My purpose is to reflect on the state of education research and on what ails it. Part of what ails it, of course, is that the public regards much of our work with more than a trace of skepticism. Education research rarely gets credit for such headway as is being made in American education. Rather, it tends to be associated with educational faddism on the one hand and pointy-headed intellectualism on the other.
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Chester E. Finn (1988) studied this question.
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