A volume in Studies in the History of Education Series Editor Karen
L. Riley, Auburn University at Montgomery Educational Research, The
National Agenda, and Educational Reform examines the origins,
history, nature, purposes, and status of educational research by
focusing on the relationships among educational research, the
national agenda, educational reform, and the social and behavioral
sciences. Its major claim is that the history of educational
research is embedded in the nation's social, political,
intellectual, and economic histories. Attention is given to three
significant periods: the Progressive Era when modern educational
research began to assume its present form; the
Post-World-War-II-Era when educators and educational researchers
were directed to return to or turn to the academic disciplines; and
the Civil Rights Era after the Supreme Court in Brown ended legal
racial segregation and raised questions about equality of
educational opportunity that are still with us. These were
significant periods when there was a clear national agenda shaped
by both public and private agencies. Educators and educational
researchers adopted policies and strategies in response to concerns
and interests expressed by the public, by government officials, and
by philanthropies. Researchers' responses have had long-term
consequences as seen in the reaction to The Coleman Report, debates
about the merits of quantitative research as opposed to qualitative
research, the ongoing discussion about the merits of No Child Left
Behind, the achievement gap, the creation of the Institute of
Education Sciences, and the emphasis now placed on
"scientifically-based research." The origins of the common school,
the work of the philosopher Johann Friedrich Herbart and his
followers, and the revolution in scientific method brought about by
Charles Darwin's work are included because they serve as the
foundation for educational research. Educational researchers'
identification with and interest in individual performance and
ability and their measurement is related to the close relationship
educational researchers have had with psychology, a discipline that
typically does not focus on social context. The significance of
educational researchers' borrowing from the behavioral sciences,
especially psychology, is examined through a discussion of the
mental hygiene movement, as supported by private philanthropy, and
through consideration of contributors such as G. Stanley Hall,
Arnold Gesell, Lewis M. Terman, Daniel Starch, and Stuart A.
Courtis.
General
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