SAGE Journal Articles

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Journal Article 1: Erickson, F., & Gutierrez, K. (2002). Comment: Culture, rigor, and science in educational research. Educational Researcher31, 21–24.

Abstract: In this article the authors argue that both the Feuer, Towne, and Shavelson article and the larger National Research Council (NRC) report on which it is based must be understood in the context of current federal discourse that focuses narrowly on experimentally derived causal explanations of educational program effectiveness. Although the authors concur with much of the Feuer et al. article and the NRC report, they are concerned that the NRC committee, by accepting uncritically its charge to define the scientific in educational research, produced a statement that risks being read as endorsing both the possibility and the desirability of taking an evidence-based social engineering approach to educational improvement nationwide. Finally, the authors review the consequences of not challenging the layperson’s “white coat” notion of science and replacing it with a more complicated and realistic view of what actual scientists do and the varied and complex methods and perspectives they employ in their inquiry.

Journal Article 2: Pataki, G. (2015). Novel forms of research governance and their possible impact on the future of educational researchEuropean Educational Research Journal14, 56–64.

Abstract: This article sets out to contribute to the current debate on the transformation of educational research with regard to global transitions and challenges. Nation-centred hierarchical organizations in Europe have increasingly failed to address emergent processes. And in contrast novel forms of governance have gained prevalence in controlling uncertainty and contingency in the transforming European Educational Research Space. The paper addresses one particular dimension of current educational research – that of the mechanisms by which transnational research operates within the European Educational Research space. Within this framework special attention is given to the issue of the governance, as a specific process shaping research cultures in the past, present and future, and to the role of European research associations as a system of evolving networks of ‘knowledge spaces’. The article problematizes assumptions about the potential of European research associations to construct vocabularies, perspectives and applications in an attempt to open up dialogues, discipline narrativity and create a new sovereign actor. The paper concludes with proposals for possible future visions based on the outcomes of the analysis of the nature of the current educational research governance.

Journal Article 3: Rich, J. D., Fullard, W., & Overton, W. (2011). The relationship between deductive reasoning ability, test anxiety, and standardized test scores in a Latino sample. Hispanic Journal of Behavioral Sciences33, 261–277.

Abstract: One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders. Error response patterns revealed a steady, age-related increase in the ability to use falsification strategies. Test anxiety was not related to reasoning performance. These results are discussed in terms of developmental theories of deductive reasoning. Negative correlations between deductive reasoning and standardized test scores for 11th graders are discussed in light of accountability standards required by the No Child Left Behind Act.