I write frequently about the disconnect between educational reform suggestions and the scientific research on these same practices. Part of the challenge in recognizing this discrepancy is communicating the disparity in a way that gets attention. People seem to believe what they want to believe and resist consideration of challenges. Here is another attempt.
My wife recently suggested I read a post by award winning educator Nicholas Provenzano – I’ve failed and it is not alright. You can read the post yourself and draw your own conclusion, but my take goes something like this. A gifted and experienced teacher spent a great amount of time on a new strategy, but the attempt to repeat when making the same commitment was not possible failed to achieve the same results.
One possibility in the discrepancy I mention is that attempts to duplicate what others propose, particularly those who have high standing or good marketing, do not achieve the same success. This may happen because of poor instructional design or an under appreciation of the effort or skill required. Some research studies do achieve success in demonstrating the value of methods such as problem-based learning. However, general implementation does not show a similar benefit.
Somehow, communicating this combination of enthusiasm and outcomes seems an important goal.