ABSTRACT
This chapter assumes a less introspective, more outward perspective, focusing on the future of educational research, specifically school and classroom research. It addresses four concerns: the need for conceptually-based research, the need to put students back into the equation, the need to stop focusing on correlates of student achievement, and the need for research on alterable variables. If, as the authors have argued, the primary purpose of educational research is to facilitate understanding, then conceptually-based research is sorely needed. Explaining student achievement requires that they focus not only the concepts that are significant predictors of achievement, but also on those concepts that, while not predictive of achievement are, nonetheless, associated with those concepts that are significant predictors of achievement. A Century of Teachers Organizing for Education, Teacher Knowledge and How it Develops, and Teacher Change.
