Contestation and Change in National Policy on “Scientifically Based” Education Research
Perhaps because of the high stakes involved, there has been some tendency to lump together the definitions emanating from Washington sources. From our perspective as participants in some of this activity, we argue that there are important differences among these definitions and their purposes. Furthermore, we suggest that the various definitions, together with public input about them, can provide leverage for altering the meanings of scientifically based research and education research that are being operationalized in current public policy.
