Education has faced challenges in the recent years as a result of weak foundations in evidenced-based research that have impacted educational policy-making and curriculum design (Slavin, 2003). Without quality education research, many of the national educational initiatives are made without validated information to support the likelihood for success. Therefore, there is a need for evidence-based reform in education in order for government to institute credible legislation and for academic institutions to implement viable policies with a high likelihood of success (Liston, et.al, 2007). This paper will discuss articles that explore the aforementioned issues, while focusing on the necessity of elevating the standards of scientific research in education.
Quality of Education Research
The quality of education research is weak due to the lack of standards in utilizing evidence-based research (Slavin, 2003). Lack of randomized trials in education research reduces its quality and rigor (Liston, et. al, 2007). It also lacks valid forms of research that are conducted for evaluating the achievement outcomes of education programs (Slavin, 2003). This is evidenced by recent federal laws in education that were based on other prior enacted laws but did not yield positive outcomes. As a result, government-funded educational programs without research-backed evidence were allowed (Liston, et. al, 2007). This clearly shows lack of sophistication in education leaders and lawmakers, when judging the quality and adequacy of education research in legislating federal provisions for education (Liston, et. al, 2007).
The slow progress of education research is also manifested in the delay of government to
demand solid ra...
... middle of paper ...
...difies the future state of education research integrity and credibility (Liston, et. al, 2007).
Evidence-based reform can only transform schools if programs are based on rigorous research that will take education to the level of other scientifically-based professional disciplines such as medicine and mathematics (Slavin, 2003). However, challenges pervade the integrity of education research including the undue influence of specialty and advocacy groups to advance their causes (Stover, 2007). Establishing scientifically-based research as the gold standard for curriculum selection and instructional practices requires maintaining balance of qualitative and quantitative data (Liston, et. al, 2007). This will pave the way for the most well-rounded approach that will elevate education research to the high regard afforded math or science (Liston, et. al, 2007).
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