A r c h i v e d  I n f o r m a t i o n

Toward a New Science of Instruction: Programmatic Investigations in Cognitive Science and Education--August 1993

The Growing Connection Between Research and Practice

The relationship between NRCSL researchers and teacher-collaborators continues to grow. Every research project now under way either conducts classroom-based research, works directly with teachers to develop instructional materials or methods, or is preparing for some form of teacher-researcher collaboration before the end of the current funding period. Teachers also continue their role in the major, ongoing collaborations, Thinking Mathematics (now applying for funds to expand its teacher-led development of prototype teaching materials) and the Math3 project.

NRCSL's expanding connection with practice reflects the advancement of the field of cognitive research. With the formative theory of knowledge construction well established, research has been able to turn increasingly to the development and study of reforms based on that theory. Because successful classroom reforms cannot proceed without addressing realities that only classroom teachers confront and fully understand, collaborations have become indispensable to the work of education research. At NRCSL, therefore, the ultimate aim of research is threefold: to provide a scientific base for education reform; to take the lessons gained from implementation back to the laboratory for further theoretical study; and to attend closely to every issue and question that arises in the intermediate stages of work--the invention, testing, piloting, and refinement of new classroom methods.
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[Continuing Investigations] [Table of Contents]