ERIC Number: EJ1019317
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 33
Relevance to Practice as a Criterion for Rigor
Gutiérrez, Kris D.; Penuel, William R.
Educational Researcher, v43 n1 p19-23 Jan-Feb 2014
The authors argue for a reconceptualization of rigor that requires sustained, direct, and systematic documentation of what takes place inside programs to document how students and teachers change and adapt interventions in interactions with each other in relation to their dynamic local contexts. Building on promising new programs at the Institute of Education Sciences, they call for the formulation of collaborative research standards that must require researchers to provide evidence that they have engaged in a process to surface and negotiate the focus of their joint work, and to document the ways participation in this process was structured to include district and school leaders, teachers, parents, community stakeholders, and, wherever possible, children and youth. They close by describing how this new criterion--"relevance to practice"--can ensure the longevity and efficacy of educational research.
Descriptors: Intervention, Context Effect, Interpersonal Relationship, Research Utilization, Difficulty Level, Documentation, Standards, Evidence, Educational Research, Research and Development, Generalizability Theory, Program Evaluation, Teachers, Students
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A