Educational researchers are increasingly expected to focus on their research productivity as per their professional performance. Such a trend may have influenced their professional identities and activities, especially in the Global South, where researchers have not been immersed in the new research culture and where their assumed primary role may…

Interest in the study of scale has grown over the past three decades, yet it still suffers from a lack of conceptual clarity. Despite attempts at conceptualizing scale, there is still wide diversity in how the term "scale" is used. These differences matter. They impact how scale is studied, the strategies used to achieve scale, and the…

The authors argue for a reconceptualization of rigor that requires sustained, direct, and systematic documentation of what takes place inside programs to document how students and teachers change and adapt interventions in interactions with each other in relation to their dynamic local contexts. Building on promising new programs at the Institute…

In this 2012 American Educational Research Association (AERA) Presidential Address, the author considers this year's conference theme--how to take what we know from research and put it to effective (policy and practice) use. The essay challenges members individually and collectively to improve the connection. She reflects on the history of AERA as…

The authors, present and recent presidents of the American Educational Research Association (AERA), discuss that organization's endorsement of federal funding for long-term, large-scale educational research and development and its insistence that current competition for funding be both fair and open. (GC)

Educational research is not very influential, useful, or well funded. This article explores why and suggests ways that the situation could be improved. Our focus is on the processes that link the development of good ideas and insights, the development of tools and structures for implementation, and the enabling of robust implementation in…

Describes characteristics and activities of university-based education policy centers. Summarizes the circumstances surrounding the establishment of these centers, and focuses on the missions and activities of existing centers. Discusses the rationale for a national network of centers, and surveys issues to be addressed. Lists 18 university-based…

Notes that the same technical terms may be used by publishers as those used by dedicated R & D organizations, but the level of investment and breadth of activity clearly differentiates the functions. (Author/AM)

Describes the history of peer review at the National Institute of Education (NIE) and discusses some broad principles of federal research management and peer review. Notes recent recommendations for improvement in peer review procedures and sketches procedures that will guide NIE in an upcoming lab and center competition. (Author/KH)

Describes administrative changes at the National Institute of Education (NIE) over the last four years and relates these to NIE's recent revision of its peer review system. Briefly describes changes in peer review and asserts that the new system provides researchers great opportunity for participation in maintaining quality research. (KH)

The Bureau of Social Science Research reports on information obtained on the number of organizations doing educational research and related work in 1977, the nature of the institutions in which these organizations were located, staffing patterns, use of finances, and topics investigated. (RLV)

This article portrays the levels of productivity in research and development (R&D) of schools, colleges, and departments of education (SCDEs); identifies the highest producing SCDEs; and contrasts overall SCDE productivity in R&D with other generic classes of producers in education. (Author/AM)

Stresses the need for creating a constituency in Congress, identifying issues such as dissemination of educational research and communication between researchers and politicians, and generating vocal support for educational research throughout the country. (AM)

Focusing on the functions of knowledge, production and utilization (KPU), this article examines educational research and development funding in different federal agencies. Policy concerns which should guide funding decisions are discussed. (GC)

Discusses the functions of educational research. Examines differences between decision-oriented research and conclusion-oriented research. Urges researchers to improve the quality of their writing. (FMW)