Making Connections between Research and Practice
Porter, A., & McMaken, J. (2009) are making connections between education research and education practice. They are focusing on both the supply side and demand side of education research and education practice Porter, et al. (2009). In addition, they will present “six hypotheses about the processes through which research uptake occurs in the field” Porter, A., & McMaken, J. (2009). This paper will discuss and compare the article 's explanation of supply side versus demand side to that of the definition of action research found in the text.
Porter, et al. (2009) first hypothesis stated, “That there are necessary developmental needs for education research when at the instruction level” Porter, …show more content…
(2009) second hypothesis states, “charismatic individuals can have a tremendous influence on how education research ends up in education practice” Porter, et al. (2009). They explain how systematic standard based reform effects if education research ends up in a classroom. When individuals have a theory about a topic there must be standards that everyone follows while completing their research. Teachers are told what students are to learn and how students are to learn. That is an example of how systematic standard based reform is used within classrooms today. Charismatic individuals do have influence on leaders who make decisions Porter, et al. (2009). This is another example of how the supply side is outweighing the demand side by providing different standards to …show more content…
(2009) fifth hypothesis states, “ potential education reforms will not succeed if current educators are asked to provide fundamental ideas to adjust how they teach or complete their work” Porter, et al. (2009). The educators lack the motivation to invent the proposed reform ideas because they don’t want to change the way they complete their work Porter, et al. (2009). Porter, et al. (2009) uses the example of technology in hypothesis # five. They state that other sectors of our society are using more and more technology in their fields Porter, et al. (2009). In addition, they state that if teachers have incentives to provide feedback or ideas pertaining to this reform it could possibly become more successful. This hypothesis shows that the supply side is apparent but there is no demand side due to lack of interest in the reform. The lack of interest in the reform seems to be coming from the educators who are lacking the interesting of changing their current ways Porter, et al.
Porter, A., & McMaken, J. (2009) are making connections between education research and education practice. They are focusing on both the supply side and demand side of education research and education practice Porter, et al. (2009). In addition, they will present “six hypotheses about the processes through which research uptake occurs in the field” Porter, A., & McMaken, J. (2009). This paper will discuss and compare the article 's explanation of supply side versus demand side to that of the definition of action research found in the text.
Porter, et al. (2009) first hypothesis stated, “That there are necessary developmental needs for education research when at the instruction level” Porter, …show more content…
(2009) second hypothesis states, “charismatic individuals can have a tremendous influence on how education research ends up in education practice” Porter, et al. (2009). They explain how systematic standard based reform effects if education research ends up in a classroom. When individuals have a theory about a topic there must be standards that everyone follows while completing their research. Teachers are told what students are to learn and how students are to learn. That is an example of how systematic standard based reform is used within classrooms today. Charismatic individuals do have influence on leaders who make decisions Porter, et al. (2009). This is another example of how the supply side is outweighing the demand side by providing different standards to …show more content…
(2009) fifth hypothesis states, “ potential education reforms will not succeed if current educators are asked to provide fundamental ideas to adjust how they teach or complete their work” Porter, et al. (2009). The educators lack the motivation to invent the proposed reform ideas because they don’t want to change the way they complete their work Porter, et al. (2009). Porter, et al. (2009) uses the example of technology in hypothesis # five. They state that other sectors of our society are using more and more technology in their fields Porter, et al. (2009). In addition, they state that if teachers have incentives to provide feedback or ideas pertaining to this reform it could possibly become more successful. This hypothesis shows that the supply side is apparent but there is no demand side due to lack of interest in the reform. The lack of interest in the reform seems to be coming from the educators who are lacking the interesting of changing their current ways Porter, et al.