Description
Book SynopsisOver the years, bridging the gap between research and practice in education has proven to be a stubborn and persistent problem. This book examines the issue from several perspectives. First, the characteristics of educational research are examined with particular attention given to the contrasting perspectives and professional orientations of researchers and practitioners. Second, the book provides a critical analysis of the current focus on 'scientifically-based' research as defined by No Child Left Behind and of the dubious relevance and uneven quality of research produced by schools of education. Third, several suggestions and resources are provided that can help practitioners improve their 'research literacy' and for researchers interested in advancing the practical relevance of their work.
Trade ReviewStephen Davis has written a readable, engaging book about the fragile intersection between research and practice. He brings this subject to life by drawing on his own rich, personal experiences as a teacher, school administrator, and university faculty member. Teachers and administrators will discover a sympathetic, realistic portrayal of their work while acquiring a somewhat critical view of academia as Stephen experienced it. -- Edwin M. Bridges, professor emeritus, Stanford University
A plain spoken unvarnished view of education research quality and impact from the classroom and school level. Takes on a lot of academic sacred cows through a creative mixture of literature synthesis and school based experience. No education researcherwill be bored with this critique that needs to be a perspective included in policy research courses.... -- Mike Kirst, professor emeritus, Stanford University
In a style that will appeal to both practitioners and scholars, Stephen Davis’s book provides a forthright and sometimes controversial critique of the world of scholarly research and its impact on k-12 practice. Although some readers may disagree with his vivid portrayals of scholars and practitioners, most everyone will find the book provocative, informative, and enjoyable. This book is a must read for anyone interested in learning more about the fractured relationship between educational research and school reform. -- Dr. Barry R. Groves, superintendent, Mountain View-Los Altos (CA) Union High School District
As a practitioner/scholar who knows well the different worlds of policy, practice, and research, Steve Davis tells in a lively, no-holds-barred manner the "good, bad, and ugly" of what separates K-12 practitioners from policy makers and research-driven professors. This book will both please and offend readers, depending on what world they inhabit. It is worth reading. -- Larry Cuban, professor emeritus, Stanford University
A plain spoken unvarnished view of education research quality and impact from the classroom and school level. Takes on a lot of academic sacred cows through a creative mixture of literature synthesis and school based experience. No education researcher will be bored with this critique that needs to be a perspective included in policy research courses. -- Mike Kirst, professor emeritus, Stanford University
Education leaders and researchers alike will appreciate the author's insights. * School Administrator *
Table of ContentsChapter 1 Introduction: How Wide is the Divide? Chapter 2 Research? What Research? Chapter 3 From Research to Practice: What's the Big Deal? Chapter 4 Odd Science: No Child Left Behind and the Scientific Method Chapter 5 The Research to Policy to Practice Conundrum Chapter 6 Alien Worlds: Researchers are From Mars, Practitioners From Venus Chapter 7 The Search for Common Ground: Can the Gap be Bridged? Chapter 8 Appendix:Resources for Developing Research Literacy
