Educational Researcher 43:1
 
January/February 2014
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Table of Contents

Special Section: What Should Count as Quality Education Research in Education? Continuing the Discussion

Editors' Introduction: What Should Count as Quality Education Research? Continuing the Discussion
Sherry A. Southerland, Vivian L. Gadsden, and Carolyn D. Herrington
Educational Researcher 2014 43(1): 7-8.

Research in the Hard Sciences, and in Very Hard "Softer" Domains
D. C. Phillips
Educational Researcher 2014 43(1): 9-11.

The Similarities Between Research in Education and Research in the Hard Sciences
Carl E. Wieman
Educational Researcher 2014 43(1): 12-14.

Why Understanding Science Matters: The IES Research Guidelines as a Case in Point
John L. Rudolph
Educational Researcher 2014 43(1): 15-18.

Relevance to Practice as a Criterion for Rigor
Kris D. Gutiérrez and William R. Penuel
Educational Researcher 2014 43: 19-23.

Editors' Afterward
Sherry A. Southerland, Vivian L. Gadsden, and Carolyn D. Herrington
Educational Researcher 2014 43(1): 24.

Feature Articles

An Investigation of the Relations Between School Concentrations of Student Risk Factors and Student Educational Well-Being
John W. Fantuzzo, Whitney A. LeBoeuf, and Heather L. Rouse
Educational Researcher 2014 43(1): 25-36.

Learning to Think Critically: A Visual Art Experiment
Daniel H. Bowen, Jay P. Greene, and Brian Kisida
Educational Researcher 2014 43(1): 37-44.

The Waive of the Future? School Accountability in the Waiver Era
Morgan S. Polikoff, Andrew J. McEachin, Stephani L. Wrabel, and Matthew Duque
Educational Researcher 2014 43: 45-54.

Books Et Al.

Knowledge and Responsibility
David R. Olson
Educational Researcher 2014 43: 55-56.

 



 
 
   
     
   
 
 
 
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