The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 1 - Foundations


by Christopher M. Clark, Mark Girod, Ebony Roberts, Jaime Galindo, Patricia Aben, Sean Farmer & Lanetia Noble - 2003

OVERVIEW BY CHRISTOPHER M. CLARK AND MARK GIROD The opening two chapters of the Foundations section tell two different stories about the past, present, and prospects of the field. Floden takes a conservative stance, claiming that the core of research on teaching remains as it was 35 years ago: a scientific search for general, causal links between teaching and student learning. He acknowledges some methodological developments and topic shifts but his basic message is that nothing fundamental has changed, or should change, about the purpose of research on teaching since it was first named as a field with the publication of the first Handbook, edited by N.L. Gage, in 1963. In vivid contrast, the Hamilton and McWilliam chapter celebrates all that is new in society writ large, the social sciences, and in research on teaching in particular. Their critical story line moves from the instrumental explanation of best practice offered in the first edition of the Handbook of Research on Teaching, through the contentious paradigm wars... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 0-0
https://www.tcrecord.org ID Number: 11069, Date Accessed: 8/7/2020 8:47:05 PM

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