Abstract
Researchers, historians, and philosophers of science debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for evidence-based policy and practice in educationa now codified in the federal law that authorizes the bulk of elementary and secondary education programsa have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fielda including education researcha develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.
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