Translating Theory and Research Into Educational Practice

Developments in Content Domains, Large Scale Reform, and Intellectual Capacity

Mark A. Constas, Robert J. Sternberg

• Publisher: Routledge
• Year: 2013
• Print ISBN: 9780805851489
• eBook ISBN: 9781135810238
• Topic: Education
• Subtopic: Education General

This book shows, in detail and with concrete examples, how educational theory and research can be translated into practice. Well-known researchers who have worked to establish productive, sustainable connections between the knowledge produced by the research community and the practices employed in school settings provide descriptions of successful strategies that have been used to bridge the gap among theory, research, and practice.


The volume addresses three main themes:

*analysis of how educational theory and research may be used to improve student learning and achievement in mathematics, science, and reading;

*examination of how educational theory and research has been used to conceptualize, implement, and evaluate the effects of challenges of large-scale reform; and

*exploration of how different models of intelligence and creativity have informed educational practice.


Viewed as a collective effort to translate theory and research into educational practice, the interventions and programs described by the contributors to this volume represent nearly 200 years of work. As a compendium of successful strategies, this book will help others identify ways to make their own research more useful to their practice communities. As an investigation of persistent, seemingly intractable problems encountered when attempting to connect theory and research to the everyday work of teachers and students in classrooms, the analyses presented in this volume demonstrate where additional work is needed. By examining critical, persistent challenges encountered when attempting to connect educational theory and research to the everyday work of teachers in classrooms and schools, this book will help improve the practical value of educational research and help chart the course for future research.

Translating Theory and Research into Educational Practice is intended as a text for advanced undergraduate and graduate courses across the discipline of education and should be particularly relevant for classes dealing with educational research, educational policy, and teaching and learning. The book is equally relevant for various communities interested in improving connections between research and practice, including educational researchers, educational psychologists, psychologists, teachers, other educational professionals such as state school officers, district officials, and policy makers. The authors' comprehensive descriptions and critical reflections will provide readers with valuable insights about the practical demands, theoretical complexities, and political realties associated with efforts to translate theory and research into effective educational practice.

Subject Index

A

AAAS (American Association for the Advancement of Science), 33

Ability grouping, 92

Academic controversies, 223

and definition of giftedness, 236–237

and multiple intelligences, 265

political visibility of, 27

Academic reward system, 20–22, 27, 86, 90–91

Accelerated Schools Project (ASP), 72, 110, 127–128

accomplishments, 144–146

conceptual underpinnings, 128–131

design, 131–133

external obstacles, 138–144

internal obstacles, 134–138

Accountability

dilution of, with scaling, 67

historical perspective, 14

and local control, 65–67

and multiple intelligence theory, 269

and policymakers, 56

and resistance to change, 58

as success factor, 66

and Texas Reading Initiative, 59

Action information, 244

After school programs, 175, 182, 183

Agricultural research, 101

Alphabetic principle, 53–54

American Association for the Advancement of Science (AAAS), 33

Applicability conditions

and generalizability, 81–82

as important aspect of theory, 22–23

meta-analyses of, 82

and research design, 217–218

Arts instruction, 271–272

Assessment, see Curriculum assessment; Program assessment; Student assessment

Associationism, 10

At-risk students, see Disadvantaged students

Attrition rates from mathematics, 10

Authoritarian management models, 130–131

Autonomy, school, 123

Autonomy, teacher, 67

and classroom culture, 138

Gardner on, 263–264

and research implementation, 67, 85

B

Barriers to theory application, see Obstacles to theory application

Before school programs, 175, 182

Behaviorism, 10, 22, 229

Behavior problems

in inner-city s...

Table of contents

• Cover
• Half Title
• The Educational Psychology Series
• Full Title
• Copyright
• Contents
• Preface
• List of Contributors
• I: TRANSLATION OF RESEARCH AND THEORY IN CONTENT AREAS AND SKILL DOMAINS
• II: TRANSLATION OF THEORY AND RESEARCHINTO PRACTICE IN LARGE-SCALE REFORM
• III: TRANSLATION OF THEORY AND RESEARCH INTO EDUCATIONAL PRACTICE TO BUILD INTELLECTUAL CAPACITY
• Author Index
• Subject Index