Relevance to Practice as a Criterion for Rigor
Relevance to Practice as a Criterion for Rigor
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与实践的相关性作为严格性的标准
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
W. Penuel
中科院分区：
文献类型：
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作者：
Kris D. Gutiérrez;W. Penuel
作者认为，严格的重新概念化，需要持续的，直接的，系统的记录程序内发生的事情，记录学生和教师如何改变和适应干预措施，在相互作用的关系，他们的动态本地环境。在教育科学研究所有前途的新项目的基础上，他们呼吁制定合作研究标准，必须要求研究人员提供证据，证明他们已经参与了一个过程，以表面和谈判他们的联合工作的重点，并记录参与这一过程的方式，包括地区和学校领导人，教师，家长，社区利益相关者，以及，在可能的情况下，儿童和青年。最后，他们描述了这一新标准--“与实践相关”--如何确保教育研究的持久性和有效性。
The authors argue for a reconceptualization of rigor that requires sustained, direct, and systematic documentation of what takes place inside programs to document how students and teachers change and adapt interventions in interactions with each other in relation to their dynamic local contexts. Building on promising new programs at the Institute of Education Sciences, they call for the formulation of collaborative research standards that must require researchers to provide evidence that they have engaged in a process to surface and negotiate the focus of their joint work, and to document the ways participation in this process was structured to include district and school leaders, teachers, parents, community stakeholders, and, wherever possible, children and youth. They close by describing how this new criterion—“relevance to practice”—can ensure the longevity and efficacy of educational research.