Challenges to Education Research in the United States: Turning Research Into Policy and Practice

• In Event: To Promote Research Is Not Enough: Research Capacity, Knowledge Mobilization, and Learning for Educational Change

Abstract

Purpose and Perspective:

This paper explores ways in which recent changes in the U.S. national policy framework, resources, and infrastructure have introduced both new options and key challenges for university-based education research. The paper provides a brief summary of key federal influences on education research in the U.S. since 2002 by highlighting relevant federal legislation, policy and funding priorities, as well as infrastructure and organizational changes (i.e., NCLB, 2002; U.S. Department of Education, 2009). The main premise is that the current federal framework affects the entire education research process - by influencing what is researched, how research is supported, who conducts research, research quality, and how research is disseminated and utilized. The current context presents university scholars and researchers with new opportunities and resources, while also imposing limitations, tradeoffs, and competition. These factors have implications not only for the education research process, but also for the educational policy, university-based education research and scholarship, and for research utilization by schools of education, local policymakers and practitioners (Hess, 2008; Nelson et al., 2009).

Methods and Data:

This paper draws from more than 65 resources in an analysis of the federal influence and trends likely to shape education research in the U.S. going forward. Resources examined range from federal and state legislation, federal websites and funding documents, education policy publications, education research journals and reports, to knowledge management and information technology publications. The main analysis will be further developed and updated for AERA to focus on the education research process—knowledge generation, dissemination, and utilization—and the implications of the federal influence on rigor and relevance, scholarship, and policy. Seven areas of influence on the education research process will be identified and relevant examples provided. The areas include: federal funding priorities; research quality, design, and rigor; information technologies and data systems; publication and knowledge transfer; research relevance and utilization; collaboration and roles.

Results and Significance:

The federal influence on education research affords universities (a) more federal funding options, (b) access to improved national and state education data systems, (c) support for large-scale, long-term, experimental research studies, (d) additional online resources for dissemination of research, (e) new research partners and collaborators, and (f) expanded audiences for consumption of research results, products, and services. Trends such as privatization, commercialization, and knowledge transfer are becoming significant factors influencing university-based education research. Increasingly, university research is market-driven, and researchers are moving away from developing the knowledge base of their field to conducting applied research and developing related products and services.

Together the federal influence and research trends have the potential to revitalize the education research process and its reputation, create more productive relationships and roles, improve communication, and transform research into policy and practice. The extent to which the new federalism in education will shape the future direction of university-based education research and its transformation into education policy and practice depends on how universities respond to these trends and challenges.

Author

• Sarah A. Mason, University of Wisconsin