In reading Drive by Daniel Pink, I have to tell you that the more I read, the more agitated I have become, and it has minimal to do with Pink’s content or discussion. I can’t help but take specific notice of an underlying theme of the book that strikes a particular chord with education. Pink discusses the gap that exists between what science has proven and what business is practicing with regards to motivation and using various reward schemes to prompt (or not) a better output from the worker.
Here’s the reality in education: most research done at prestigious universities by academics fails to make its way from a journal article to K-12 implementation. In addition, when the research does make its way to secondary education, it is often implemented with a cookie-cutter approach and the target of arguments over how “impractical” academic research is to making a difference in the lives of kids. Maybe instead of faulting the product we are purchasing we should start taking a look at the process of implementation and how we can make research meaningful through quality professional development programs and conferences.
I think it is safe to say that most politicians and Commissioners of Education don’t remain informed about what the research says works in schools, but what are superintendents, administrators, and teachers doing to stay up-to-date on cutting edge research that may have a lasting impact on kids? Professional development days should model learning conferences where teachers are brought up to speed on recent research that has implications on the educational field and practice. It doesn’t matter if this is done through university partnerships or not. What is important is that educators are connected to the source and able to work collaboratively with these individuals to develop customized programs for their specific school using the research as the starting point.
Presentations should not be limited to research in pedagogy and methodology. The speakers should represent all areas of interest in developing children from a social, emotional, and academic perspective while working to connect these fields and improve the educational practice. Time should be put aside to work with these researchers on practical methods of implementing their findings and follow-up should take place to ensure adequate results and improvement of the system. Action research should be performed that continues to allow for researchers to connect with their hypotheses and provides customization according to the culture of the school and district. Note that the importance is not just to connect researchers to districts but to customize and tinker with the research to meet the needs of the specific district. This would be a much more effective practice than purchasing a publishers newest program that was created in consultation with a researcher and offers minimal customization.
I find fault with districts that bring in textbook companies on professional development days to talk about their latest, greatest product when educators would benefit from hearing researchers speak and develop effective practice. I think it is a travesty for an academic to commit months and years of his or her life developing knowledge that can improve teaching and learning only to shun public school systems or conference presentations or to not be recognized as “important” in the eyes of K-12 professional development committees. How can we expect the teaching practice to improve if we spend money on out-of-the-box curriculum guides that promote cookie-cutter methods rather than improving pedagogy and methodology with the most updated and cutting edge research customized to meet the district’s needs?
If you don’t think that there is a problem with the gap between research in higher education and K-12 school systems then you need to take a closer look. Universities cannot continue to rant and rave about the poor quality of student that they are getting out of secondary education if they are not willing to share their research and work hand-in-hand with K-12 systems. Secondary education cannot continue to harp on how important it is for us to “prepare students for their futures” if we disconnect ourselves from proven research.
This post should make every educator of all levels hot under the collar. How dare we point fingers at each other without extending ourselves to adopt the proven practices at both ends? Don’t tell me that the curriculum a company pushes or the Differentiated Instruction program the district enforces is “research-based” and validates the efforts of educators on all levels to bridge the gap. At some point, the educational field needs to realize that the research being done in universities must be analyzed and applied to the everyday practice of teachers throughout the country and customized by the practitioners rather than the publishers.
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I think another issue (maybe you addressed as I only skimmed), is that post secondary “teachers” who are researching education do NOT practice what they preach. When a methods professor doesn’t teach in a way consistent with research, the message is clear: “research isn’t really important”.
Jerrid,
Outstanding point and one that I should have touched on. Transferring research to practice is critical.
Thanks!
In addition to Jerrid’s sad-but-true insight, let me add one other factor that contributes to this disconnect.
Most graduate schools insist that students write according to “academic” norms. Since education is a social science, that often means writing in APA style. As a result, students write stilted theses/dissertations that no one wants to read because the style does not represent good writing. It may conform to a style book, but it fails to engage a reader. Journals that require similar writing styles often have a small readership—deservedly so, in my opinion.
One easy-to-do, probably difficult-to-change, solution is for universities to include a course on good writing in their programs—not academic writing, but writing that truly engages readers. That way, the research could be presented in a voice and style that possess potential influence. Why? Because the research might just be read!
Many journals I read have actually moved away from strict adherence to an “academic” style. Why, then, we persist in making students write this way is a mystery.
As long as educators write in ways that don’t deserve to be read, the influence of their research will remain nearly nonexistent.
Thank you for your post and tweet Aaron! Very timely in my own research.
Excellent points Jerrid and Kevin!
How can we engage teachers in research that is meaningful to them and that will help them in improving their practice? Well, we can start by not studying teachers, making them the object of study. Rather, we can invite teachers to inquire into their practice, to engage in inquiry. Nancy Fichtman Dana and Diane Yendol-Hoppey’s work on practitioner inquiry has helped teachers clarify their wonderings and engage in meaningful study of their practice. Their text, “The Reflective Educator’s Guide to Classroom Research” provides teachers with the understanding they need to begin the action-reflection cycle.
As a teacher and a consultant, I’ve experienced the 3 paradigms alluded to in the opening chapter of The Guide; “process-product research” (Shulman, 1986), “research drawn from qualitative or interpretive studies” (Dana & Hoppey, p.3) and teacher inquiry. It is as a result of these experiences that I began to inquire how we might engage more teachers in the inquiry process, rather than involve them in research or, in the worst cases, do research to them.
Some of the wonderings I have around this research: In what ways is inquiry an effective model for professional development? Do the teachers who complete the grad diploma programs offered by our faculty continue to practice a disposition towards inquiry after graduation? What systemic structures support them in maintaining that disposition?
My thoughts,
Tom
@tomfullerton
Great comments here, I wanted to raise a couple of points.
Kevin,
I walk the line of relevancy versus academic writing quite a bit in my program. I am a teacher who is very interested in engagement, and realize that many teachers in my school will not pick up an academic journal. However, there is also an element of research that it be made relevant to the scholarly tradition and conforms to methods of presentation that allow researchers to quickly and easily access information to further the academic dialogue.
Not sure what the perfect balance is, which I guess is why I’m not pushing for one side or the other right now, just a thought.
Aaron,
Great post! You are absolutely right about the ‘initiatives’ and the manner by which PL happens in many places right now. I am thankful that my division is relieving itself of ‘initiativitis’ by engaging in open dialogues with University researchers and supporting Masters students to encourage research-based leadership in schools. We’re getting there, although there are still some buzz words and ‘chapter’ learning throughout the division. I have to say that with all of the issues facing education, I can see why these simple strategies appeal to educators. I don’t condone it, but I understand it. It’s the same as Jerrid’s response, it is easy to ‘check off’ the initiative without creating any real and lasting change in practice. We all to often spout off about what we are going to do, or already do without providing any evidence to prove it. I call for eivdence-based practice!
great read from all of you. thanks..
modeling… authentic modeling.
huge.
Customizing research to fit professi0nal development in a district–the intention sounds laudable, but it implies that the responsibility of customizing professional development lies with the researchers. It seems more reasonable that teachers and other educators in the districts take responsibility for keeping up with the research and for adapting the research to the classroom. The sit and get professional development model undermines any spark of creativity and innovation a teacher may have for transforming or even modifying the teacher-student learning realitionship.
Researchers do the research. Teachers do the teaching with the support of other teachers, of administrative and support staff, and of the community. Researchers know what should work. Teachers know what does work and they know what doesn’t work. They know how to adapt research to classroom practice. When creativity and innovation are valued more than standardized results and packaged teaching strategies, teachers will adapt.
Education is the process by which our mind develops through format learning at an Institution like a school, college, or university. It is mental and intellectual training which provides opportunities of growth and helps to overcome obstacles to progress. Therefore, It is often compared to light which removes the darkness of ignorance and helps us distinguish between right and wrong.
Aaron, I want to thank you for this post and I want to thank the previous commenters for their insights. I was able to use some of your ideas to shape my own thinking, described on my blog at http://blog.mathed.net/2010/02/looking-ahead-to-phd-focus-and-vision.html.