[NIFL-AALPD:1013] Don't cede the realm of research

From: michael g kadlubowski (mgkski@juno.com)
Date: Fri Feb 13 2004 - 16:41:55 EST


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From: michael g kadlubowski <mgkski@juno.com>
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Subject: [NIFL-AALPD:1013] Don't cede the realm of research
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Ditto Melissa!

I could not have stated it more succinctly, accurately, and eloquently
than you did.

I too have experienced that which you speak of, both on and off of this
list service and am quite appalled as well. 

It seems all to often that personal issues and agendas are the motivation
for many of the postings which lead to this type of offensive hyperbole,
which in the end is a limiting factor for this list serve.


Sincerely,
Michael G. Kadlubowski
mgkski@juno.com

On Fri, 13 Feb 2004 13:36:44 -0500 (EST) Melissa Monti
<melissa_monti@iu13.org> writes:
>          Reply to:   RE: [NIFL-AALPD:1004] Re: Don't cede the realm 
> of research to
> All -
> 
> At the risk of sounding whingey, some of this discussion is making 
> me queasy and to feel even less confident about posting any messages 
> - for fear of a "broadside" with my name on it.  I am not taking any 
> sides and hate to even embark on any kind of intellectual discussion 
> at this point.  And that is precisely my point.  I guess I am a tad 
> put off by what feels like personal attacks.  Co-learning is hard, 
> takes a long time, and requires much divergence.  As biased, 
> insufficient and exlusionary as you may feel some arguments and 
> presentations are, you might also want to ask and consider how much 
> divergence your positions (for that is what they are) allow, 
> encourage, and tolerate.  I for one, do not feel that I could weigh 
> in on 1/4 of all discussions on this listserv - if only for the 
> self-righteous and pendantic tone of so many postings.  I regret 
> that I delete most postings without time to read but, admittedly, I 
> also have come to feel that my opinions won't be as well-rega!
> rded and respected by participants.  I also desire to avoid a 
> lecture in reply for what I do not know that I do not know.  And so 
> I censor myself.  That is my choice but several recent postings, 
> like the several below, serve to remind me why I make that choice.  
> It is unfortunate.  Melissa Monti
> 
> Melissa Monti
> Professional Developer
> IU-13/SEPDC
> Instructional Services Dept.
> 1110 Enterprise Road
> East Petersburg, PA 17520
> tele. (717)519-1012
> fax (717)560-6150
> email: melissa_monti@iu.13.org
> 
> 
> George Demetrion wrote:
> >Agreed, at least with some of the studies:
> >
> >For a critique of one governmental sponsored study, take a look at:
> >
> >http://www.nald.ca/FULLTEXT/George/review/cover.htm
> >
> >Notwithstanding the problems I point out in "Using Research and 
> Reason in
> >Education," that study is considerably more sophisticated than 
> Robert
> >Sweet's polemic broadside that Tom had highlighted here a few days 
> back.
> >
> >George
> >
> >
> >----- Original Message ----- >From: <AndresMuro@aol.com>
> >To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov>
> >Sent: Friday, February 13, 2004 1:01 PM
> >Subject: [NIFL-AALPD:1003] Re: Don't cede the realm of research to 
> the
> >positivists
> >
> >
> >> Trouble is, that thay ain't even positivists. Yesterday we got a 
> phonics
> >message that had not even a hint of scientific research. It was all 
> based on
> >opinions of one guy, that wrote a long an sensationalist and 
> unscientific
> >article.
> >>
> >> Andres
> >>
> >>
> >> In a message dated 2/13/2004 9:28:10 AM Eastern Standard Time, 
> AWilder106
> >writes:
> >>
> >> >
> >> > George,
> >> >
> >> > You've got to put "METHOD" in your formulation, "method of data
> >gathering" and "method of analysis."  Question, method of data 
> gathering,
> >method of analysis, conclusion,all fit together like a puzzle.
> >> >
> >> > A story as evidence?  Maybe..of what?  How important is the 
> story?  A
> >story is just a story until it is hitched convincingly to something 
> else.
> >You have to tie  it in, and in such a way that it illuminates, 
> doesn't just
> >sit there.
> >> >
> >> > This can be done, but to be convincing (valid, reliable) it has 
> to be
> >part of an overall study design.  My guess is that action research 
> probably
> >uses stories well in day to day living and teaching, I know I did, 
> but...it
> >is a loooong way from there to the formal research arena, though 
> stories can
> >provide a way in to investigating important questions, particularly 
> if the
> >same types of stories continue to crop up.
> >> >
> >> > Personally, I am much more  interested in teacher use of action
> >research, what problems are formulated and explored.  It would be 
> really
> >worthwhile to see what problems strike teachers as important and 
> how they go
> >about investigating them.  This is grass roots, bottom up teacher 
> work,and
> >ultimately invaluable.
> >> > In my mind,  the missing linkage is between this form of
> >> >  research and the academic kind.
> >> >
> >> > Andrea
> >> >
> >> >
> >> >
> >>
> >> go here: www.geocities.com/andresmuro/art.html
> >>
> >
> >
> >RFC822 header
> >-----------------------------------
> >
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> > From: "George Demetrion" <george.demetrion@lvgh.org>
> > To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
> > Subject: [NIFL-AALPD:1004] Re: Don't cede the realm of research to 
> the >positivists
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> 
> 


Sincerely,
Michael G. Kadlubowski
mgkski@juno.com



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