This opinion essay begins by describing the problematic difference between "doing-research-on" and "doing-research-with," particularly in relation to classroom-based research on foreign/English language teaching and learning. In "doing-research-on," the researchers are the primary beneficiaries of the research they…

In this commentary, we reflect on the articles in this special collection from our lens as scholars who have chosen to conduct research with a focus on climate change education. We start with statements of positionality, as certainly our own experiences and philosophical stances shape our work and reflections included here. Afterwards, we present…

University researchers face a significant obstacle when studying schools: their lives as researchers began in schools. How can researchers enter the contemporary high school and see the movement of bodies through those halls as something other than a confirmation or rejection of their own schooling experiences? What special intellectual and…

In the midst of disciplinary and public debates about education at open-access institutions, it's more important than ever that institutions set a clear path for inquiry and scholarship that will meet the needs of the professional community. This essay provides an assessment of the research achievements in two-year college English, particularly…

Increasingly, teachers--but also parents and politicians--voice dissatisfaction with the divide they experience between research and practice and the resulting minimal impact of teacher education (Ashton, 1996; Barone, Berliner, Blanchard, Casanova, & McGowan, 1996). The problem seems to be perennial. More than a century ago, John Dewey pointed…

This commentary observes that the contributions to this special issue of this journal not only show that the question of the relationship between research and practice is still very much alive today but they are also testimony to the persistent nature of this question. This suggests that the issue of the relationship between research and practice…

Suggests that the work of reading researchers may be ineffective because it lacks a practical impact on teacher educators or classroom teachers. (AEA)

States that the teaching of logit regression analysis is much neglected in statistics courses within sociology. Claims that logit regression allows the researcher to evaluate the impact of a set of predictor variables on a dichotomous dependent variable without the problems associated with discriminant analysis, weighted least squares regression,…

The educational system has not been particularly successful in teaching thinking skills. In order to do so, it is necessary to identify what thinking skills are and understand their development. Current research and design of future research are discussed, as is the problem of transfer. (MT)

Points out that teaching writing with a process style and conducting in-class research may be inherently incompatible activities. (JL)

Discusses common beliefs and flaws in classroom research. Distinguishes among three kinds of empirical educational investigations. Suggests research designs which are considered to be sensible, selective, sound, sensitive, and simple. Describes designs using multiple classrooms for instructional-intervention experiments. (KS)

Reviews writing research and practice to formulate directions for developing student writing processes. (RL)

Shows how an introductory social science statistics course can improve the treatment of regression assumptions, the problem of outliers, and the important idea that some outliers have greater influence than others through the use of Anscombe's now classic 1973 example and Cook's (1977; 1979) extension of the idea of influence. (JDH)

Calls for review of research on best practices in phonemic awareness training and direct-instruction reading programs. Suggests that a more effective approach to reading instruction is to integrate skills instruction with meaningful literacy experiences and to use writing to help children learn about written language, including phonemic awareness.…

This paper argues that during the past two decades, research on teaching effectiveness can be identified with three differing paradigms: (1) the technical/"scientific"; (2) the humanistic; and (3) the person-centered paradigms. It is further proposed that if teaching is viewed as an art or craft and learning as an ever present process,…