This four-part series examines the movement to make education research more “usable” and explores some efforts to connect the worlds of research and practice.
This week: The push is on in the education research community for ways to bridge the gap between basic and applied research. The questions now are how to do that and whether such efforts can be compatible with national efforts to make education studies more “scientific.”
March 26: Almost a quarter-century of research in physics education is yielding clues on ways to teach the subject to produce students who understand the principles of the discipline.
April 2: In the struggling Providence, R.I., school system, researcher Lauren B. Resnick and her colleagues are working hand in hand with practitioners to perfect a new model for transplanting findings from 25 years of research in cognitive science into real, urban classrooms.
April 9: Academia plays an unusually influential role in shaping school improvement efforts in the Windy City through the studies of the Consortium on Chicago School Research.
