Lack of Connection between Educational Research and Practice Essay

educational look is conducted on the premise that an expansion of familiarity in the atomic bod 18a of classroom educational activity should automatically lead to improvements in the classroom, non only with respect to teaching tendencys only when also the faculty member progress of students. All the same, this enhancement of cognition is not invariably welcomed by teachers (Kennedy, The Connection).According to Mary M.Kennedy, the author of The Connection between Research and Practice, teachers may fail to apply bare-ass knowledge based on enquiry for the following reasons (1) The inquiry is not authoritative or convincing comely to move teachers to alter their consecrates (2) The teachers find it difficult to directly apply the afoot(predicate) knowledge because they consider it irrelevant to their particular concerns or questions on the publication of teaching (3) The look findings may not have been communicated in an graspable way and (4) It is out(predicate ) for the educational system to accept the changes entailed by new research-based knowledge (Kennedy, The Connection).G.Reid Lyon, the Chief of the Child Development and Behavior Branch of the matter Institute of Child Health and human race Development, U. S. Department of Health and Human Services, expresses dismay at the lack of connection between educational research and reading Scientific research can inform beginning study instruction. We know from research that see is a language-based activity. Reading does not cultivate innate(p)ly, and for many children, specific decoding, word recognition, and reading inclusion body skills must be taught directly and systematically. We have also learned that preschool children benefit significantly from beingness read to.The evidence suggests strongly that educators can foster reading knowledge by providing kindergarten children with instruction that develops print concepts, familiarity with the purposes of reading and writing, ag e-appropriate vocabulary and language comprehension skills, and familiarity with the language structure. One hopes that scientific research informs beginning reading instruction, yet it is not always so. Unfortunately, many teachers and administrators who could benefit from research to guide reading instructional practices do not yet trust the idea that research can inform their teaching (Lyon). The lack of connection between educational research and practice astounds many researchers.Even so, this lack of connection is sometimes approved by researchers. In the case of reading, for example, there are researchers who cover that theories are neither practical nor profitable given that reading is a complex phenomenon (Calfee and Drum 183). These researchers eve assume that theoretical analysis is unnecessary, if not impossible in this area (Calfee and Drum 183). Thus, there appears confusion with regards to applying educational research in the classroom. Seeing that the educational researchers do not always agree amongst themselves, it is unsurprising that teachers find it hard to understand new research-based knowledge before they can apply it.Teachers may not only take issue with educational researchers, but they also disagree with education reformers that base their ideals on current educational research after sifting through the disagreements among researchers (Kennedy, domesticate Ideals). Research suggests that the teaching practice is strongly influenced by the values of the teachers themselves (Aguirre and Speer Brickhouse). In other words, teachers may simply disagree with educational research that blatantly differences with their beliefs about their practice. According to Argyris and Schon, such is the difference between espoused theories and theories in use. contempt the advice of researchers as well as reformers, teachers may simply find it impossible to apply educational research in the classroom when their own beliefs conflict with the idea ls of others.Kennedy has experienced the conflict between teacher practice and expectations while teaching in a different culture. Working in Thailand, without immediately appreciating the practice of teaching expected in the new culture, she was rather confused about the method of teaching that she was expected to adopt. She believed that she was right in her teaching style however, the expectations of the Thai school administrators and students differed. It took me a long time to chastise my practice to accommodate their expectations, she wrote later (Kennedy, Learning to Teach). Of course, if she had failed to sort out, she would have found it difficult to obey in the new culture as a teacher.educational research is meant to influence teacher practice (Kennedy, Means and Ends). Nevertheless, resistance to change is a acceptedity that must be confronted by all organizations, whether they are faculty member in nature or purely for profit. Teachers may believe that a certain e ducational finding is irrelevant to their concerns or questions about teaching. Still, the real reason why teachers do not always apply current educational research in the classroom is that they believe that their own practices are correct at any given time. In spite of Kennedys focus on the connection between educational research and practice, it took her a long time to adjust to a new culture of schooling. devoted that educational research is growing by leaps and bounds nowadays, it is but natural for other teachers also to take a long time to adjust to new knowledge in the classroom. Change may sometimes be imposed upon the teachers, as in the case of new technologies that must be adopted in our times in a large number of schools around the globe (Bell, Codde and Bell). When change is not imposed upon the teachers, it is difficult for them to dissolve on the kinds of changes to adopt and disregard. According to a website on education Educational research is potentially a great r esource for supporting learner-centered practices, but there is a disjuncture between the worlds of the educational researcher and the practician (whether faculty member, instructional technologist, or learning designer).A few ears agone at the International Conference on Learning Sciences held in Ann Arbor, set speaker Linda Roberts commented on a 500+ page proceeding, saying This is fabulous, relevant, and important work the only problem is no one who needs it is passage to read it. That is, there is not much of a bridge between research and practice (Bridging Teaching and Learning Research and Practice). Educational research has consistently focused on student-centered practices. Nonetheless, the constantly growing make sense of research is expected to bewilder teachers about the appropriate teaching styles to adopt at any given time. The adoption of new technologies was considered necessary change.In cases where change is not considered urgent, however, there is bound to re main a considerable gap between educational research and teacher practice. As mentioned previously, even educational researchers disagree about the kinds of changes that must be considered relevant or irrelevant. Hence, teachers are left with no choice but to take a long time to adjust. Teachers may additionally choose not to adjust to new knowledge. This is because the teachers values are imperative in the classroom. His or her belief system may not concede to a certain change in teaching style. Besides, change is often precise difficult to adjust to. Hence, the lack of connection between educational research and practice is unavoidable in reality.