Back to the Future

Contrasting Scientific Styles in Understanding Reading

Datos Bibliográficos

ID9733277
AutoresCarol Mcdonald Connor (0000-0001-5803-456X, Florida State University, autor de correspondencia), Christopher Schatschneider (0000-0002-1700-7685, Florida State University, autor de correspondencia), Frederick J Morrison (0000-0001-9071-3482, Florida State University, autor de correspondencia), Claire Cameron Ponitz (Florida State University, autor de correspondencia), Shayne B Piasta (0000-0003-3655-4702, Florida State University, autor de correspondencia), Barry J Fishman (CAROL McDONALD CONNOR is an associate professor at Florida State University and the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100, Tallahassee, FL 32310; . Her research focuses on the complex links between language and literacy skills and the effect of instruction on children’s literacy development. CHRISTOPHER SCHATSCHNEIDER is a professor of psychology at Florida State University and associate director of the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100), Barry Fishman (0000-0003-2464-1999, Florida State University, autor de correspondencia), Elizabeth Coyne Crowe (Florida State University, autor de correspondencia), Stephanie Glasney (Florida State University, autor de correspondencia), Phyllis S Underwood (CAROL McDONALD CONNOR is an associate professor at Florida State University and the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100, Tallahassee, FL 32310; . Her research focuses on the complex links between language and literacy skills and the effect of instruction on children’s literacy development. CHRISTOPHER SCHATSCHNEIDER is a professor of psychology at Florida State University and associate director of the Florida Center for Reading Research, 2010 Levy Avenue, Suite 100), Phyllis Underwood (Florida State University, autor de correspondencia)
Año2009
Volumen38
Número7
Páginas537-540
Fecha de publicación2009-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x09348971
OpenAlexW2129048670
IdiomaEN
Citas recibidas1
Referencias citadas15

In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich’s 2003 framework, and call for consilience and the understanding that multiple perspectives and methods are needed to solve the important and perplexing problems that students and teachers will face in the 21st century

Consilience · Educational research · Epistemology · Face (sociological concept · Linguistics · Reading (process · Social science · Sociology · Innovative Teaching and Learning Methods · Neuroscience, Education and Cognitive Function · Psychology · Reading and Literacy Development