Education Research "Plays an Extraordinarily Term Paper

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The empirical design and its results, not age, should determine the validity and relevance of a given educational theory. Too often, educational policy makers and the professional support system skip from level one research (theory and conjecture based on correlations) to policy. A shared knowledge base might be created from theory alone and as Grossen (nd) points out, it often is. "Most of the educational practices that become widely disseminated in our university teacher-training programs and across the nation do not even have level two research support, nevermind level three," (Grossen nd).

Greater gatekeeping is necessary to restore the integrity of the educational policy system and the professional networks that support it. Current gatekeepers do not draw their policies from science but from opinion. Almost all of the most popular educational theories touted today have little to no empirical support.

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Grossen lists a litany of common teaching methods and theories that are not backed by research including Piaget's theory of development; Gardner's theory of multiple intelligences; cooperative learning; interdisciplinary/integrated curriculum; reading recovery research; and whole language are among them. Developmentally-Appropriate Practices (DAP) were also not rooted in scientific research. Each of the methods Grossen (nd) outlines has been highly publicized and subsequently used as a backbone for professional practice.

One of the only methods to reach level three research is Project Follow Through, which revealed the strength of direct instruction in the classroom. Ironically, Project Follow Through determined the strength of direct instruction when child-centered approaches gained favor among the elite educational policy makers.

Reference

Grossen, B. (nd). What does it mean to be a research-based profession? Retrieved July 10, 2007 at http://darkwing.uoregon.edu/~bgrossen/pubs/resprf.htm.....

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