Harvard Educational Review
  1. Fall 1999 Issue »

    The Mind Is Its Own Place

    The Influence of Sustained Interactivity with Practitioners on Educational Researchers

    Michael Huberman
    In this article, Michael Huberman explores the effect of sustained interactions with practitioners on educational researchers. He focuses his study on two specific cases: 1) an elementary-level mathematics project, known as the Cognitively Guided Instruction project at the University of Wisconsin–Madison, and 2) a set of intellectual biographies of math and science education researchers. Using a social-constructivist paradigm, he describes the conceptual and methodological shifts that some researchers undergo when they are confronted with the realities, constraints, and opportunities of practice. In addition to these shifts, Huberman also discusses how interacting with practitioners influences researchers’ view of teaching and of how research should be used. He discusses how the “micro-worlds” of research and practice interact, and through their interactions determine the flow of knowledge. It is the interaction between micro-worlds, rather than the actors alone, that is the crucial unit of analysis in this study. Huberman concludes by suggesting that sustained interactivity between practitioners and researchers may be beneficial to both parties. In particular, sustained interactivity may allow researchers to refine, even recast, their conceptual frameworks, their methodologies, their teaching, and their modes of exchange with various audiences.

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    Fall 1999 Issue

    Abstracts

    The Development of Professional Developers
    Learning to Assist Teachers in New Settings in New Ways
    Mary Kay Stein, Margaret Schwan Smith, Edward A. Silver
    Streets and Schools
    How Educators Can Help Chicano Marginalized Gang Youth
    James Diego Vigil
    The Mind Is Its Own Place
    The Influence of Sustained Interactivity with Practitioners on Educational Researchers
    Michael Huberman

    Book Notes

    Teacher with a Heart
    By Vito Perrone

    Political Correctness
    By Stanley Fish

    School Leadership
    By Kathleen Sernak

    The Students Are Watching
    By Theodore R. Sizer and Nancy Faust Sizer

    Black Power/White Power in Public Education
    By Ralph Edwards and Charles V. Willie

    Learning in the Field
    By Gretchen B. Rossman and Sharon F. Rallis

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