Why Closing the Research-Practice Gap Is Critical to Closing Student Achievement Gaps
Bibliographic Data
| ID | 4254709 |
|---|---|
| Authors | Laura A Cooper (corresponding author) |
| Year | 2007 |
| Volume | 46 |
| Issue | 4 |
| Pages | 317-324 |
| Publication date | 2007-10-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405840701593907 |
| OpenAlex | W1967846761 |
| Language | EN |
| Citations received | 3 |
| References cited | 6 |
Discussions of the research–practice gap often assume that K–12 educators are uninterested in or even derisive about the value of research for improving student learning. The work of K–12 educators in the Minority Student Achievement Network (MSAN) counters this conventional wisdom. This article provides evidence that MSAN educators not only value research, they see that closing the research–practice gap is essential to helping racially diverse districts close the gaps in achievement between their African American and Latino students and their White students. The article traces how research shaped the development of MSAN and describes the three current roles for research in MSAN-organizing the existing knowledge base, building capacity to evaluate local efforts, and collaborating with researchers to conduct applied research
Academic achievement · Closing (real estate · Educational research · Mathematics education · Pedagogy · Political science · Student achievement · Value (mathematics · Computer Science · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Other People's Children
Other people's children
Improving adolescents' standardized test performance
The Black-White Test Score Gap
How the Question We Ask Most About Race in Education Is the Very Question We Most Suppress
Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence
| Citations per year | 0.3 |
|---|---|
| Citation span | 2016 - 2023 (8) |
| Highly cited | No |