ERIC Number: EJ1044312
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 40
What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined
Schoenfeld, Alan H.
Educational Researcher, v43 n8 p404-412 Nov 2014
This article and my career as an educational researcher are grounded in two fundamental assumptions: (a) that research and practice can and should live in productive synergy, with each enhancing the other, and (b) that research focused on teaching and learning in a particular discipline can, if carefully framed, yield insights that have implications across a broad spectrum of disciplines. This article begins by describing in brief two bodies of work that exemplify these two fundamental assumptions. I then elaborate on a third example, the development of a new set of tools for understanding and supporting powerful mathematics classroom instruction--and by extension, powerful instruction across a wide range of disciplines.
Descriptors: Educational Research, Theory Practice Relationship, Intellectual Disciplines, Mathematics Instruction, Mathematics Teachers, Teacher Effectiveness, Problem Solving, Decision Making
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL-0909815|DRL-0909851