The Science of the Obvious: Education's Repetitive Search for What's Already Known

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This book poses and ultimately answers the question of whether the public schools would have been affected if no educational research had been conducted during this century. To answer this question, 12 genres of educational research are evaluated. The genres are accompanied by non-technical, annotated synopses examples of each. A case is made that the science of education as a whole is repetitive, non-cumulative, and is characterized by a circular rather than a linear trajectory.

Reviews

In this exciting new, two-volume trek, Bausell introduces uswith insight and levityto diverse genres of unproductive research. Happily, he also tosses us several solution strategies to make our schools sparkle. -- Dr. W. James Popham, professor emeritus, UCLA and former president of the American Educational Research Association (AERA)
Dr.Bausell provides an insightful and long overdue summary andcritique of educational research, which, in addition to upsetting the status quo, should inform decisions made by academics, professionals,administrators, andpolicymakers alike. -- Harold Murai, professor emeritus, College of Education, Sacramento State University
In this volume, Barker Bausell effectively captures and demystifies the real crises in education: the myths, lies, legends, and fads (e.g., the validity of value-added models used to evaluate teachers) proliferated and perpetuated by politicians, the public, the media, philanthrocapitalists, and education experts, all of whom claim dominance over those with less power (e.g., educators in schools) who work first hand, and daily, with the real crises impacting Americas school-aged children. -- Audrey Amrein-Beardsley, PhD, Mary Lou Fulton Teachers College, Arizona State University
Barker Bausells orientation toward education research and practice is consistent with his other body of work: careful analysis, removal of poetic distraction from science, with a dash of logical positivism. His desire is not to tear down education researchbut rather to help build a better applied scientific foundation. Indeed, various applied sciences are directed by political and financial motives as well as by a desire to understand a topic and, in this case, help people learn better. Sometimes other motives are barriers to improvement. He illustrates misdirected efforts and effective direction, using logic, systematic empirical summary, aspects of philosophy of science, and honesty. -- Steve Sussman, professor, Preventive Medicine, Psychology, and Social Work, University of Southern California

Author Bio

Dr. R. Barker Bausell was the first educational researcher to demonstrate the learning superiority of both tutoring and small group instruction when the curriculum, teacher differences, instructional time, and student differences were rigorously controlled. He served as a biostatistician, research methodologist, and the Director of Research in two departments within the University of Maryland over a 35+ year career and was the founding editor/editor-in-chief of the peer reviewed, Evaluation and the Health Profession for 33 of those years. He has authored 12 other books including: Conducting Meaningful Experiments: 40 Steps to Becoming a Scientist, Too Simple to Fail: A Case for Educational Change, and Snake Oil Science: The Truth about Complementary and Alternative Medicine.