Educational Research Synthesis Essay

Educational Research

Even though matched studies are far more common than randomized ones, scientifically based research expresses the importance of based research in education reform and explains how to judge the validity of education research. because School officials like teachers, principals, and superintendents that have the skills to search for decent literature that will benefit their classroom, school and district so that transformative learning can take place., Transform the emergence of such information to raise new questions about how research quality can be ensured, and to enlighten the potential pathways that would involve scientific-based research that would influence education policy making. , and scientifically-based upon the evidence that the No Child Left Behind act has uneven effectiveness. The NCLB act requires all states that accept Title I funds to bring all students to a proficient level in reading and math. To achieve that goal, every state is required to: Develop challenging academic standards that are the same for all students, develop annual assessments for all students and ensure that there is a highly-qualified teacher in every classroom.

Synthesis Paper

The purpose of this synthesis paper to combine multiple cited sources in a cohesive and clear analysis. The explanation of Scientifically based research is to express the importance of based research in educational reform and explain how to judge the validity of research in education.

Review of Literature

When Education Research Matters

This study discusses the relationships between education research and policy that would be used to develop a guide for what can or cannot be accomplished in the fields of scientifically based research and evidence-based practice in education. Hess (2008) proves that a prominent study would settle vexing policy questions regarding merit pay or charter schooling frequently that has given rise to much heated, anxious, and public debates through the limitations of scientific research in education and dissemination of the research and the issues that made the research difficult to develop. The purpose of this article is to transform the emergence of such information to raise new questions about how research quality can be ensured, and to enlighten the potential pathways that would involve scientific-based research that would influence education policymaking. The choice of using No Child Left Behind and Student Teacher Achievement Ratio was the determined base for this discussion, and the author determines the importance of why research is important in education and makes sure through findings in the intermediary support of research evaluation, the relevance of emphasized evaluation, and the role in which political studies are conducted and formed.

NCLB and Scientifically-Based Research

Liston, Whitcomb, Borko (2007) illustrated in this study the results of scientifically-based evidence that the No Child Left Behind act has uneven effectiveness. The NCLB act requires all states that accept Title I funds to bring all students to a proficient level in reading and math. To achieve that goal, every state is required to: Develop challenging academic standards that are the same for all students, develop annual assessments for all students and ensure that there is a highly-qualified teacher in every classroom. This study includes that such experimental studies will not consider how teachers take initiative to shape the enactment of a particular program or intervention. According to the No Child Left Behind Act, all federally funded education programs, and out-of-school time programs must be based on research studies that will meet scientific standards. The primary goal of the scientifically based research is to ensure that programs for children are based on methods that have been proven effective and are therefore more likely to benefit other children in school, with a corollary goal of increase the overall quality of education research.

A Reader’s Guide to Scientifically Based Research

This study provides research that expresses the importance of education reform and explains how to judge the validity of research in education. Slavin (2003) described how control groups are a hallmark of validity, randomized and matched experiments are the most convincing form of a control group comparison that is randomized by students, teachers, and schools. Control groups provide an estimate of what students are expected to learn in the programs. School officials like teachers, principals, and superintendents that have the skills to search for decent literature that will benefit their classroom, school and district so that transformative learning can take place. Statistical education significance that allows readers to apply a reasonable approach to the problem, and determines the different between scientifically based and rigorously evaluated research. Scientific-based research takes a lot of work and effort to provide material that has been proven to show results of what should and should not be allowed in school.

Analysis

Liston, Whitcomb, Borko (2007) illustrated that “The implication appears to be that good teacher preparation will produce quality teachers who enable students to learn and show greater gains on their standardized tests. Ineffective teacher education routes will not produce teachers who enhance their students’ test scores” (p. 103) and that “Current policy efforts that use thin measures to determine teacher education program quality reinforce the horse-race approach to evaluating teacher education routes. More importantly, they deflect attention from much-needed efforts to build a more comprehensive policy approach that will strengthen both teacher education programs and the teaching force” (p. 105). While Hess (2008) discussed that “In education, the medical model’s reliance on randomized field trials is the optimal course for assessing pedagogical and curricular approaches for increasing knowledge and skills via the application of discrete treatments to identifiable students under specified conditions. Such interventions are readily susceptible to randomized field trials and yield results that can reasonably serve as the basis for prescriptive policymaking” (p. 535). Slavin (2003) brought to the attention that “Researchers compare several schools using a given program with schools that do not use the program (para. 4), and added that Rigorous evaluations will be common, both to replicate evaluations of various models and to discover the conditions necessary to make programs work” (para. 21).

Conclusion

Indeed, while the importance of scientifically based research is critical to our education system, we must take notice to the emergency of this information to transform education, and how research quality can be ensured to enlighten the potential pathways that would involve scientific-based research to influence our education policy making. We must understand scientifically based research in education reform and explain how to judge the validity of educational research.

References

Hess, F. (2008). When education research matters. Soc. Society, 534-539.

Liston, D. Whitcomb, J. & Borko, H. (2008). NCLB and Scientifically-Based Research Opportunities Lost and Found. Journal of Teacher Education, 58(2), 534-539.

Slavin, R. E. (2003, February). A Reader's Guide to Scientifically Based Research. Educational Leadership, 60(5), 12-16. Retrieved September 10, 2016, from http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/A-Reader's-Guide-to-Scientifically-Based-Research.aspx