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Reshaping the Arc of Quantitative Educational Research: It's Time to Broaden Our Paradigm.

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Title: Reshaping the Arc of Quantitative Educational Research: It's Time to Broaden Our Paradigm.
Authors: Singer, Judith D.1 (AUTHOR) judith_singer@harvard.edu
Source: Journal of Research on Educational Effectiveness. Oct-Dec2019, Vol. 12 Issue 4, p570-593. 24p.
Subject Terms: *Education research, *Longitudinal method, Social science research, Quantitative research, Data science, Paradigms (Social sciences)
Abstract: The arc of quantitative educational research should not be etched in stone but should adapt and change over time. In this article, I argue that it is time for a reshaping by offering my personal view of the past, present and future of our field. Educational research—and research in the social and life sciences—is at a crossroads. There are many reasons for this, but chief among them is the rapid rise of data science, which has implications for educational research in general and SREE in particular. I ask us to question whether our laser focus on causal inference—which will remain crucially important—has crowded out other methods for studying equally important—yet not necessarily causal—questions. After introducing the wisdom of four muses—two philosophers of science and two statisticians—I sketch my personal research trajectory and its intersection with the field's. The remainder of the article describes three types of studies that I would like to see more of: longitudinal studies using truly longitudinal analyses; assessment and measurement studies; and studies using data science methods. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Social+science+research%22">Social science research</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Data+science%22">Data science</searchLink><br /><searchLink fieldCode="DE" term="%22Paradigms+%28Social+sciences%29%22">Paradigms (Social sciences)</searchLink>
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  Data: The arc of quantitative educational research should not be etched in stone but should adapt and change over time. In this article, I argue that it is time for a reshaping by offering my personal view of the past, present and future of our field. Educational research—and research in the social and life sciences—is at a crossroads. There are many reasons for this, but chief among them is the rapid rise of data science, which has implications for educational research in general and SREE in particular. I ask us to question whether our laser focus on causal inference—which will remain crucially important—has crowded out other methods for studying equally important—yet not necessarily causal—questions. After introducing the wisdom of four muses—two philosophers of science and two statisticians—I sketch my personal research trajectory and its intersection with the field's. The remainder of the article describes three types of studies that I would like to see more of: longitudinal studies using truly longitudinal analyses; assessment and measurement studies; and studies using data science methods. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/19345747.2019.1658835
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        Text: English
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      – SubjectFull: Social science research
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              Text: Oct-Dec2019
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