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• W1545633807 abstract "Abstract This study examined the attitudes of undergraduate teacher education majors and education faculty about the value of connecting educational research and in the university and in K12 schools. Seventeen students and ten faculty participated in the study. The findings indicate that many participants think educational and research are typically conducted in isolation of each other. Introduction In recent years, both research findings (Barton, 2005; Berends, Lucas, Sullivan, & Briggs, 2005; Business-Higher Education Forum, 2005; Eisenhower National Clearinghouse for Mathematics and Science Education, 1999; Swail, Cabrera, & Lee, 2004) and policy discussions (Committee on Science, Engineering, and Public Policy, 2005; Darling-Hammond & Sykes, 2003; Tornatzky, Pachon, & Torres, 2003) have focused on the achievement gaps of American children and the importance of teacher education. In 2001, the Carnegie Corporation of New York began a new national teacher reform initiative intended address some of these issues. The Teachers for a New Era or TNE initiative sought to stimulate construction of excellent teacher education programs at selected colleges and (Carnegie Corporation of New York, 2001, paragraph 2). Eleven colleges and universities were selected participate in the initiative and were charged with making sweeping changes in their respective teacher education programs. We expect outcomes implementing radical change. Among these [changes] will be different allocation of resources; academic organizations; criteria for evaluating participating faculty; internal accountability measures; and relationships with practicing (p. 1). A major goal of the TNE initiative is treat teachers as modern professionals while transforming of education into schools of modern practice (Hinds, 2002, p. 3) This study [1] examined the attitudes undergraduate teacher education majors and education faculty at a public university had about the value of connecting educational research with educational practice. The participants were students and professors at a Hispanic-serving research university located in a large bi-national metropolitan area along the United States-Mexico border. Literature Review Scholarly Teaching: The Struggle with Research and Practice Shulman (2000) defined the scholarship of teaching as similar clinical work of faculty members in a medical school's teaching hospital where work is subjected systematic reflective analysis (p. 49). Scholarly teaching is different from the scholarship of teaching, according Shulman. The latter, said Shulman, is peer reviewed and critiqued, and exchanged with other members of our professional communities (p. 49). Many, like Shulman, have called for a reexamination of education so that research may inform and may engender further research. Schon (1995), for example, discussed the dilemma of rigor or relevance in modern research universities. For Schon, the norms and prevailing of research universities was such that institutions strongly preferred be institutions of rationality where the measure of institutional wealth and prestige was counted by the production of theory, research, and rigor. According Schon, there is a high, hard ground overlooking a swamp. On the high ground, manageable problems lend themselves solution through the use of research-based theory and technique. In the swampy lowlands, problems are messy and confusing and incapable of technical solution (Paragraph 11) Schon argued for a new form of scholarship requiring a new institutional epistemology that would incorporate and legitimize the research of reflective and relevant possibly at the expense of some rigor. Boyer expressed similar thoughts in his seminal work, Scholarship Reconsidered: Priorities of the Professoriate. …" @default.
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• W1545633807 title "The value of connecting research and practice" @default.
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