From the Ivory Tower to the Schoolhouse
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A01=Jack Schneider
A01=Larry Cuban
Author_Jack Schneider
Author_Larry Cuban
Category=JN
Category=JNA
Category=JNM
Category=JNRV
curricular standards
educational policy
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
federal funding
National Society for the Study of Education
No Child Left Behind Act
raising test scores
social mobility and social status
urban public schools
Product details
- ISBN 9781612506692
- Weight: 405g
- Dimensions: 139 x 213mm
- Publication Date: 30 Mar 2014
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
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Why do so many promising ideas generated by education research fail to penetrate the world of classroom practise?
In From the Ivory Tower to the Schoolhouse, education historian Jack Schneider seeks to answer this familiar and vexing question by turning it on its head. He looks at four well-known ideas that emerged from the world of scholarship - Bloom's taxonomy, multiple intelligences, the project method, and Direct Instruction - and asks what we can learn from their success in influencing teachers.
Schneider identifies four key factors that help bridge the gap between research and practise: perceived significance, philosophical compatibility, occupational realism, and transportability. Through the examination of counterexamples - similar ideas of equal promise that lacked these four qualities and did not translate into practise - Schneider shows the complexity of the relationship between theory and practise in education and suggests how that tenuous connection might be strengthened to help innovations and new insights gain traction in our schools.
In From the Ivory Tower to the Schoolhouse, education historian Jack Schneider seeks to answer this familiar and vexing question by turning it on its head. He looks at four well-known ideas that emerged from the world of scholarship - Bloom's taxonomy, multiple intelligences, the project method, and Direct Instruction - and asks what we can learn from their success in influencing teachers.
Schneider identifies four key factors that help bridge the gap between research and practise: perceived significance, philosophical compatibility, occupational realism, and transportability. Through the examination of counterexamples - similar ideas of equal promise that lacked these four qualities and did not translate into practise - Schneider shows the complexity of the relationship between theory and practise in education and suggests how that tenuous connection might be strengthened to help innovations and new insights gain traction in our schools.
Jack Schneider is an assistant professor of education at the College of the Holy Cross.
Larry Cuban is professor emeritus at Stanford University.
Larry Cuban is professor emeritus at Stanford University.
