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ERIC Number: ED013175
Record Type: RIE
Publication Date: 1967-May
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
RESEARCH AND THE CLASSROOM TEACHER.
EARLY, MARGARET J.
THE DIFFICULTIES ENCOUNTERED BY THE CLASSROOM TEACHER WHEN HE TURNS TO RESEARCH FOR PRACTICAL SOLUTIONS TO THE SPECIFIC PROBLEMS OF TEACHING READING ARE DISCUSSED. IT IS ACKNOWLEDGED THAT RESEARCH SELDOM CREATES IDEAS FOR THE CLASSROOM. INSTEAD, GOOD TEACHING GENERATES IDEAS FOR RESEARCH. NEVERTHELESS, READING TEACHERS SHOULD NOT IGNORE RESEARCH. EVEN LIMITED STUDIES INDICATE THAT THERE IS MUCH TO LEARN, THAT FEW ANSWERS ARE FINAL, AND THAT THERE IS NO ONE METHOD TO TEACH READING. CONTROLLED RESEARCH PRESERVES THE ATTITUDE OF SCIENTIFIC INQUIRY. NON-STATISTICAL ANALYSES OF THE READING PROCESS ARE IMPORTANT SOURCES OF ENLIGHTENMENT. INTROSPECTIVE ACCOUNTS SUCH AS THOSE USED BY STRANG, PIEKARCZ, MCKILLIP, SQUIRE, AND OTHERS OFFER INSIGHTS INTO TEACHING AND ARE MORE VALUABLE THAN THE OVERSIMPLIFIED, STATISTICALLY NEAT DESIGN. (RH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Syracuse University NY