Research that serves: building active teacher-researcher partnerships
Smith, Tawnya D.
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Citation (published version)T. Smith. 2017. "Research that serves: Building active teacher-researcher partnerships.." Massachusetts Music Educators Journal, Volume 66, Issue 2, p. 32.
The impact of scholarly research in education on educational practice in classrooms remains low (Admiraal, Buijs, Claessens, Honing, & Karkdijk, 2017). As a result, educational practices in schools remain tied to practical wisdom, rather than educational theories that have been developed and tested in classrooms. This research to practice gap, as it is widely known, is attributed to beliefs that scholars in higher education tend to examine problems that teachers in schools find irrelevant. Classroom teachers contend that because scholars’ primary purpose is to publish, they tend to aim toward generalizations rather than to focus on the improvement of relevant educational practice. Gore and Gitlin (2004) argued that existing tensions between researchers and practitioners may be related to long-standing traditions of framing educational research in such a way that classroom teachers are positioned as “users” rather than “producers” of knowledge.