Advancing Scientific Research In Education by LIsa Towne Lauress L. Wise Tina M. Winters

By LIsa Towne Lauress L. Wise Tina M. Winters

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Each of the participating schools was assigned to test one of four reading tutorials, so the study design does not exclude any school from these interventions (students were then randomly assigned within each school to an intervention or to continue to receive existing instruction) (Myers, 2003). Other strategies involve facilitating key implementation tasks, like training school-based personnel to coordinate obtaining consent from participants and to monitor compliance with random assignment to groups.

Request ad hoc oversight committee of leaders. 6. Work through trust issues. html 3 Building the Knowledge Base E ven if the quality of discrete education research studies is outstanding, if the field is not able to forge connections among them, it will amass a multitude of studies that cannot support inferences about the generalizability of findings nor sustain the long-term theory building that drives scientific progress. Forging connections among studies will enable the field to be more than the sum of its parts.

The culminating proposal (National Research Council, 2003b) contains many of the elements of a partnership described in Box 2-2. Indeed, part of the justification for the large-scale effort is that there are many such examples of productive partnerships (involving randomized field trials and other kinds of education research), but they are not 33 PROMOTING QUALITY connected in a way that contributes to a unified body of knowledge or that improve practice on a large scale. One of the three main components of the SERP plan is field sites, which are built on the kinds of tenets featured in the partnerships described at the workshop: mutual trust, collaborative prioritization, and deployment of resources to support the research-practice partnership.

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