Blijvende impact | Amsterdam University Press Journals Online
2004
Volume 41, Issue 1
  • ISSN: 1573-9775
  • E-ISSN: 2352-1236

Abstract

Abstract

Lessons gleaned from educational research become sustainable only if incorporated into standard practice, institutionalized by being integrated into pedagogical approaches and teacher preparation, and recognized as the default way of doing things. The rarity with which research findings have had this sort of consequence in the field of education constitutes a major challenge to the field. One approach to bridging this research-practice gap is the mechanism of research-practice partnerships (RPPs), designed to ensure optimal relevance of research to problems of practice. This paper describes SERP (Strategic Education Research Partnership), one of the earliest-established RPPs in the U.S. and, more specifically, Word Generation, a program that addresses the literacy needs of middle school students. This example demonstrates the affordances of the RPP-model.

Loading

Article metrics loading...

/content/journals/10.5117/TVT2019.1.020.SNOW
2019-04-01
2024-03-19
Loading full text...

Full text loading...

/deliver/fulltext/15739775/41/1/20_TVT2019.1_SNOW.html?itemId=/content/journals/10.5117/TVT2019.1.020.SNOW&mimeType=html&fmt=ahah

References

  1. Donovan, M. S., Snow, C.E., & Daro, P.(2013). The SERP approach to problem-solving research, development, and implementation. National Society for the Study of Education Yearbook, 112(2). 400-425.
    [Google Scholar]
  2. Donovan, M.S., Wigdor, S., & Snow, C.E. (Eds). (2003). Strategic Education Research Partnership. National Research Council, Washington DC: National Academies Press.
    [Google Scholar]
  3. Hwang, J. K., Lawrence, J., Mo, E., & Snow, C.(2015). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314-332.
    [Google Scholar]
  4. Jones, S. M., LaRusso, M., Kim, J., Kim, H Y, Selman, R., Uccelli, P., Barnes, S., Donovan, S., & Snow, C. (in press). Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high poverty schools. Journal of Research in Educational Effectiveness.
    [Google Scholar]
  5. Koretz, D.(2008). Measuring Up: What Educational Testing Really Tells Us. Cambridge, MA: Harvard University Press.
    [Google Scholar]
  6. Koretz, D.(2017). The Testing Charade: Pretending to Make Schools Better. Chicago, IL: University of Chicago Press.
    [Google Scholar]
  7. LaRusso, M., Kim, H.Y., Selman, R., Uccelli, P., Dawson, T., Jones, S., Donovan, S., & Snow, C.(2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research in Educational Effectiveness, 9, 201-222.
    [Google Scholar]
  8. Lawrence, J., Capotosto, L., Branum-Martin, L., White, C., & Snow, C.(2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15, 437-451.
    [Google Scholar]
  9. Lawrence, J., Crosson, A., Paré-Blagoev, J., & Snow, C.(2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 2(1), 1-37.
    [Google Scholar]
  10. Lawrence, J., Rolland, R., Branum-Martin, L., & Snow, C.(2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and underlying growth trajectories. Journal of Education for Students Placed at Risk (JESPAR), 19, 76-97.
    [Google Scholar]
  11. Snow, C. E., & Lawrence, J. F.(2011). Word Generation in Boston Public Schools: Natural history of a literacy intervention. Volume III, Senior Urban Education Research Fellowship Series. Washington, DC: Council of Great City Schools.
    [Google Scholar]
  12. Snow, C., Lawrence, J., & White, C.(2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2, 325-344.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.5117/TVT2019.1.020.SNOW
Loading
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error