Rebecca wrote: >Seems to me that one of the things that's important is how much the >research seems salient to teachers. That's a part of what Lou may be >talking >about. If researchers are too specialized, they may miss things >that would >be important questions to explore, or may do what teachers >perceive as >pursuing the obvious. If teachers feel research doesn't say >anything to >them,it's perhaps more a matter of interpretation than >dissemination. I have >to say there may not need to be overlap between >researchers and teachers, but >certainly linkage is important.
This is very definitely my concern with educational research of every kind. Too often the questions asked are not questions that teachers in the classroom 'need' the answers to, and the questions that teachers truly need help with and research to support, are not asked, or they are taken into directions that are not beneficial.
A wise educational researcher would begin their research talking with current classroom teachers. Here they could get all the questions they want, and also some speculation of the direction that the research would need to take in order to benefit the educational community.
Rebecca, this is and has been my issue with educational research for a long time. You must be in the classroom also ;-)