Lack of Connection between Educational Research and Practice Essay Example for Free

Lack of Connection betwixt Educational Research and Practice EssayEducational research is conducted on the premise that an expansion of knowledge in the bea of classroom teach should automatically aim to improvements in the classroom, not notwithstanding with respect to teaching styles but also the academic progress of students. all the same, this enhancement of knowledge is not always welcomed by instructors (Kennedy, The Connection). According to Mary M.Kennedy, the author of The Connection in the midst of Research and Practice, teachers whitethorn fail to apply in the altogether knowledge based on research for the adjacent reasons (1) The research is not authoritative or convincing enough to move teachers to alter their practices (2) The teachers expose it uncontrollable to directly apply the new knowledge because they consider it irrelevant to their particular concerns or questions on the issuance of teaching (3) The research findings may not have been communic ated in an understandable way and (4) It is impossible for the genteelnessal system to accept the mixed bags entailed by new research-based knowledge (Kennedy, The Connection).G.Reid Lyon, the Chief of the Child Development and Behavior branching of the National Institute of Child Health and Human Development, U. S. Department of Health and Human Services, expresses dismay at the deprivation of connection between educational research and practice Scientific research can protest beginning reading instruction. We know from research that reading is a language-based activity. Reading does not develop naturally, and for many an some other(prenominal) children, specific decoding, word recognition, and reading comprehension skills must be taught directly and systematically. We have also intentional that pre initiate children benefit significantly from being read to.The evidence suggests strongly that educators can foster reading phylogenesis by providing kindergarten children with instruction that develops print concepts, familiarity with the purposes of reading and writing, age-appropriate vocabulary and language comprehension skills, and familiarity with the language structure. One hopes that scientific research specifys beginning reading instruction, but it is not always so. Unfortunately, many teachers and administrators who could benefit from research to indicate reading instructional practices do not yet trust the idea that research can inform their teaching (Lyon). The lack of connection between educational research and practice astounds many researchers.Even so, this lack of connection is sometimes approved by researchers. In the case of reading, for example, there are researchers who perceive that theories are neither practical nor profitable given that reading is a complex phenomenon (Calfee and Drum 183). These researchers even wear d feature that theoretical analysis is unnecessary, if not impossible in this area (Calfee and Drum 183). Thus, t here appears confusion with regards to applying educational research in the classroom. Seeing that the educational researchers do not always agree amongst themselves, it is unsurprising that teachers find it hard to understand new research-based knowledge before they can apply it.Teachers may not only disagree with educational researchers, but they also disagree with education reformers that base their ideals on current educational research after sifting through the disagreements among researchers (Kennedy, Reform Ideals). Research suggests that the teaching practice is strongly settled by the values of the teachers themselves (Aguirre and Speer Brickhouse). In other words, teachers may simply disagree with educational research that blatantly bookings with their beliefs around their practice. According to Argyris and Schon, such is the difference between espoused theories and theories in use. Despite the advice of researchers as well as reformers, teachers may simply find it imp ossible to apply educational research in the classroom when their own beliefs conflict with the ideals of others.Kennedy has experienced the conflict between teacher practice and expectations while teaching in a assorted culture. Working in Thailand, without immediately appreciating the practice of teaching expected in the new culture, she was rather compound about the method of teaching that she was expected to adopt. She believed that she was right in her teaching style however, the expectations of the Thai school administrators and students differed. It took me a long time to adjust my practice to accommodate their expectations, she wrote later (Kennedy, Learning to Teach). Of course, if she had failed to adjust, she would have assemble it difficult to succeed in the new culture as a teacher.Educational research is meant to influence teacher practice (Kennedy, Means and Ends). Nevertheless, resistance to change is a reality that must be confronted by all organizations, whether they are academic in nature or purely for profit. Teachers may believe that a certain educational finding is irrelevant to their concerns or questions about teaching. Still, the real reason why teachers do not always apply current educational research in the classroom is that they believe that their own practices are correct at any given time. In spite of Kennedys focus on the connection between educational research and practice, it took her a long time to adjust to a new culture of schooling.Given that educational research is growing by leaps and bounds nowadays, it is but natural for other teachers also to take a long time to adjust to new knowledge in the classroom. transfigure may sometimes be imposed upon the teachers, as in the case of new technologies that must be adopted in our times in a large number of schools around the globe (Bell, Codde and Bell). When change is not imposed upon the teachers, it is difficult for them to decide on the kinds of changes to adopt and disr egard. According to a website on education Educational research is potentially a great resource for supporting learner-centered practices, but there is a disjuncture between the worlds of the educational researcher and the practitioner (whether faculty member, instructional technologist, or learning designer).A few ears ago at the International Conference on Learning Sciences held in Ann Arbor, keynote vocalizer Linda Roberts commented on a 500+ page proceeding, saying This is fabulous, relevant, and meaningful work the only problem is no one who needs it is going to read it. That is, there is not much of a bridge between research and practice (Bridging Teaching and Learning Research and Practice). Educational research has consistently focussed on student-centered practices. Nonetheless, the constantly growing amount of research is expected to bewilder teachers about the appropriate teaching styles to adopt at any given time. The adoption of new technologies was considered necessa ry change.In cases where change is not considered urgent, however, there is bound to remain a wide gap between educational research and teacher practice. As mentioned previously, even educational researchers disagree about the kinds of changes that must be considered relevant or irrelevant. Hence, teachers are left with no choice but to take a long time to adjust. Teachers may additionally choose not to adjust to new knowledge. This is because the teachers values are imperative in the classroom. His or her belief system may not concede to a certain change in teaching style. Besides, change is often very difficult to adjust to. Hence, the lack of connection between educational research and practice is unavoidable in reality.