2014 Wallace Foundation Distinguished Lecture: Rigor and Realism: Doing Educational Science in the Real World
Abstract
Transcending the low status of educational research will require demonstrating its relevance to improvements in practice. Educational progress is most likely to emerge from approaches to research that create an equal footing for practitioners and researchers, recognizing that though these groups accumulate and curate knowledge in different ways, they both have a role in creating tools (curricula, practices, professional development approaches) that can be used to forge lasting improvements. A brief history of the ongoing shift toward practice-embedded educational research (PEER) demonstrates its increasing acceptance and popularity and suggests modifications to the future selection of research topics, funding mechanisms, and professional preparation of both practitioners and researchers.
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From the beginning of the year to the end, there was evidence of equal footing between the university partners and teachers in terms of conversational contributions.
“Thus, from the beginning of the year to the end, there was evidence of”
From Exploring the role of instructional leaders in promoting agency in teachers’ professional learning (2024) · cites this paper as Snow, 2015
With the university team's collaboration, the two school-based instructional leaders facilitated the leadership team at Echoland in establishing situated professional learning opportunities that balanced insider and outsider experiences and knowledge with a more horizontal distribution of expertise.
“the two school-based instructional leaders facilitated the leadership team at Echoland in establishing situated professional learning opportunities (e.g., Gersten et al., 2010) that balanced insider and outsider experiences and knowledge with a more horizontal distribution of expertise (Robertson et al., 2020;Snow, 2015).”
From Exploring the role of instructional leaders in promoting agency in teachers’ professional learning (2024) · cites this paper as Snow, 2015
This balance of participation and positioning is essential for teachers' sustained engagement in professional learning opportunities.
“This balance of participation and positioning is essential for teachers' sustained engagement in professional learning opportunities (Desimone & Stuckey, 2014;McChesney & Aldridge, 2021;Snow, 2015).”
From Exploring the role of instructional leaders in promoting agency in teachers’ professional learning (2024) · cites this paper as Snow, 2015
Balancing insider and outsider knowledge is important in ongoing professional learning experiences.
“When considering the importance of balancing”
From Exploring the role of instructional leaders in promoting agency in teachers’ professional learning (2024) · cites this paper as Snow, 2015
Cited by
Sorted by citations
Exploring the role of instructional leaders in promoting agency in teachers’ professional learning
Robertson, D. A., Padesky, L. B., Thrailkill, L. “., Kelly, A., & Brock, C. H. (2024) · International Journal of Professional Development, Learners and Learning · doi:10.30935/ijpdll/14058 · Cited by 2 · see citing works
- Authors
- Snow, C. E.
- Affiliations
- Harvard University (US)
- Corresponding author
- Snow, Catherine E.
- ORCID
- Snow, Catherine E.
- Venue
- Educational Researcher
- Published
- 2015-12
- Volume
- 44
- Issue
- 9
- Pages
- 460-466
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2309589117
- Cited by
- 145
- References
- 0
- Citations by year
- 2026: 3 · 2025: 8 · 2024: 8 · 2023: 13 · 2022: 13 · 2021: 14 · 2020: 22 · 2019: 20 · 2018: 14 · 2017: 18 · 2016: 12
- FWCI
- 73.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Education › Educational Research and Methods
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- research-practice collaboration, research relevance to practice, history of educational research, research funding mechanisms, curriculum development, professional development
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