Bridging the Gap between Theory and Practice in Educational by Rachelle Winkle-Wagner, Cheryl A. Hunter, D. Hinderliter

By Rachelle Winkle-Wagner, Cheryl A. Hunter, D. Hinderliter Ortloff, Debora Hinderliter Ortloff

This e-book offers new methods of pondering academic approaches, utilizing quantitative and qualitative methodologies. Ultimately, it goals at increasing wisdom itself - changing the centre via permitting the margins to notify it - permitting it to be prolonged to incorporate these methods of understanding that experience traditionally been unexplored or neglected.

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Experiments decompose the complex into a few variables that are strictly manipulated, controlled, and that are presumably invested with the same meaning across all study participants. Complexity is regarded as an absence of control and random assignment as a way to deal with all the so-called nuisance variables that we do not know about, hence limiting the possibility of meaningful and useful explanations. Such studies may indeed provide causal descriptions based on systematic differences in group averages, but in and of themselves these differences do not provide causal explanations (Shadish, Cook, and Campbell, 2002).

The language of postcolonialism(s) (the plural is important), for example, has many uses. However, all too often it has become something of a “ceremonial slogan,” a word that is publicly offered so that the reader may recognize that the author is au courant in the latest linguistic forms. Its employment by an author here is largely part of the conversion strategies so well captured by Bourdieu in Distinction (1984) and Homo Academicus (1988). Linguistic and cultural capitals are performed publicly to gain mobility within the social field of the academy.

Scientifically based research, so defined, has been placed at center stage since the creation in 2000 of the Campbell Collaborative, an international ‘‘non-profit organization that aims to help people make well-informed decisions about the effects of interventions in the social, behavioral, and educational arenas’’ with the aim ‘‘to prepare, maintain and disseminate systematic reviews of studies of interventions’’ using randomized controlled trials (The Campbell Collaboration, 2000). The No Child Left Behind Act (2001) also makes more than a hundred references to scientifically based research and many websites of the state department of education contain lengthy documents to draw school districts’ attention to the requirement of implementing scientifically based programs in the schools in order to receive federal funding.

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