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 h7BIE1722377; Mon, 11 Aug 2003 14:14:01 -0400 (EDT) Date: Mon, 11 Aug 2003 14:14:01 -0400 (EDT) Message-Id: <000b01c36032$c52e8f20$130101c8@workstation1> 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: "George Demetrion" <george.demetrion@lvgh.org> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:594] Re: Is research for everyone? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1106 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1341 Lines: 42 Janet, I like that one! Why not assume research as well as theory construction (which sometimes overshoots direct empirical verification) has a variety of purposes? Surely it can and sometimes does directly inform practice. Sometimes it's that percolating that may be critical Sometimes the value of research is that it advances research and theory construction even when direct application may not be evident Sometimes practice informs research and theory construction Perhaps knowing the the different applications is the key factor. The one statement that I would question is the one that goes like this. "Research says..." George Demetrion ----- Original Message ----- From: "Janet Isserlis" <Janet_Isserlis@Brown.edu> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Monday, August 11, 2003 1:40 PM Subject: [NIFL-AALPD:593] Re: Is research for everyone? > Jackie and all > > Is this the question we want to be asking? How do we trace *direct* > impact? How do we ever know what effect or impact an idea, a > process, an article, an interaction might have on our work? I think > limiting the question to direct impact risks losing a lot of the > delay - the percolating, developing -- the seed work, if you will, of > much of our own work as learners and as teachers. > > others? > > Janet Isserlis
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