Educational Researcher 43卷6期文章

1. Tenth Annual Brown Lecture in Education Research: A New Civil Rights Agenda for American Education

Author:Gary Orfield

Source:Educational Researcher 43.6  (August/September 2014): 273-292.

Abstract:This article reviews the impacts of the civil rights policies framed in the 1960s and the anti–civil rights political and legal movements that reversed them. It documents rising segregation by race and poverty. The policy reversals and transformation of U.S. demography require a new civil rights strategy. Vast immigrations, the sinking White birthrate and massive suburban change means it must be multiracial and metropolitan and reflect the huge increase in students from language-minority homes. School policy must be linked with social and economic policy. Housing integration is critical since residence is often destiny for children of color. Researchers are key participants in developing new policies and explaining possibilities for positive change within a stalemated political and legal system. The article outlines essential components of a new civil rights policy.

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2. The Test Matters: The Relationship Between Classroom Observation Scores and Teacher Value Added on Multiple Types of Assessment

Author:Pam Grossman, Julie Cohen, Matthew Ronfeldt, and Lindsay Brown

Source:Educational Researcher 43.6  (August/September 2014): 293-303.

Abstract:In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. Using data from the Measures of Effective Teaching Project, we found that PLATO was more strongly related to the Stanford Achievement Test (SAT-9), the alternative assessment used by MET to assess more ambitious outcomes. We also found that the SAT-9 is more instructionally sensitive to the PLATO factor of Cognitive and Disciplinary Demand than the state tests used in MET study. This difference suggests that PLATO factors designed specifically to identify ambitious instructional practices are especially sensitive to which test is used to construct value-added scores.

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3. Facts Are More Important Than Novelty: Replication in the Education Sciences

Author:Matthew C. Makel and Jonathan A. Plucker

Source:Educational Researcher 43.6  (August/September 2014): 304-316.

Abstract:Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of education articles were replications. Contrary to previous findings in medicine, but similar to psychology, the majority of education replications successfully replicated the original studies. However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.