Scientific Research in EducationRichard J. Shavelson, Committee on Scientific Principles for Education Research, Center for Education National Academies Press, 28 มี.ค. 2002 - 188 หน้า Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in education—now codified in the federal law that authorizes the bulk of elementary and secondary education programs—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 field—including education research—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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ผลการค้นหา 1 - 3 จาก 17
หน้า 35
... statistical theory ( especially Fisher's variance partitioning and random components of variance theory ) incorporated this understand- ing into a framework that accounted , simultaneously , for multiple sources of measurement error ...
... statistical theory ( especially Fisher's variance partitioning and random components of variance theory ) incorporated this understand- ing into a framework that accounted , simultaneously , for multiple sources of measurement error ...
หน้า 64
... statistical synthesis ( meta - analysis ) of the literature and concluded that , indeed , there were small improvements in achievement when class size was reduced ( see also Glass , Cahen , Smith , and Filby , 1982 ; Bohrnstedt and ...
... statistical synthesis ( meta - analysis ) of the literature and concluded that , indeed , there were small improvements in achievement when class size was reduced ( see also Glass , Cahen , Smith , and Filby , 1982 ; Bohrnstedt and ...
หน้า 111
... statistical adjustment rather than on actual construc- tion of statistically equivalent groups . In Tennessee , statistical equivalence was achieved by randomly assigning eligible children and teachers to class- rooms of different size ...
... statistical adjustment rather than on actual construc- tion of statistically equivalent groups . In Tennessee , statistical equivalence was achieved by randomly assigning eligible children and teachers to class- rooms of different size ...
เนื้อหา
Executive Summary | 1 |
6Guiding Principles for Scientific Inquiry | 50 |
Features of Education and Education Research | 80 |
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agenda Alvin Liberman assessment Behavioral Catholic schools causal Chapter classrooms committee complex conduct cosmic dust critical Cronbach Department of Education design principles dyslexia educa education research agency Educational Testing Service effects evaluation evidence example experiment features of education federal education research field findings funding guiding principles human hypotheses ice ages implemented improve Institute investigation Lagemann learning mathematics measurement ment methods models National Academy National Research Council observations OERI panels peer review phonological phonological awareness policy makers practitioners Press problem programs questions randomized relationship replication research design research in education rigorous role School of Education Sciences and Education scientific culture scientific education research scientific inquiry scientific knowledge SCIENTIFIC PRINCIPLE scientific research scientists selection bias social sciences statistical student achievement student outcomes syntheses teachers teaching theoretical theory tion U.S. Census Bureau U.S. Department understanding University University of Wisconsin-Madison