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Knowledge Accumulation for Utilization

Issues of knowledge accumulation and utilization are increasingly important both in educational research generally and to the IERI program specifically as its project portfolio matured. DRDC PI Schneider directed the Center’s program of research activities in this area, which included a major evaluation of the Center for Education at the National Academies and Schneider’s work as a member of the National Research Council’s Committee on Research in Education (CORE). There Schneider joined other Committee members in addressing issues critical to the ability of the education research field to further strengthen the quality of its evidentiary base and support knowledge accumulation for utilization by researchers, practitioners, and policymakers. Other related initiatives included research on how social scientists define the intellectual boundaries of their disciplines, the constructs used to define disciplinary fields, how researchers define what constitutes, and the implications for causal inference. Relevant Center papers and publications include:

  • Schneider, B. (2004). Building a scientific community: The need for replication. Teachers College Record, 106: 1471-1483.
  • Kertcher, Z., & Schneider, B. (2004). Transcending organizational boundaries in education research: Potential and implications. Paper presented at the 2004 Annual Meeting of the American Educational Research Association. San Diego, California.
  • Schneider, B., et al. (2005). Evaluating the Efficacy of the Center for Education at the National Academies. Final Report to the Center for Education. Chicago: University of Chicago and NORC, Data Research and Development Center. Available at: www7.nationalacademies.org/cfe/CFE Evaluation Report.pdf
  • Schneider, B., Schalliol, D., Makela, S., & McDonald, S.K. (2006). Knowledge production and the public interest. The American Sociologist, 37(2): 96-112.
  • Schneider, B., Kertcher, Z., & Offer, S. (2006). Global trends towards education and science: Tension and resistance. In J. Ozaga, T. Seddon, and T.S. Popkewitz (eds), Education Research and Policy: Steering the Knowledge-based Economy. New York: London Taylor and Francis.
  • Schneider, B., & Keesler, V. (2007). Transforming education into a scientific enterprise. Annual Review of Sociology, 33: 197-217.
 
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