Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/4738
Title: 
Translating learning sciences research into classroom practices
Authors: 
Issue Date: 
2006
Citation: 
Tan, S. C., & Koh, T. S. (2006). Translating learning sciences research into classroom practices. Educational Technology, 46(3), 15-21.
Abstract: 
A perennial challenge in educational research is the bridging of the gap between research and practice (Chafouleas & Riley-Tillman, 2005). On one hand, researchers generally tend to scoff at practitioners' lack of theoretical and empirical bases in their practices. On the other hand, many practitioners are cynical about the applicability of findings from so-called esoteric research. Action Research was advanced as an approach to engage practitioners in evidence-based research to improve classroom practices (Kemmis, 1982; Mills, '2003). There are calls to researchers to direct their effort towards applicable knowledge. The Spencer Foundation in the United States has launched an initiative to promote research that produces usable knowledge in education (Lagemann, 2002). Also, in the Call for Papers for the American Educational Research Association (AERA) 2006 Annual Meeting, the theme Education Research in the Public interest was chosen to emphasize the importance of research serving the real world.
URI: 
ISSN: 
0013-1962
Appears in Collections:Journal Articles

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