Educational Researcher· 2014Q1
Relevance to Practice as a Criterion for Rigor
- 284citations
- Q1SCImago
- 2014year
Short summary
Educational research rigor should be redefined to require documented evidence of how students and teachers adapt interventions within their local contexts, and how stakeholders are involved in the research process.
AI-generated from the title and abstract; the full text is not read.
Key points
- Proposes 'relevance to practice' as a new criterion for educational research rigor.
- Requires systematic documentation of intervention adaptation by students and teachers in local contexts.
- Advocates for structured engagement with diverse stakeholders (leaders, teachers, parents, students).
- Calls for collaborative research standards to surface and negotiate joint work.
AI-generated from the title and abstract; the full text is not read.
Abstract
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.
The authors' abstract, as published at the source. Educational Researcher, 2014 · DOI ↗
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Field: Human Factors and Ergonomics
Human Factors and ErgonomicsSocial Sciences