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• W342254544 abstract "challenge of ensuring a closer fit between research and classroom practiceresearch that is sensitive to the dynamic complexities of classrooms and schools, and practice informed by thoughtfully conceived studies-has long vexed not only researchers and teachers, but also policymakers and the general public. The current discourse surrounding so-called scientific educational research hearkens back to Thorndike's and Dewey' s divergence in the early 20th centurythe former a firm believer that research could dispense generalizable best practices, the latter maintaining that educational scholarship cannot be legitimately separated from the process of teachers' day-to-day practice and reflection (Lagemann, 2000). Debates concerning empirical rigor and experimental methods raged with particular intensity in the 1960s and 1970s, quelled for a time by the growing realization that given the impossibility of controlling for all variables, researchers would do well to adopt methods that acknowledge the multiple influences at play in real classrooms and schools (Brown, 1992). Related disputes, of course, have continued on and onconcerning the rigor of context-sensitive qualitative methods, the relationship between university-based researchers and the teachers they study, and the nature and purpose of teacher research (Raestle, 1993; Kennedy, 1997). One senses that more is in play here than questions of empirical strategies and how best to promote student achievement-that all this debating is indicative of fundamentally different views" @default.
• W342254544 created "2016-06-24" @default.
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• W342254544 date "2006-07-01" @default.
• W342254544 modified "2023-09-25" @default.
• W342254544 title "Understanding the Relationship between Research and Teaching" @default.
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