The Never-Ending Education Science Debate: I'm Ready to Move On

The usefulness of positivist traditions in education research has been debated for some time, and there continue to be various epistemo- logical and methodological camps regarding the question of what constitutes "good" or "real" research. The importance of educating all children necessitates that we think about what are the most effec- tive and most appropriate methods for investigating specific prob- lems, including methods that are outside positivist traditions. The author of this response to Howe (2009) addresses Howe's critique of the education science question, points out what is missing in Howe's critique, and considers the implications for conducting research that is critical to the education of all children, particularly those who traditionally have been underrepresented and under- served in the U.S. public education system.