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2007 Wallace Foundation Distinguished Lecture—What Makes Education Research "Educational"?William H. Payne Collegiate Professor in Education at the University of Michigan, 610 East University Avenue, 1110 School of Education Building, Ann Arbor, MI 48109–1259; dball{at}umich.edu. Her areas of specialization include the study of efforts to improve teaching through policy, reform initiatives, teacher education, and mathematical knowledge for teaching.
Doctoral student in education at the University of Michigan, 610 East University Avenue, 1228 School of Education Building, Ann Arbor, MI 48109–1259; fforzani{at}umich.edu. Her areas of specialization include the design, implementation, and evaluation of reform initiatives, particularly in the area of teacher education Education research is plagued by skeptics who doubt its quality and relevance. Inhabitants of schools of education have been among the sharpest critics, and internal battles rage over method and rigor. Yet often lacking is research that explains causes or examines the interplay at the heart of educational practice and policy. This article argues for a conception of research in education that deliberately presses into what is called here the instructional dynamic. Using a sample of studies that exemplify this quintessentially educational perspective, the authors unpack key features of research that probes inside education. They discuss how such research complements in essential ways the other kinds of scholarship that examine and inform education.
Key Words: education research • education researchers • schools of education • teaching practice
Educational Researcher, Vol. 36, No. 9,
529-540 (2007) This article has been cited by other articles:
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