Academic journals are the primary mode of communication among researchers, and they play a central role in the creation, diffusion, and use of knowledge. This article updates previous attempts to identify a core set of journals that most education scholars would acknowledge as consequential sources. On the basis of nominations from a panel of…

In response to Bulterman-Bos (2008), this article discusses three kinds of research needed in education: problem-finding research, which helps frame good research questions; problem-solving research, which helps illuminate educational problems; and translational work, which transforms the findings of research into tools that practitioners and…

This article discusses the potential of Google Scholar as an alternative or complement to the Web of Science and Scopus for measuring the impact of journal articles in education. Three handbooks on research in science education, language education, and educational technology were used to identify a sample of 112 accomplished scholars. Google…

In this article, three theoretical perspectives are used to extend Bulterman-Bos's (2008) argument regarding a clinical approach to education research. First, three intellectual virtues identified by Aristotle--"episteme," "techne," and "phronesis"--are related to the requirements of the "pure" education researcher, the skilled practitioner, and…

This article presents the author's response to comments on her article, "Will a Clinical Approach Make Education Research More Relevant for Practice?", which focused on the question of whether a clinical research practice might make education research more relevant for practice. The characteristics of a clinical approach are: (1) an overlap in the…

Three issues emanating from the Bulterman-Bos article (2008) form the core of this commentary. First, the issue of relevancy is addressed from the standpoint of action research and other forms of practitioner inquiry. From this perspective, the divisions between the cultures of university and school are addressed both ways: Each can potentially be…

In comparing several research and evaluation studies, the author contends that variation in outcomes may provide clues to valuable information. Five examples are used to illustrate how conflicting findings can be useful. (RLV)

A study was made of citations from the "American Educational Research Journal,""Review of Educational Research," and "Educational Researcher" to determine: (1) which journal is most cited; (2) sources that most cited the literature appearing in these journals; and (3) the citation characteristics of the most cited articles in each of these…

The purpose of this paper is to state the reasons why secondary analysis serves an important function in educational research. (Author)

Discusses application of microcomputer technology to educational research and describes the possible uses of computer networking for communication with colleagues. Focuses on the organization and structure of the Education Research Forum on CompuServe. Considers advantages and costs of networking in general and for the American Educational…

Three major propositions discussed in this article include: (1) There are two major obstacles to research influencing educational practice in the long term. (2) These are the pragmatic-practical notion that research should pay off and that it should be relevant to contemporary social and educational problems. (Author/AM)

Argues that defining "progress" is fundamental to understanding how effective educational research is in improving practice. Discusses the problem of partial specification and its consequences for defining the research-practice relationship. Presents three different, but complementary, approaches to defining "progress":…

Suggests that the results of research and the practice of teaching are related in many more ways than as a dialogue between a psychologist and a teacher. (Author)

The National Research Council proposes to improve student learning through its Strategic Education Research Program. With its focus on effective translation of research into practice, the proposal fails to acknowledge the public and professional value of research as a source of understanding, reflection, and action. Presents educational,…

Suggests that what is needed in education is more, not less, research directed at the improvement of instruction and of the schooling experience for children. Such research should be made programmatic, systematic, useful, and cumulative. (Author/AM)