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Two matters of deep concern in the Feuer, Towne, and Shavelson article are the focus of this commentary. First, the authors agree that legislative mandates reifying particular methodological approaches would be ill informed and misdirected. Rather, what is legislatively appropriate is a mandate...
The No Child Left Behind Act of 2001 requires federal grantees to use their funds on evidence-based strategies. The law includes definitions of research quality, which are also featured prominently in the administration’s strategic plan and in draft language for the re-authorization of the U.S....
This article describes how two teacher education service-learning programs illustrate alternative interpretations of scholarship. A tutoring–mentoring program in a teaching oriented masters institution and a motor skill development program in a land grant doctoral–research institution are...
In this article the authors argue that both the Feuer, Towne, and Shavelson article and the larger National Research Council (NRC) report on which it is based must be understood in the context of current federal discourse that focuses narrowly on experimentally derived causal explanations of...
The authors reiterate their core argument that harnessing the epistemological and methodological diversity of the field to advance its common goals is difficult but essential work. And in keeping with the spirit of their article and the Scientific Research in Education report on which it is...
Under the stewardship of the Department of Education, recent acts of Congress confuse the methods of science with the process of science, possibly doing great harm to scholarship in education. An otherwise exemplary National Research Council report to help clarify the nature of educational...
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