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What Have They Done? An Analysis of Data Generation Methods Funded by the Institute of Education Sciences.

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Title: What Have They Done? An Analysis of Data Generation Methods Funded by the Institute of Education Sciences.
Authors: Bennett, Jacob S.1 (AUTHOR) jacob.s.bennett@vanderbilt.edu, Fitzpatrick, Colleen2 (AUTHOR) colleen.fitzpatrick@utoledo.edu, Trent, Stanley3 (AUTHOR) sct3m@virginia.edu
Source: Educational Researcher. Dec2025, Vol. 54 Issue 9, p507-515. 9p.
Subject Terms: *Qualitative research, *Research grants, *Education statistics, Critical race theory, Quantitative research, Resource allocation, Empirical research
Company/Entity: Institute of Education Sciences (U.S.)
Abstract: On December 2, 2020, the Institute of Education Sciences (IES) published a summary report from their technical working group titled "Increasing Diversity and Representation of IES-Funded Education Researchers." A major barrier to diversifying funded researchers described was that many scholars did not believe the institute funded researchers "like them." In this article, we sought to better understand this perception by analyzing funding patterns of IES between the years of 2008 and 2022. Specifically, we analyzed the data generation methods (e.g., quantitative, qualitative, or mixed) funded to better understand IES priorities accordingly. Interpreting our results through a lens of critical race theory, we show that knowledge generated through methods that include stories and narratives are marginalized by IES funding priorities. [ABSTRACT FROM AUTHOR]
Copyright of Educational Researcher is the property of Sage Publications Inc. 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
FullText Text:
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  Data: What Have They Done? An Analysis of Data Generation Methods Funded by the Institute of Education Sciences.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Researcher%22">Educational Researcher</searchLink>. Dec2025, Vol. 54 Issue 9, p507-515. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+grants%22">Research grants</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+statistics%22">Education statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+allocation%22">Resource allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink>
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  Data: On December 2, 2020, the Institute of Education Sciences (IES) published a summary report from their technical working group titled "Increasing Diversity and Representation of IES-Funded Education Researchers." A major barrier to diversifying funded researchers described was that many scholars did not believe the institute funded researchers "like them." In this article, we sought to better understand this perception by analyzing funding patterns of IES between the years of 2008 and 2022. Specifically, we analyzed the data generation methods (e.g., quantitative, qualitative, or mixed) funded to better understand IES priorities accordingly. Interpreting our results through a lens of critical race theory, we show that knowledge generated through methods that include stories and narratives are marginalized by IES funding priorities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Researcher is the property of Sage Publications Inc. 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189507166
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        Value: 10.3102/0013189X251355601
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      – Code: eng
        Text: English
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      – SubjectFull: Qualitative research
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      – SubjectFull: Research grants
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      – SubjectFull: Education statistics
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      – SubjectFull: Critical race theory
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      – SubjectFull: Quantitative research
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      – SubjectFull: Resource allocation
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      – SubjectFull: Empirical research
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      – SubjectFull: Institute of Education Sciences (U.S.)
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      – TitleFull: What Have They Done? An Analysis of Data Generation Methods Funded by the Institute of Education Sciences.
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              Text: Dec2025
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