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ERIC Number: EJ786750
Record Type: Journal
Publication Date: 2006-Dec
Pages: 21
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0826-4805
Empirical Research into Teaching
Barrow, Robin
Interchange: A Quarterly Review of Education, v37 n4 p287-307 Dec 2006
The paper argues that 100 years of empirical research into teaching has failed to provide a usable account of best practice. This is partly because of conceptual and other logical problems that cannot in practice be resolved, as has been argued before. However, it is further argued that the real reason that no useful rules of good teaching can be established is that there are no substantive and important rules covering human interactions such as teaching. It is not that science cannot get the answers; rather it is that there are not any answers, and that is why there is not a science of teaching. Every teaching event is unique and the way to determine good practice is to be clear about what one is trying to achieve and to know one's particular audience. This is not simply sound practical advice, but logically the only path to knowledge in this area.
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A