EDITORIAL ASK A DIFFERENT QUESTION, GET A DIFFERENT ANSWER THE RESEARCH BASE FOR TEACHER EDUCATION

Although the history of teacher education has been braided with the history of educational research for many years, research is currently playing a more prominent role than ever before. In fact, in many of the major 21st-century de-bates about teacher quality and teacher prepa-ration, the central focus, at least on the surface, is research itself, particularly on whether there is a research base for teacher education. This editorial serves two purposes. First, the editorial provides information about two recent research efforts related to teacher preparation: (a) a major review of what the research says about teacher preparation and its implications for policy published by the Education Commis