked to develop the "engineering research" approach to RP. He is still an occasional theoretical physicist and applied mathematician

Alan H. Schoenfeld, Elizabeth and Edward Conner Professor of Education in the Graduate School of Education

University of California, Berkeley, 94720-1670; alans{at}socrates.berkeley.edu. President of AERA in 1999–2000, Schoenfeld has done basic research on mathematical thinking and teaching. He is collaborating with local schools to improve mathematics instruction, focusing on issues of diversity

Educational research is not very influential, useful, or well funded. This article explores why and suggests ways that the situation could be improved. Our focus is on the processes that link the development of good ideas and insights, the development of tools and structures for implementation, and the enabling of robust implementation in realistic practice. We suggest that educational research and development should be restructured so as to be more useful to practitioners and to policymakers, allowing the latter to make better-informed, less-speculative decisions that will improve practice more reliably.

Educational Researcher, Vol. 32, No. 9, 3-14 (2003)
DOI: 10.3102/0013189X032009003


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