Relevance to Practice as a Criterion for Rigor
Item
Title
Relevance to Practice as a Criterion for Rigor
Abstract/Description
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.
Author/creator
Date
In publication
Volume
43
Issue
1
Pages
19-23
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0013-189X
Citation
Gutiérrez, K. D., & Penuel, W. R. (2014). Relevance to Practice as a Criterion for Rigor. Educational Researcher, 43(1), 19–23. https://doi.org/10.3102/0013189X13520289
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