The new federal definition of educational research: Implications for educators

Abstract

The new federal definition of scientifically based research may have significant implications for educators. This paper describes the new definition, the implementation of the definition, and summarizes the criticisms of this definition. The definition is situated within the context of the great divide that has historically separated educational researchers. Potential implications are discussed concerning stakeholder empowerment, scholarly and practitioner research, the preparation of educators, and university promotion and tenure. Finally, the political context of this definition is discussed in relation to the culture wars.