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

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.

Open science interventions proposed or implemented to assess researcher impact: a scoping review

“…Another study 29 proposed "a novel policy to provide incentives for open science … by offering open-source (OS)-endowed professorships". Fischman et al 41 outlined "an alternative proposal in which trustworthiness and usability of research would complement traditional metrics of scholarly relevance" 41 mainly in institutions.…”

Comparative Education and (De)Colonial Entanglements: Towards More Sustainable and Equitable Learning Futures

“…Instead, we invite the readers to engage in a decolonial analysis and practice to disrupt -both collectively and individually -some of the key underlying assumptions and foundational structures of modernity/coloniality in our field. We seek to promote decolonial epistemological and ontological standpoints, recognizing the relevance of people, place, and the planet, as well as the importance of cultural change, while welcoming critical and creative scholarship in multiple languages (Fischman et al, 2022). With this special issue and beyond, we recognize both the efforts of pointing to the shortcomings of traditional colonial perspectives in comparative education and also (and more importantly) articulating decolonial, antisexist, antiracist, and regenerative alternatives.…”

Editorial: Educación Comparada y Enredos (De)Coloniales: Hacia un futuro de aprendizajes más sustentables y equitativos

“…En lugar de ello, invitamos a los lectores a comprometerse con un análisis y una práctica decoloniales para desbaratar -tanto colectiva como individualmente-algunos de los principales supuestos subyacentes y estructuras fundacionales de la modernidad/colonialidad en nuestro campo. Pretendemos promover puntos de vista epistemológicos y ontológicos decoloniales, reconociendo la relevancia de las personas, el lugar y el planeta, así como la importancia del cambio cultural, al tiempo que damos la bienvenida a la erudición crítica y creativa en múltiples idiomas (Fischman et al, 2022). Con este monográfico, reconocemos tanto los esfuerzos por señalar las deficiencias de las perspectivas coloniales tradicionales en la educación comparada como también (y lo que es más importante) por articular alternativas decoloniales, antisexistas, antirracistas y regenerativas.…”