The problem with education research.

No one’s implementing it!  We keep researching how to help kids learn and it is starting to get redundant. With over 100 years of education research under our belts we still can’t get the majority of teachers to actually do the things research suggests are effective.

Perhaps our research ought stop focusing on the students and put more emphasis on how we get more teachers to actually implement the research.

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5 Responses to The problem with education research.

  1. Latest article from American Journal of Physics — “Pedagogical practices and instructional change of physics faculty”

    Abstract: We report on the initial results of a web-based survey of 722 physics faculty in the United States regarding their instructional practices. The survey responses indicate that most faculty report knowing about many physics education research curricula and pedagogies and are interested and motivated to try them in their teaching. However, self-reports of actual classroom practices indicate that the availability of these curricula and pedagogies has not led to fundamental changes in instruction. Faculty report that time is the biggest impediment to implementing more research-based reforms. These results suggest a need for research-based dissemination that accounts for the complexity of instructional change.

    I can get you full article if you’d like.


    • jerridkruse says:

      I would like the full article. I could easily see my research focus going this way (perhaps once I get a couple years in – hard to “switch” areas. You have my email, right? Thanks!


  2. David Cox says:

    Could this be because many teachers see research as just a bunch of recycled concepts with new names further adding to the list of edu-jargon terms no one but the researchers can actually use in a sentence? I don’t know, but it seems like we’re building a new Tower of Babel sometimes.


  3. shawn says:

    I would argue that the majority of teacher think they know it all when it comes to helping students learn. They go in their classrooms, close the door, and operate as an independent professional. Now, what would you say to your doctor if he/she did that? By ignoring research, both would be professionally irresponsible. Perhaps teachers should just do what good research dictates, observe the results, and move on, rather than saying “This worked 5/10/30 yrs ago, it’ll work now”.
    I see it way too often. Change is good, if for no other reason than to keep us sharp and thinking about how to reach students, not how to teach.


  4. Jerrid W. Kruse,

    I agree with you when you said that “perhaps our research ought stop focusing on the students and put more emphasis on how we get more teachers to actually implement the research” because a lot of times teachers are not sure what to do.

    I think that each year teachers should go to a workshop and refresh their minds on what it meant to be done for them are the students. This may help them become for effective with research activities.


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