Turney, David
November 1966
Educational Leadership;Nov1966, Vol. 24 Issue 2, p133
The article discusses the use of data gathered by researchers in education that can revolutionize both the practices and the outcomes of education. Unfortunately, the idiosyncratic approach to educational research has been generally perpetuated through the early sixties by the nature of federal research grants. The university professor, interested in research and hopeful of improving his professional status, usually develops a proposal growing out of his special interests, receives financial support for his proposal on the basis of its merits as a sound design, and produces another set of findings that are not likely to bear much relationship to any central problem facing educators in the classroom. Since most of such studies proceed independently using unique designs and instrumentation, the results of such investigations are rarely comparable to other studies of similar problems. While no one would wish to eliminate the independent investigator from the educational research scene, the lack of any coordinated attack on problems of central concern results in a maze of seemingly contradictory findings pointing in all directions like an omnidirectional navigational device.


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