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Preparing the Educational Researchers the World Needs


by Bruce Torff — January 12, 2011

In the last decade, “data‐driven” assessment practices and quantitative research have risen to prominence in the activities and policies of school districts, state and federal agencies, accrediting bodies, and grant‐making organizations both public and private. This has resulted in an acute need for professionals with expertise in quantitative methods (including research design and statistics). But schools of education remain largely devoted to qualitative methods, turning out doctoral graduates who lack expertise in quantitative research. Doctoral programs in education should place greater emphasis on the quantitative methods now required by our society’s educational institutions.


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Cite This Article as: Teachers College Record, Date Published: January 12, 2011
http://www.tcrecord.org ID Number: 16285, Date Accessed: 4/18/2014 1:30:54 AM

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About the Author
  • Bruce Torff
    Hofstra University
    E-mail Author
    BRUCE TORFF is a Professor of Educational Psychology at Hofstra University in Hempstead, New York. Torff has published numerous books and articles on topics in educational psychology, cognitive-developmental psychology, and teacher education, including work on teachers’ beliefs and attitudes, classroom use of critical-thinking activities, and professional development for educators. His books include Understanding and Teaching the Intuitive Mind and Multiple Intelligences and Assessment. Torff is founder and director of the Doctoral Program in Learning and Teaching at Hofstra, where he was named Teacher of the Year in 2009.
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