Conserving a Legacy: Presidential Leaders in Education Research

Autor/in	Schneider, Barbara
Titel	Conserving a Legacy: Presidential Leaders in Education Research
Quelle	In: Educational Researcher, 45 (2016) 2, S.173-179 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X16638848
Schlagwörter	Presidents; Professional Associations; Educational Research; Administrator Attitudes; Educational History; Innovation; Research Methodology; Statistical Analysis; Criticism; Economic Development; Social Change; Testing; Educational Change; Sustainability; Accountability; Research Utilization; Teaching Methods; Student Evaluation; Educational Assessment; Ability Grouping + Suchen Sie Ihr Suchwort? President; Präsident; Bildungsforschung; Pädagogische Forschung; History of education; Bildungsgeschichte; Research method; Forschungsmethode; Statistische Analyse; Kritik; Wirtschaftsentwicklung; Sozialer Wandel; Testdurchführung; Testen; Bildungsreform; Nachhaltigkeit; Verantwortung; Forschungsumsetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	This essay briefly describes some of the early AERA presidents who were empiricists, several of them directors of research, and how their work connects with some of the issues of design, measurement, analysis, and interpretation today. Beginning with the first president of AERA, a number of presidents through the late 1940s are highlighted, as well as how their work spoke to the times they lived in and how its impact continues through this centennial year. The history stops with the 1950s, which ushered in a new era of significant innovations in research methodology and statistical techniques, strong criticisms of the quality of education research, and a growing recognition of the importance of education in promoting U.S. economic development and social reform. The intent of this essay is to discuss how the legacy of education research, unfamiliar to many of us, shaped how we approach issues of testing, measurement, and student ability--some for the best, others fueling debates and inertia for sustainable reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01