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"The Status of Research in Education," Francis S. Chase [1954]

Born in 1900, Francis S. Chase received his bachelor's and master's degrees from the University of Virginia in 1927 and 1931, respectively. He had served as a teacher and principal in Virginia elementary and high schools before World War II. After the war, in quick succession he earned his Ph.D. from the University of Chicago's Department of Education, joined its faculty, became director of the Midwest Administration Center (established in 1950 under a grant from the Kellogg Foundation), and in 1954 succeeded to the chairmanship of the Department of Education. Chase's administration marked another step in Chicago's progression from "more action-oriented research in a quest for more basic kinds of knowledge." In this article, Chase outlines the kinds of "basic knowledge" that might inform and improve educational practice and discusses the various barriers to its generation and dissemination. Judd's insistence that educational researchers retain a monopoly over the study of education had long ceased to hold sway. Echoing Tyler's beliefs, Chase argued for a multior interdisciplinary approacha strategy that he illustrated by the example of child growth and development. Downplaying arguments over domain, Chase concluded that the amount of educational research then conducted was too small