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dc.contributor.authorSmith, Tawnya D.en_US
dc.date.accessioned2019-02-04T15:08:11Z
dc.date.available2019-02-04T15:08:11Z
dc.date.issued2017-12-01
dc.identifier.citationT. Smith. 2017. "Research that serves: Building active teacher-researcher partnerships.." Massachusetts Music Educators Journal, Volume 66, Issue 2, p. 32.
dc.identifier.urihttps://hdl.handle.net/2144/33274
dc.description.abstractThe 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.en_US
dc.format.extentp. 32en_US
dc.language.isoen_US
dc.relation.ispartofMassachusetts Music Educators Journal
dc.subjectMusic educationen_US
dc.titleResearch that serves: building active teacher-researcher partnershipsen_US
dc.typeArticleen_US
dc.description.versionAccepted manuscripten_US
pubs.elements-sourcemanual-entryen_US
pubs.notesEmbargo: No embargoen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, College of Fine Artsen_US
pubs.organisational-groupBoston University, College of Fine Arts, School of Musicen_US
pubs.publication-statusPublisheden_US


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