The Skills Gap: Has the Time Come for Education Schools to Overhaul the Way They Train Education Researchers?

Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/

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Educational Change; Educational Research; Research Skills; Research Methodology; Evaluation Research; Profiles; Doctoral Programs; Research Administration

0277-4232

Although education researchers have spent years pondering what makes a good school or a good lesson, not much thought has gone into what makes a good researcher. Does the job require extensive training in a wide range of research methods? Or is it better to become an expert in just one? Should a budding education researcher steep himself or herself in a particular discipline, such as psychology or sociology, or is it best to become a generalist? Is there a core of knowledge that every researcher in education ought to master? There's no consensus on the answers, but the questions are being weighed in national meetings, in foundation-driven efforts, and on campuses nationwide. The topic has taken on new urgency as the federal government campaigns to transform education into an "evidence-based" practice, with a heavy emphasis on research that meets the definition of "scientifically-based." Grover Whitehurst, Director of the Institute of Education Sciences, proposed earmarking $18 million in federal grants to underwrite new pre- and post-doctoral training programs for researchers interested in studying education. The question addressed here is "Are education schools up to the task?" Appended to this article is "Researchers-in-Training," by Heather D. Hill, David S. Lustick, and David F. Feldon, who describe their experiences in education research.

ERIC

2007

EJ755548