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Related Experiment Videos

Research into practice in special education

P J Stanovich1, K E Stanovich

  • 1Department of Curriculum, Teaching, and Learning, University of Toronto's Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada.

Journal of Learning Disabilities
|September 18, 1997
PubMed
Summary

Researchers and educators face challenges in bridging the gap between research findings and educational practice. Enhancing communication and establishing clear criteria for evaluating claims are crucial for improving educational outcomes.

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Area of Science:

  • Educational research and practice
  • Science communication in education

Background:

  • Researchers' reluctance to draw conclusions from ambiguous data contrasts with educators' needs.
  • The impact of research is diminished when findings are not readily applicable.
  • Educators have historically served society by addressing undocumented practices.

Purpose of the Study:

  • To explore reactions to Gersten et al.'s findings on research-practice gaps.
  • To discuss the implications of a lack of scientist/practitioners in education.
  • To emphasize the need for improved communication and evaluation criteria.

Main Methods:

  • Analysis of reactions to existing research (Gersten et al.).
  • Discussion of the scientist/practitioner gap in education.

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  • Argument for shared epistemological grounding.

    • Main Results:

    • Disparate reactions highlight the tension between research caution and educational demands.
    • The absence of middle-level scientist/practitioners increases the burden on researchers and educators.
    • Source credibility and scientific criteria dissemination are paramount.

    Conclusions:

    • Researchers and educators share a common "what works" epistemology.
    • Bridging the research-practice gap requires enhanced communication and critical evaluation skills.
    • Addressing undocumented practices through research application benefits society.