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This book addresses implications for "Gold Standards" of education research—especially in science education and literacy. These standards are meant to provide evidence-based educational outcomes found effective in randomized controlled trials, following patterns of evidence used in medical research. Similar expectations have emerged in other countries—from education ministries, for researchers working with U.S. colleagues, and for researchers with multinational and non-profit support. The current "Gold Standard" policy, developed in the United States through the 2001 "No Child Left Behind" [NCLB] Act and the 2002 Education Sciences Reform Act, attempts to improve the effects of schooling and enhance educational research. The contributions to this book explore perspectives on how best to implement multiple standards of education research.

Literacy --Research --United States. --- Science --Study and teaching --Research --United States. --- Science --- Literacy --- Sciences - General --- Theory & Practice of Education --- Education, Special Topics --- Education --- Physical Sciences & Mathematics --- Social Sciences --- Research --- Study and teaching --- Research. --- Study and teaching. --- Science education --- Scientific education --- Illiteracy --- Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Language and education. --- Science education. --- Educational sociology. --- Statistics. --- Education and sociology. --- Sociology, Educational. --- International and Comparative Education. --- Sociology of Education. --- Educational Policy and Politics. --- Science Education. --- Language Education. --- Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law. --- Statistics for Social Science, Behavioral Science, Education, Public Policy, and Law. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Mathematics --- Econometrics --- Educational linguistics --- Language and languages --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Aims and objectives --- Government policy --- History --- General education --- Language and languages. --- Statistics for Social Sciences, Humanities, Law. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- International education . --- Education and state. --- Statistics .

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Sociology of education --- Statistical science --- Didactics of sciences --- Didactics of languages --- Educational sciences --- onderwijspolitiek --- geletterdheid --- wetenschapsleer --- talenonderwijs --- statistiek --- onderwijssociologie

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The University of Victoria Pacific Centre for Scientific and Technological Literacy is one of five Centres for Research into Youth, Science Teaching and Learning (CRYSTAL) funded for 5 years (2005–2010) by the Natural Sciences and Engineering Research Council Canada (NSERC). Pacific CRYSTAL intended to promote scientific, mathematical, and technological literacy for responsible citizenship through research partnerships with university and educational communities. Pacific CRYSTAL’s functional structure consisted of 3 research and development nodes connected to a leadership and administrative node, which was charged with facilitating the activities of 19 projects and 42 principal investigators, partners, and research associates. Node 1, an incubation centre, involved extracurricular authentic science, mathematics, and technology experiences; Node 2, a classroom testing environment, field-tested instructional ideas and strategies to develop evidence-based practices; and Node 3, lighthouse schools, involved systemic change and leadership opportunities that adapted, demonstrated, and disseminated tested ideas, resources, and strategies to a much broader education community and attempted to influence public policy. This book provides descriptions of the target goals, research and development projects, and lessons learned.

Science -- Study and teaching -- Congresses. --- Science -- Study and teaching. --- Education --- Social Sciences --- Theory & Practice of Education --- Education, Special Topics --- Science --- Mathematics --- Study and teaching --- Natural Sciences and Engineering Research Council of Canada. --- Education. --- Science education. --- Science Education. --- Study and teaching. --- Science education --- Scientific education

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Didactics of sciences --- wetenschapsleer