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ERIC Number: ED471750
Record Type: RIE
Publication Date: 2002
Pages: 20
Abstractor: N/A
Reference Count: N/A
Linking Research and Practice: Knowledge Transfer or Knowledge Creation?
Wiliam, Dylan
In this paper, it is argued that the failure of educational research to impact on practice stems from a failure to understand the nature of expertise in teaching, and that traditional models of knowledge transfer can only be effective for those at a relatively limited level of competence. Instead, it is suggested that teachers need to be involved, collaboratively, with researchers in a joint process of knowledge creation. In the King's-Medway-Oxfordshire Formative Assessment Project (KMOFAP) a group of 24 secondary school teachers (grades 6 to 12) of mathematics and science were supported in developing action plans of how they wanted to develop their classroom assessment practice with a single class, through a series of four day-long workshops, and by observations of their teaching. Comparison with local controls (established on a case-by-case basis for each teacher) on curriculum-based tests, showed an average effect size of +0.32. (Author)
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.