Harvard Educational Review
  1. Spring 2004 Issue »

    The Educational Science and Scientifically Based Instruction We Need

    Lessons from Reading Research and Policymaking

    Michael Pressley, Nell Duke, and Erica Boling
    In this article, Michael Pressley, Nell Duke, and Erica Boling call for a second generation of scientifically based reading instruction that goes beyond the evidence currently informing public policy. The authors argue that the federal government's position on what constitutes "scientific research" embraces only a narrow range of potentially effective instruction. If this definition is expanded, educational policy, including for early reading instruction, can be much more successful. (pp. 30-61)

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    Spring 2004 Issue

    Abstracts

    Multiple Pathways to Early Academic Achievement
    NICHD Early Child Care Research Network
    The Educational Science and Scientifically Based Instruction We Need
    Lessons from Reading Research and Policymaking
    Michael Pressley, Nell Duke, and Erica Boling

    Book Notes

    Challenges of Conflicting School Reforms
    By Mark Berends, JoAn Chun, Gina Schuyler, Sue Stockly, and R. J. Briggs

    A Student’s Guide to Methodology
    By Peter Clough and Cathy Nutbrown

    In the Deep Heart’s Core
    By Michael Johnston

    Using Data/Getting Results
    By Nancy Love

    Pregnant Bodies, Fertile Minds
    By Wendy Luttrell

    Lessons to Learn
    By Molly Ness

    Case Study Research
    By Robert K. Yin