Research. Of course, as Richard Allington points out, research in education is
imperfect because of the nature of the beast.
First of all, many of the publishers cite research that they did themselves,
so it can be biased. Some research in education is done over short periods, so
the effects might not be valid over long periods of time. Some of the analysis
done of the data collected is flawed, skewing the results to match a certain
agenda. The process of research is out of whack, because who in their right
mind would volunteer students to be true control groups (of course not, that
would harm the kids). The assessments could also be flawed! The other thing
Allington brings up is acceptance by a peer-reviewed panel, but to me, that
could also have a negative impact (Just look at how the NRP's recommendations
have been ignored, misinterpreted, etc)
Having said that, the other thing is you don't always know if something will
work for a certain group of kids, which is why it is important to differentiate
your instruction, and teach things in many different ways that address the
talents and deficiencies of each student. You have to stay in a constant state
of reflection, reexamining what you have done, and how it affected your
students. This is also why it is important to keep learning about the newest
developments in literacy, to stay connected to groups like this, to go to
workshops, institutes, and conferences.
Does this make sense?
Steve Alan Macfarland <[EMAIL PROTECTED]> wrote:
How do we know strategies that work for adults work for children?
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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