What to Do About Educational Research’s Credibility Gaps? Become More Scientific A Commentary on Levin and O’Donnell1

2001 ◽  
Vol 1 (3) ◽  
pp. 338-346
Author(s):  
Jerry S. Carlson
Keyword(s):  
Educational Research ◽  
Experimental Research ◽  
Scientific Method ◽  
Educational Practice ◽  
Research And Practice ◽  
General Thesis ◽  
Methodological Approaches

In their article, Levin and O’Donnell argue that educational research has sunk to the level that it is becoming irrelevant to educational theorizing or educational practice. They indicate several reasons for this. Among them are tensions between laboratory or experimental research approaches as contrasted with contextual approaches that tend to be poorly informed by theory or rigorous scientific method. Levin and O’Donnell go on to offer practical suggestions how to “fix” the problem by employing rigorous methodological approaches. In my commentary to Levin and O’Donnell I point out points of agreement with their general thesis and suggest historical as well as contemporary ways we might approach the problem. These include moving beyond simplistic qualitative versus quantitative arguments about educational research, contextualizing and clarifying “constructivism” in educational parlance, and reforming training in education so that graduates will be better versed in the method and content of ancillary fields that inform or should inform educational research and practice.

scholarly journals Reproducibility of Psychological Experiments as a Problem of Post-Nonclassical Science

2016 ◽  
Vol 12 (1) ◽  
pp. 97-101 ◽  
Author(s):  
I.V. Vachkov ◽  
S.N. Vachkova
Keyword(s):  
Experimental Research ◽  
Scientific Method ◽  
Methodological Problem ◽  
Scientific Research ◽  
Basic Principles ◽  
High Importance ◽  
Ways Of Coping ◽  
Research And Practice ◽  
The Usa ◽  
Psychological Experiments

A fundamental project on reproducibility carried out in the USA by Brian Nosek in 2015 (the Reproducibility Project) revealed a serious methodological problem in psychology: the issue of replication of psycho- logical experiments. Reproducibility has been traditionally perceived as one of the basic principles of the scientific method. However, methodological analysis of the modern post-nonclassical stage in the development of science suggests that this might be a bit too uncompromising as applied to psychology. It seems that the very criteria of scientific research need to be reconsidered with regard to the specifics of post-nonclassical science, and, as the authors put it, as a result, reproducibility might lose its key status or even be excluded at all. The reviewed problem and the proposed ways of coping with it are of high importance to research and practice in psychology as they define the strategies for organizing, conducting and evaluating experimental research.

Educational research in educational practice [1]

2003 ◽  
Vol 27 (3) ◽  
pp. 247-256 ◽  
Author(s):  
Martin Bloomer ◽  
David James
Keyword(s):  
Educational Research ◽  
Educational Practice

scholarly journals Educational Research and Practice

2021 ◽  
Author(s):  
Abiodun Christian Ibiloye
Keyword(s):  
Secondary Schools ◽  
Educational Research ◽  
Design Principles ◽  
Learning Resources ◽  
Learning Situation ◽  
Original Design ◽  
Research And Practice ◽  
Classroom Space ◽  
Lesson Delivery ◽  
Column Design

Teachers must innovatively bring the best out of learning situation, classroom space and available learning resources. However, very few and mostly not serious researches have been published on effects of seat arrangements on cognition, lesson delivery and classroom control. This article was aimed at highlighting the principles and clarify the context in which school proprietors and teachers (of both elementary and secondary schools) can choose or make innovations on three popular student seating arrangements: the traditional long rows,(with its variants, stadium, theatre , or angled row seats), the U-shape or horseshoe design and the paired module (two or three person per desk) row by column design. These are discussed: based on their original design principles, literature on their usage, the researcher’s students-centered experiments on their limitations. The arrangement of pair desk modules was shown to be the best in all situation, easy to readjust into pod-community like design and into u-shape when appropriate, given its flexibility, advantage in time before lesson, and with the optimum results.

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

scholarly journals Discourses on Learning in Education:Making Sense of a Landscape of Difference

2021 ◽  
Vol 6 ◽  
Author(s):  
Brent Davis ◽  
Krista Francis
Keyword(s):  
Educational Research ◽  
Network Theory ◽  
Iterative Process ◽  
Conceptual Metaphor ◽  
Conceptual Metaphor Theory ◽  
Research And Practice ◽  
Metaphor Theory ◽  
The Future ◽  
To Come

There are hundreds, perhaps thousands, of “theories of learning” at play in the field of education. Given scant agreements on the meaning of “learning” and the purpose of “theory,” such quantity is perhaps unsurprising. Arguably, however, this situation is indefensible and debilitating in an academic domain so focused on interpreting and influencing learning. We describe our own efforts to come to terms with this matter. Oriented by Conceptual Metaphor Theory and network theory, we are attempting to “map” contemporary treatments of learning—whether implicit or explicit, written or spoken, descriptive or prescriptive, formal or informal, scientific or folk. We report on our iterative process, evolving design, and emergent insights. We discuss the potential relevance of this and similar efforts for the future of educational research and practice.

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