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Bringing Science Into the Classroom by Basing Craft on Research

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Bibliographic Details
Title: Bringing Science Into the Classroom by Basing Craft on Research
Language: English
Authors: Cook, B.G, Cook, L.
Source: Journal of Learning Disabilities. May 2004 37(3):240-247.
Availability: PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free).
Peer Reviewed: Y
Page Count: 7
Publication Date: 2004
Document Type: Opinion Papers
Descriptors: Teaching Methods, Handicrafts, Learning Disabilities
ISSN: 0022-2194
Abstract: In response to Crockett's analysis of the relation of science and the instruction of students with learning disabilities, we discuss reasons why teaching in special education is infrequently affected by science and research, and we propose a model of naturalistic decision making and make recommendations for bridging the gap between research and practice based on that model. By building an extensive experiential base in using effective practices, we propose that teachers can become experts at the craft of applying research-based methods. Bringing science into the classroom by basing craft on research in this way represents one promising alternative for improving outcomes for students with and without learning disabilities.
Abstractor: Author
Entry Date: 2005
Access URL: https://www.ingentaconnect.com/content/proedcw/jld
Accession Number: EJ694483
Database: ERIC
Description
Abstract:In response to Crockett's analysis of the relation of science and the instruction of students with learning disabilities, we discuss reasons why teaching in special education is infrequently affected by science and research, and we propose a model of naturalistic decision making and make recommendations for bridging the gap between research and practice based on that model. By building an extensive experiential base in using effective practices, we propose that teachers can become experts at the craft of applying research-based methods. Bringing science into the classroom by basing craft on research in this way represents one promising alternative for improving outcomes for students with and without learning disabilities.
ISSN:0022-2194