If research is out there and costs millions of dollars to attain, why do we in education ignore it?
Ronald A. Wolk of Education Week gives his opinion on why research is ignored. He thinks there are several reasons.
Not Accessible
Wolk states that research gets tucked in a dusty corner and isn't published where teachers and administrators can easily see it. Research is usually written in gobbledegookese. By the time the research authors make their point, the reader is often asleep. When the information is written in simpler and shorter versions, it is usually published in low-circulated journals that few are likely to read. Teachers have little time to wade through academic jargon when there are papers to correct and letters to cut out.
Wolk also states that even when read, the research is not likely to be implemented because
- making changes means altering value structures,
- disrupting routines, and
- teaching old dogs new tricks.
Contradictions
The general public hears one day that grilled food is toxic and the next day it is healthy. Take vitamin D--don't take vitamin D. Synthetic estrogen is good--it causes cancer. Fat is bad--olive oil is good.
Education is also filled contradictions leaving schools somewhat confused. Homework yields benefits--homework is harmful. Technology helps students learn--computers don't improve scores and have health risks. Social promotion is harmful--retention is harmful. Vouchers are good--vouchers are bad. School uniforms raise self-esteem--school uniforms destroy self-esteem.
Wolk says, "Research rarely leads to significant change because it is often expensive to apply or is a threat to the status quo. Good professional development may really improve teaching, but it can be terribly costly. Small classes may boost student achievement, but they increase costs. If a major study found that public charter schools were outperforming traditional public schools by a country mile, the teachers' unions would still fight them to the death and use all of their influence in state legislatures to help snuff them out."
Wolk uses a published essay written by Deborah J. Stipek, the dean of Stanford University's graduate school of education, as a basis for his opinions. Stipek makes a few suggestions:
- Researchers could do more to simplify the research results
- Researchers could also build a larger audience
- Promote more longitudinal studies
- Investigate alternative methods and schools
Until researchers make the information more usable and until schools really want to change, the data will continue to be ignored.
Research on: Birth Order, Bullying and Sleep, Brain Function and Music, Middle School Entry Year Problem.
Read previous articles on Educational Issues.
Copyright article 2007 Barbara Pytel. All Rights Reserved.
