Proposal for an Educational Research Council and some of its Implications

Nature ◽  
1963 ◽  
Vol 200 (4902) ◽  
pp. 116-118
Author(s):  
R. D'AETH
Keyword(s):  
Educational Research ◽  
Research Council

Posing Significant Research Questions

2019 ◽  
Vol 50 (2) ◽  
pp. 114-120 ◽  
Author(s):  
Jinfa Cai ◽  
Anne Morris ◽  
Charles Hohensee ◽  
Stephen Hwang ◽  
Victoria Robison ◽  
...  
Keyword(s):  
Educational Research ◽  
Scientific Inquiry ◽  
Research Council ◽  
Research Question ◽  
Empirical Work ◽  
National Research Council ◽  
Significant Research ◽  
Research Questions ◽  
Research In Education ◽  
Significant Question

In 2002, the National Research Council (NRC) released Scientific Research in Education, a report that proposed six principles to serve as guidelines for all scientific inquiry in education. The first of these principles was to “pose significant questions that can be investigated empirically” (p. 3). The report argued that the significance of a question could be established on a foundation of existing theoretical, methodological, and empirical work. However, it is not always clear what counts as a significant question in educational research or where such questions come from. Moreover, our analysis of the reviews for manuscripts submitted to JRME1 suggests that some practical, specific guidance could help researchers develop a significant question or make the case for the significance of a research question when preparing reports of research for publication.

Research Into Practice: Constructivist Learning and Teaching

1990 ◽  
Vol 38 (1) ◽  
pp. 34-35 ◽  
Author(s):  
Michael T. Battista
Keyword(s):  
Educational Research ◽  
Effective Teachers ◽  
Research Council ◽  
National Research Council ◽  
Mathematical Understanding ◽  
Constructivist Learning ◽  
Compelling Evidence ◽  
Learning And Teaching

In reality, no one can teach mathematics. Effective teachers are those who can stimulate students to learn mathematics. Educational research offers compelling evidence that students learn mathematics well only when they construct their own mathematical understanding (MSEB and National Research Council 1989, 58).

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