This chapter is a call for consequential education research that has transformative potential: intellectually, educationally, and socially. It is about learning to see differently. It is an argument about seeing our work with youth and communities in ways that can help education researchers see ingenuity instead of ineptness and inability, to see…

The need for a different conception of research from the classical statistical approach to theory development in social studies teaching is addressed in this paper. In a schema of dominant orientations of social theory, the outstanding epistemological features of the three main schools of contemporary metascience are outlined. Three systems of…

Robert M. W. Travers's 1980 essay is the focal point of this paper. He argues that evaluation research requires a scientific taxonomy of human behavior and learning. Such a taxonomy must be experimentally based, mathematically expressed, theoretically sound, and predictive. He bases such criteria on the development of scientifically successful…