Discovering "What's Innovative": The Challenge of Evaluating Education Research and Development Efforts

National Science Foundation's (NSF's) MSP Program seeks foremost "to improve student outcomes in high-quality mathematics and science by all students, at all pre-K-12 levels". The MSP Program, consisting of a portfolio of funded projects, in part positions itself as a research an...

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Bibliographic Details
Published inPeabody journal of education Vol. 83; no. 4; pp. 674 - 690
Main Authors Yin, Robert K., Hackett, Edward J., Chubin, Daryl E.
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 28.10.2008
Taylor and Francis Group, LLC
Routledge
Subjects
Educational Change
Educational Improvement
Educational Innovation
Educational research
Elementary Secondary Education
Higher education
Intelligence
Mathematics
Mathematics education
Mathematics Instruction
Partnerships in Education
Program Effectiveness
Program Evaluation
Research and Development
Science Instruction
Science learning
STEM education
Technological innovation
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Summary:National Science Foundation's (NSF's) MSP Program seeks foremost "to improve student outcomes in high-quality mathematics and science by all students, at all pre-K-12 levels". The MSP Program, consisting of a portfolio of funded projects, in part positions itself as a research and development (R&D) program. This study has addressed the need to assess how well the R&D function is working, beyond the program's possible impact on existing pre-K-12 systems. The study discusses and enumerates discoveries and innovations in education and other fields. In so doing, the study suggests four types of discovery and innovation that can be monitored as part of an assessment of the MSP Program: uncovering, inventing, explaining, and substantiating. The study concludes that the needed R&D assessment can occur by monitoring the funded projects for their formal presentations and publications for evidence of these four types of discovery and innovation. (Contains 1 table.)
ISSN:0161-956X
1532-7930
DOI:10.1080/01619560802418693