"Scientifically-Based Research": The Art of Politics and the Distortion of Science

Autor/inn/en	Shaker, Paul; Ruitenberg, Claudia
Titel	"Scientifically-Based Research": The Art of Politics and the Distortion of Science
Quelle	In: International Journal of Research & Method in Education, 30 (2007) 2, S.207-219 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
Schlagwörter	Federal Government; Educational Research; Definitions; Public Policy; Validity; Research Methodology; Government School Relationship; Natural Sciences; Social Sciences; Influences; Statistical Analysis; Politics of Education + Suchen Sie Ihr Suchwort? Bundesregierung; Bildungsforschung; Pädagogische Forschung; Begriffsbestimmung; Öffentliche Ordnung; Gültigkeit; Research method; Forschungsmethode; Naturwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Influence; Einfluss; Einflussfaktor; Statistische Analyse; Educational policy; Bildungspolitik
Abstract	The US Federal Government is forcefully prescribing a narrow definition of "scientifically-based" educational research. US policy, emerging from contemporary neoliberal and technocratic viewpoints and funded and propagated on a large scale, has the potential to influence international thinking on educational research. In this article we continue a policy critique that has emerged and address three problems associated with the US Government's narrow definition of research: (1) the Government's claims about "scientifically-based research" are, in themselves, philosophically problematic; (2) the emphasis on quantitative, experimental research is modeled in a questionable manner on techniques from the natural (and especially medical) sciences, and the emphasis on applicability and transferability of findings can be directly related to a predominance of economic principles and discourse; (3) the research commissioned and used by the US Federal Government itself is inconsistent with the rhetoric of scientific criteria. We call for educational leaders and researchers to challenge the Governmental manipulation of science and the marginalization of the education profession from policy-making in its own field. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10