Education research is still the hardest science: A proposal for improving its trustworthiness and usability

Gustavo Fischman, Audrey Amrein-Beardsley, Stephanie McBride-Schreiner

Research output: Contribution to journalArticlepeer-review

Abstract

In this essay, we argue that colleges of education, particularly those at research-intensive institutions, favor simplistic notions of scholarly impact and that this trend has concerning implications for the field, for researchers, and for the public at large. After describing the challenges and shortcomings of the current models of research assessment in education, we outline an alternative proposal in which trustworthiness and usability of research would complement traditional metrics of scholarly relevance. This proposal encourages a twofold approach to research assessment that involves (1) a more thorough analysis of the limitations and problems generated by the use of simplistic notions of scholarly impact, and (2) a commitment to the implementation of more equitable systems based on a broader range of assessment measures to assess faculty research contributions.

Original languageEnglish (US)
Article number230
JournalF1000Research
Volume11
DOIs
StatePublished - 2022

Keywords

  • Colleges of education; research impact; research assessment

ASJC Scopus subject areas

  • Biochemistry, Genetics and Molecular Biology(all)
  • Immunology and Microbiology(all)
  • Pharmacology, Toxicology and Pharmaceutics(all)

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