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Elephant Tale


by Ernst Z. Rothkopf — January 04, 2011

If proven findings from learning research were extensively and energetically applied in classrooms, the success of American schools would be measurably improved, but practically all of the ideas from the cognitive laboratory make increased demands on teachers. The prevailing micro-economy in the classroom is a serious obstacle to the adoption of research-proven practices because it does not provide needed support (and incentives) for teachers. The current loud pursuit of GRAND magical remedies for our educational problems, while neglecting the use of effective, research-proven ideas, is nothing short of a hypocritical cloak for a grubby parsimony that refuses to support lesson-level, tactical instructional ideas.


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Cite This Article as: Teachers College Record, Date Published: January 04, 2011
http://www.tcrecord.org ID Number: 16271, Date Accessed: 11/28/2014 3:24:08 AM

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About the Author
  • Ernst Z. Rothkopf
    Teachers College, Columbia University
    E-mail Author
    ERNST Z. ROTHKOPF is the Cleveland E. Dodge Professor of Telecommunications and Education, Emeritus, at Teachers College, Columbia University. His major research interests are in human learning, cognition, instructional technology, and instructive communications. His most recent research has been on interaction between analytic processes and episodic memory in problem solving and decision making (with M. L. Dashen and K. Teft, “Aggregation in Memory of Episodic Influences on Rule-Guided Decisions,” Journal of Experimental Psychology: Learning, Memory, & Cognition, 2002); Aspirations of Learning Science and the Practical Logic of Instructional Enterprises, Educational Psychology Review, 2008 (in press); and economic models of pedagogy (“Cost of Asynchronous Distance Ventures,” Economics of Education Review, 2003).
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