This rejoinder keeps the original focus on statistical computing pertaining to the correlation of student achievement between mathematics and science from the Trend in Mathematics and Science Study (TIMSS). Albeit the availability of student performance data in TIMSS and the emphasis of the inter-subject connection in the Next Generation Science…

Using disciplinary exclusions, such as office referrals, suspensions, and expulsions, has been the subject of significant concern related to student and family civil rights, school policy, and negative impact on short- and long-term outcomes for students. Embedded in this phenomenon is the documentation of significant and persistent…

This paper is written in response to Angela Chapman and Allan Feldman's research study, "Cultivation of science identity through authentic science in an urban high school [classroom]". I utilize this forum piece to extend the call for "awakening a dialogue" that critically assesses the effectiveness of current K-12 science…

The report of the national response to intervention (RTI) evaluation study, conducted during 2011-2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we…

Coburn and Turner (this issue) present an intriguing framework for understanding how data has come to be used in the current high accountability environments in education. In this framework, they connect various processes of data use within organizational and political contexts. Data use is presented using an ecological perspective that deepens…

This article is a response to the growing criticisms of the British Educational Research Association (BERA) and Economic and Social Research Council (ESRC) ethical guidelines on anonymity and pseudonymity as default positions for participants in qualitative educational research. It discusses and responds to those criticisms under four…

The author believes that a unified theory might provide ideas helpful for improving research; professional training and practice; and therefore, student achievement. Little attention was paid to how several variables might work together and there is little discussion regarding how they might work together. The author stresses that there are…

Responding to Bulterman-Bos (2008), the author argues that the effort to make education research more relevant is counterproductive. Teachers and researchers have different orientations toward education that arise from different institutional settings, occupational constraints, daily work demands, and professional incentives. These are not…

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…

As a practitioner who has worked with youngsters with attention deficit hyperactivity disorder (ADHD) for the past 30 years, the author has done her best to stay current with the research literature on ADHD, particularly intervention research. However, she was always bothered by one nagging thought. Sure, there is good research to show effective…

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…

We highlight major themes emerging from the articles in this special issue. These themes include (a) the importance of theoretical frameworks and clearly defined constructs for guiding the development of interventions, (b) a consideration of intervention effects on ethnic minority children, (c) the importance of positive social interactions and…

In the No Child Left Behind Act and the What Works Clearinghouse, the federal government has attempted to establish guidelines for the type of education research that U.S. schools should consider in selecting instructional programs and resources. The government's clear preference for the medical model--a powerful research design in such fields as…