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ERIC Number: EJ847790
Record Type: Journal
Publication Date: 2008-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-0736-7627
Productivity and Relevance of the Curriculum Professors' Research
LeFave, Maria; Behar-Horenstein, Linda S.; Dix, Alice C.
Journal of Faculty Development, v22 n3 p179-190 Sep 2008
The authors investigated he National Educational Research and Priorities Board' s (1999, 2000) claim that evidence-based research often lacks relevance for practitioners by investigating the relevance among the Professors' of Curriculum (POC) publications between 1997 and 2003. Findings showed that forty-four (13%) were data-driven and relevant to practitioners, while n = 304 (87%) were not evidence-based. Most frequently published topics were philosophy, research methodology and curriculum theory and perspectives while topics with the greatest relevance to practice, teacher education n = 12 (3%) and instruction n = 8 (2%) were infrequent. These findings support the assertion that data-driven educational research may be insufficient to inform K-12 practitioners in making decisions regarding instructional practice and policy. (Contains 3 tables.)
New Forums Press, Inc. P.O. Box 876, Stillwater, OK 74076. Tel: 405-372-6158; Fax: 405-377-2237; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001