The Program Committee for the 1997 NCTM National Meeting (Minneapolis) is interested in proposals from teams consisting of at least one researcher and one classroom teacher. Sesssions might address issues such as those described in Rebecca's and Eileen's comments below. The Program Committee's goal is to highlight successful research studies that link theory and practice.
Program proposal forms accompanied the Oct 1995 NCTM News Bulletin and will be accepted until 29 Feb 1996. I can send out a copy of the form if you need one.
>Rebecca Corwin 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. > >Eileen Abrahamson wrote: >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 rese