Readings on Education Research

NYC HOLD: Honest Open Logical Decisions on Mathematics Education Reform

This page contains links to articles and news and opinion pieces that will be of interest to readers of the New York City HOLD web pages. The collection is edited and annotated by Bas Braams and NYC HOLD.


Telling Lessons from the TIMSS Video Tape, by Alan Siegel (2002). A re-examination of the TIMSS videotape Japanese classroom studies, debunking some oft-cited work. "Part of the problem is that the teaching is remarkably rich. As a consequence, short summaries and even quotes from original sources sometimes fail to provide a balanced characterization of the actual lessons, and can even be just plain wrong"... [more] (PDF format)

Mathematics Education Research. The essay reflects some long evenings spent in the Mathematics Education section of the NYU main library. The author concludes that there is really nothing there... [more]

Education Research and Evaluation and Student Achievement: Quality Counts, by G. Reid Lyon. Testimony to the House Committee on Education and the Workforce (May 4, 2000). Historically, education research has not had a significant impact on educational policies and classroom instructional practices. Dr. Lyon testifies that much education research is not of good quality, and that what good research there is is not well transmitted to the classroom. He makes recommendation focussing on research quality and the translation to practice... [more]

Why Education Experts Resist Effective Practices, by Douglas Carnine (2000). "In other professions, such as medicine, scientific research is taken seriously, because it usually brings clarity and progress... Yet so much of what passes for education research serves to confuse at least as much as it clarifies"... [more]

Can there be "research in mathematical education"?, by Herbert S. Wilf (1999?). "We examine a number of papers and books, all of which have been cited, by people who are knowledgeable in the field, as being good examples of `research in mathematics education.' ... [N]o conclusions of any interest follow as a result of any of the `research' that is reported in these works"... [more] (PDF format)

Address to California State Board of Education, by E. D. Hirsch, Jr. (April 10, 1997). CA law requires education policy to be research-based. But, writes Hirsch: "I don't know of a single failed educational policy, ranging from the naturalistic teaching of reading, to the open classroom, to the teaching of abstract set theory in third-grade math that has not been research-based"... [more]

What was that Project Follow Through? A focus issue of Effective School Practices (Winter 1995-96) with articles by Grossen, Bereiter, Becker and Engelmann, and others... [more]

News and Views

Time to Save Federal Education Data, by Diane Ravitch and Chester E. Finn Jr. (EdWeek, 020710). A Bill, HR 3801, to overhaul OERI puts the independence of the National Center for Education Statistics and the National Assessment Governing Board in jeopardy... [more]

What if Research Really Mattered?, by Diane Ravitch (Ed Week, Dec 16, 1998). The author is deeply grateful that her treatment for blood clots was based on medical research, not education research... [more]

Honest follow-through needed on this project, by Marian Kester Coombs (WT, Mar 24, 1998). Between 1967 and 1995 the federal government spent around $1 billion over nearly to study thoroughly the question of which teaching method best instills knowledge, cognitive skills and positive self-concept in students. But the results ran counter to the prejudices of the education profession, and Project Follow Through has been all but ignored... [more]

Related Collections

Maintained by NYC HOLD

Math and Science Curriculum
Philosophy of Education
Standards and Assessment
Education Research
Education Policy

Maintained by Others

Illinois Loop, by Kevin Killion. Articles are organized thematically under these headings: Reading; Literature; Math; Science; Computers; Social Studies; Art and Music; Projects vs. Learning; Tests and Assessment; Textbooks; Homework; and several others.

Bastiaan J. Braams
Courant Institute of Mathematical Sciences
New York University