Research news and Comment

Of Squalls and Fathoms: Navigating the Seas of Educational Innovation

Datos Bibliográficos

ID9733116
AutoresPatricia A Alexander (0000-0001-7060-2582, autor de correspondencia), P Karen Murphy (0000-0001-8872-0376), Bradford S Woods
Año1996
Volumen25
Número3
Páginas31-39
Fecha de publicación1996-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x025003031
OpenAlexW2093686884
IdiomaEN
Citas recibidas11
Referencias citadas13

In this commentary, we outline two responses to the question of why educational innovations come and go with such regularity. The first response we term “Doing What We Know.” This explanation relates to educators’ tendency to focus on issues that are relatively familiar, easier to communicate, and seemingly more controllable than those that are perhaps more fundamental to the difficulties characteristic of teaching and learning. The second response we forward pertains to educators’ rather limited knowledge of the people, movements, and writings that underlie many recurring innovations. It is argued that paucity of knowledge contributes to potentially superficial implementation of highly touted innovations, as well as to a general inability to tap into the roots of these educational innovations. In as much as this is the case, it is much more likely that those responsible for the construction or implementation of such innovations may overlook the rich histories that can inform and enhance current educational practice

Educational research · Engineering ethics · Epistemology · Focus (optics · Pedagogy · Political science · Public relations · Sociology · Education and Critical Thinking Development · Engineering · Innovative Teaching and Learning Methods · Teacher Education and Leadership Studies