Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h7BHG0717368; Mon, 11 Aug 2003 13:16:04 -0400 (EDT) Date: Mon, 11 Aug 2003 13:16:04 -0400 (EDT) Message-Id: <3F474C7B@webmail.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:592] Is research for everyone? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 1943 Lines: 39 Good afternoon, everyone, Wow - what a great influx of responses, resources, ideas, and materials direct from PD events! Thanks Janet, for being so willing to openly share some of the work you have done with others in Rhode Island on bridging theory and practice, and thanks, Andrea for such wonderful, creative ideas. And Andres, what a thought-provoking critique of the gulf between theory and practice. Impressive! I have a second teacher vignette I would like to share with you, but this time it comes from a research study titled "Creating Contexts to Change Teachers' Beliefs About the Influence of Research" and can be found at http://ncrtl.msu.edu/http/rreports/html/pdf/rr931.pdf "While I understand teachers' frustrations with research, my experiences with educational research have been positive, and these experiences have influenced my perspective. Educational research can definitely be useful. At any rate, it has been useful to me and should be useful in the following way. Research should give teachers information that has a direct impact on what they are doing and needing in their classrooms...[It should] provide teachers with missing information and skills useful to solving their concrete classroom problems." My question to you is, in connecting theory and practice, should research necessarily have a direct impact on teacher practice? Should it "provide teachers with missing information and skills useful to solving their concrete classroom problems?" Is the above vignette similar to your feelings and beliefs about the purpose of research? If so, why, and if not, why not? Finally, how might you respond to this teacher? Jackie (Excerpts from these vignettes were also utilized at the 2003 COABE presentation by Bingman, Joyner, and Smith. If you would like to learn more about the presentation content, visit http://www.nifl.gov/lincs/discussions/nifl-aalpd/coabe_aalpd.html)
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