Applied Research

Types of Applied Research

Many forms of research in education are within the purview of applied research. Evaluation studies are almost always applied research with the problem being to what extent a new or existing policy or program achieves intended goals (outcomes) and why (process). Researchers in educational measurement are frequently involved in applied research to develop measures of key constructs deemed important to the teaching and learning process while also investigating their [Page 105]validity and reliability, such as in the development of standardized testing instruments to measure learning in particular areas.

Paulo Freire popularized various forms of action research in education, including participatory action research. Community-based participatory research often are applied in their orientation, as well as design-based research (an early example is seen in education in Ann Brown’s “design experiments”) and the teacher (or educational practitioner) research movement highlighted by Joe Kincheloe, Marilyn Cochran-Smith, and Susan Lytle. An influential movement, recently spearheaded by Anthony Bryk and others, highlights the need for more “improvement science” that uses rapid, iterative cycles of Plan-Study-Do-Act to produce knowledge in naturalistic settings to enhance school efficacy in ways that can be used widely, that is, brought to scale. Knowledge produced through applied research in education may therefore be used to help develop new or revised products, strategies, procedures, or technologies.

Relationship Between Applied and Basic Research

The problem to be investigated in an applied research project could be selected by the researchers themselves or by nonresearcher stakeholders or clients. This can be compared to so-called pure or basic research in which the research problem is typically one that arises from a gap or contradiction identified in the existing research literature. Basic research always seeks to add to the theoretical research base, but applied research may not have that aim as a primary purpose.

Although the distinction between applied and basic research is useful in many ways, it is sometimes drawn too simplistically. In the process of solving problems and guiding decision making, applied research may also generate theoretical knowledge that is characteristic of basic research. It is also vital to understand the ways that these two forms of research have a reciprocal and iterative relationship over time within any particular field of education research. The design and development of an applied research project usually is supported at least in part by prior basic research results specifying key concepts and elaborating relationships between them, as well as pointing the way to appropriate research methods and designs.

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