The phrase scientific-based research is found in the No Child Left Behind Act over 100 times. The key point is that curriculum for academic instruction and professional development initiatives are to be based on relevant scientific based research. Together, the following resources offer a basic explanation of scientifically based research.

Understanding Scientifically Based Research

What Researchers Do
Summarizes the basic research approach utilized by professional researchers.

Understanding the Levels of Research
Offers definitions of three levels of research.

Types of Research Design
Differentiates between quantitative and qualitative research.

At a Glance Review Grid for Scientific-Based Research Studies
Offers a rubric tool for school staff to assess research studies. It can also serves as useful tool for educators who have a successful program but now wish to demonstrate its effectiveness through a research study. The grid provides a series of questions useful in evaluating research studies and check columns to record the reviewers perception. A group of reviewers could use this grid individually then compare their perceptions to generate a group consensus.
(Once opened as a PDF document rotate the document clockwise to properly view.)

Writing Guide to Strategy/Selection Approach
In any scientific-based research there is to be a clearly defined approach to selecting the study strategy used in the research. This guide offers a series of questions for the researcher to address in explaining the strategy utilized. It would be particularly useful for those educators planning to conduct a research study to substantiate the effectiveness of a successful local program or practice.

Glossary of Research Terms
Offers terminology associated with research.

Source:
The materials offered were developed by the National Clearinghouse for Comprehensive School Reform, staff from Regional Educational Laboratories agencies.
The content was presented at the former Region VII Comprehensive Center's Schoolwide Institute by Belinda Biscoe, Ph.D., Director, April 2003.