As the debate continues over the meaning of Scientifically Based Research (SBR), this module presents SETDA's current understanding of the term along with pratical implications of SBR for our members. In addition, SETDA has compiled a large collection of practical tools, which can be used to evaluate and conduct research as well as secure funding to conduct future research. This module is intended only as a primer to a field that would take volumes to treat comprehensively. Our goal is to provide you with the information and tools necessary to navigate the field of educational research.

This module does not engage in the ongoing debate concerning the meaning or efficacy of SBR (Berliner, 2002; Eisenhart & Towne, 2003; Erickson & Gutierrez, 2002; Feuer, Towne, & Shavelson, 2002; Maxwell, 2004; St. Pierre, 2002). Nor does this module engage in the debate concerning the feasibility of experimental versus quasi-experimental in research and evaluation. We leave this to our academics, scholars, and policy makers. Our job is to present  the most current understanding of SBR to our members so that they can do their jobs effectively. 

It is difficult to understand the current definition of SBR and the confusing debate therein without some historical context. The Evolution of SBR link provides a summary of the major political and legislative events that brought us to our current understanding. As can be seen from this summary, the young life of SBR has seen national attention and accompanying debate. What can also be seen is the fact that the definition of SBR is not entirely consistent. This has understandably led to confusion on the part of practitioners and administrators who are forced to synthesize and interpret sometimes conflicting definitions of the same term in order to evaluate and conduct research.

The high profile of SBR represents a growing trend towards the federal legislation of educational research. This trend reflects two realities:

1. A general perception of current educational research being of low quality (Feuer et al., 2002; Kaestle, 1992, 1993; National Research Council, 2002; Sroufe, 1997) and

2. A demand by federal lawmakers for higher accountability for federally-funded education programs and federally-funded education research (National Research Council, 2002).

These two realities have resulted in a set of criteria which is used to justify federally funded program expenditures and to judge and select federally funded research projects. This SBR module outlines our understanding of these criteria and compiles a collection of tools to evaluate and conduct research that meets these criteria, e.g., Study Design and Implementation Assessment Device (Study DIAD) and Cumulative Research Evidence Assessment Device (CREAD)

SETDA Connects approaches this task from a conceptual standpoint, as reflected in the  SBR Conceptual Map. All relevant definitions, tools, and resources have been placed within this map for ease of understanding and ease of use. Each bubble is linked to definitions, examples, resources, and tools making the information merely one click away. In addition, this module is searchable by keyword.

Download the entire SBR module.