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Learning from Attempts to Improve Schooling: The Contribution of Methodological Diversity
Stephen W. Raudenbush, Professor in the School of Education and the Survey Research Center, and (by courtesy) the Departments of Statistics and Sociology
University of Michigan. He can be contacted at the School of Education, University of Michigan, 610 East University Avenue, Ann Arbor, MI 48109; rauden{at}umich.edu. His areas of specialization include statistical methods for studying school and classroom effects on student learning; design of surveys and experiments; and applications of hierarchical statistical models in social science research
Education research is an interdisciplinary effort long characterized by methodological diversity. Why, then, do we hear an urgent call for mixed methods now? Apparently, a recent shift in the applied research agenda has fostered concern that methodological pluralism is at risk. In this article, the author argues that (a) a focus on evaluating the effects of instructional interventions is entirely appropriate given current policy dilemmas; (b) randomized experiments are the gold standard for assessing these effects; but (c) the success of the effort depends on a well-integrated, methodologically diverse research effort. He sketches how diverse methods might be combined and how a healthy scientific community might collaborate to generate adequate funding to support this vital enterprise.
Educational Researcher, Vol. 34, No. 5,
25-31 (2005)
DOI: 10.3102/0013189X034005025
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