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Journal Article 1: Henson, R. K., Hull, D. M., & Williams, C. S. (2010). Methodology in our education research culture toward a stronger collective quantitative proficiency. Educational Researcher, 39, 229–240.

Abstract: How doctoral programs train future researchers in quantitative methods has important implications for the quality of scientifically based research in education. The purpose of this article, therefore, is to examine how quantitative methods are used in the literature and taught in doctoral programs. Evidence points to deficiencies in quantitative training and application in several areas: (a) methodological reporting problems, (b) researcher misconceptions and inaccuracies, (c) overreliance on traditional methods, and (d) a lack of coverage of modern advances. An argument is made that a culture supportive of quantitative methods is not consistently available to many applied education researchers. Collective quantitative proficiency is defined as a vision for a culture representative of broader support for quantitative methodology (statistics, measurement, and research design).

Journal Article 2: Burkhardt, H., & Schoenfeld, A. H. (2003). Improving educational research: Toward a more useful, more influential, and better-funded enterprise. Educational Researcher, 32, 3–14.

Abstract: Educational research is not very influential, useful, or well funded. This article explores why and suggests ways that the situation could be improved. Our focus is on the processes that link the development of good ideas and insights, the development of tools and structures for implementation, and the enabling of robust implementation in realistic practice. We suggest that educational research and development should be restructured so as to be more useful to practitioners and to policymakers, allowing the latter to make better-informed, less-speculative decisions that will improve practice more reliably. 

Journal Article 3: VanDerHeyden, A., & Harvey, M. (2012). Using data to advance learning outcomes in schools. Journal of Positive Behavior Interventions, 1098300712442387.

Abstract: This article describes the emergence and influence of evidence-based practice and data-based decision making in educational systems. Increasingly, educators and consumers want to know that resources allocated to educational efforts yield strong effects for all learners. This trend is reflected by the widespread influence of evidence-based practice (EBP) in education and the demand for data-based decision-making models like response to intervention (RtI). This article describes the ways in which EBP and RtI can be used to improve efficacy, efficiency, and equity of educational services. The article concludes with concrete recommendations for implementing RtI.