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Bringing science into the classroom by basing craft on research
1Kent State University, OH 44242, USA.
Journal of Learning Disabilities
|October 22, 2004
Summary
Special education teachers can improve student outcomes by building expertise in research-based practices. This approach bridges the gap between scientific research and classroom application for students with and without learning disabilities.
Area of Science:
- Special Education
- Educational Psychology
- Applied Research
Background:
- The integration of scientific research into special education practice remains limited.
- Crockett's analysis highlights the disconnect between educational science and classroom instruction for students with learning disabilities.
Purpose of the Study:
- To explore reasons for the infrequent impact of science on special education teaching.
- To propose a model for naturalistic decision-making to bridge the research-practice gap.
- To offer recommendations for enhancing the application of research-based methods in special education.
Main Methods:
- The study discusses theoretical reasons for the research-practice gap.
- It proposes a model of naturalistic decision-making for educators.
- Recommendations are provided for translating research into practical classroom strategies.
Main Results:
- Teachers can develop expertise by accumulating experience with effective, research-based practices.
- Basing teaching craft on scientific research offers a viable method for improving student outcomes.
- The proposed model facilitates the integration of evidence-based interventions.
Conclusions:
- Bridging the research-practice gap is crucial for advancing special education.
- Teacher expertise in applying research-based methods can be cultivated through experience.
- This approach holds promise for improving educational outcomes for all students, including those with learning disabilities.
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