The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Relevance to Practice as a Criterion for Rigor
Abstract
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.
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Cites
Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,626
The Cambridge Handbook of the Learning Sciences
(2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816833 · Cited by 4,601
Scientific Research in Education
(2002) · National Academies Press eBooks · doi:10.17226/10236 · Cited by 1,723
Developing a Sociocritical Literacy in the Third Space
Gutiérrez, K. D. (2008) · Reading Research Quarterly · doi:10.1598/rrq.43.2.3 · Cited by 1,689
Self-citationStudies of expansive learning: Foundations, findings and future challenges
Engeström, Y., & Sannino, A. (2010) · Educational Research Review · doi:10.1016/j.edurev.2009.12.002 · Cited by 1,655
The mangle of practice : time, agency, and science
Pickering, A. (1995) · doi:10.7208/9780226668253 · Cited by 1,603
Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
Coburn, C. E. (2003) · Educational Researcher · doi:10.3102/0013189x032006003 · Cited by 1,030 · cited 10×
“The work of mutual adjustment of powerful interventions and local contexts does not end when the research ends, but sustaining an intervention requires uptake by schools and districts (Coburn, 2003).”
BackgroundInfluentialComment: Educational research: The hardest science of all
Berliner, D. C. (2002) · Educational Researcher · doi:10.3102/0013189x031008018 · Cited by 772
Organizing Research and Development at the Intersection of Learning, Implementation, and Design
Penuel, W. R., Fishman, B. J., Haugan Cheng, B., & Sabelli, N. (2011) · Educational Researcher · doi:10.3102/0013189x11421826 · Cited by 757
Self-citationFrom design experiments to formative interventions
Engeström, Y. (2011) · Theory & Psychology · doi:10.1177/0959354311419252 · Cited by 642
Cited by
Formative Interventions for Expansive Learning and Transformative Agency
Sannino, A., Engeström, Y., & Lemos, M. (2016) · Journal of the Learning Sciences · doi:10.1080/10508406.2016.1204547 · Cited by 366
What Is Improvement Science? Do We Need It in Education?
Lewis, C. (2015) · Educational Researcher · doi:10.3102/0013189x15570388 · Cited by 286
Bridging the gap between research and practice: Predicting what will work locally
Joyce, K. E., & Cartwright, N. (2020) · American Educational Research Journal · doi:10.3102/0002831219866687 · Cited by 169
Mind the Gap: Approaches to Addressing the Research-to-Practice, Practice-to-Research Chasm
Smith, L. S., & Wilkins, N. (2018) · Journal of Public Health Management and Practice · doi:10.1097/phh.0000000000000667 · Cited by 34
Gardner, J., Klonsky, A., Clemens, I., Gallardo, S., Harris, R., Rosario, N., Suarez, A., Torres, B., & Torre, M. E. (2024) · Urban Education · doi:10.1177/00420859211068465 · Cited by 22
Metadata
- Authors
- Gutiérrez, K. D., & Penuel, W. R.
- Venue
- Educational Researcher
- Published
- 2014-01
- Volume
- 43
- Issue
- 1
- Pages
- 19-23
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2118466959
- Cited by
- 286
- References
- 37
- FWCI
- 164.00
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
