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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