Journal
EDUCATIONAL RESEARCHER
Volume 44, Issue 9, Pages 460-466Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0013189X15619166
Keywords
educational reform; innovative practices; instructional practices; policy analysis; practice-research partnerships; professional development; professional preparation; research utilization
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Funding
- Institute of Education Sciences, U.S. Department of Education, through ongoing multi-site evaluation of Word Generation [R305A090555, R305F100026]
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Transcending the low status of educational research will require demonstrating its relevance to improvements in practice. Educational progress is most likely to emerge from approaches to research that create an equal footing for practitioners and researchers, recognizing that though these groups accumulate and curate knowledge in different ways, they both have a role in creating tools (curricula, practices, professional development approaches) that can be used to forge lasting improvements. A brief history of the ongoing shift toward practice-embedded educational research (PEER) demonstrates its increasing acceptance and popularity and suggests modifications to the future selection of research topics, funding mechanisms, and professional preparation of both practitioners and researchers.
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