M. Pivovarova, Jeanne M. Powers, Gustavo E. Fischman
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引用次数: 4
Abstract
I 2002, the National Research Council (NRC) released a report that articulated its vision about education research (Eisenhart & Towne, 2003; Feuer et al., 2002), which focused on scientifically based research methods. The release of the report was followed by an extensive debate and is broadly understood as part of the long-standing “paradigm war”1 in the field (Fischman & Tefera, 2014; Munoz-Najar Galvez et al., 2019). Some of the scholars defending the criteria advanced by the report had somewhat traditionally dismissive views of education research “as something of a stepchild, reluctantly tolerated at the margins of academe and rarely trusted by policy makers, practitioners, or members of the public at large” (Lagemann, 2000, p. x). A similar perspective was advanced by Grover Whitehurst, the influential director of the Institute of Education Sciences from 2002 to 2008, who claimed that the
期刊介绍:
Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.