Harvard Educational Review
  1. Fall 2004 Issue »

    Relating Classroom Teaching to Student Learning

    A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap

    Graham Nuthall
    In this article, Graham Nuthall critiques four major types of research on teaching effectiveness: studies of best teachers, correlational and experimental studies of teaching-learning relationships, design studies, and teacher action and narrative research. He gathers evidence about the kind of research that is most likely to bridge the teaching-research gap, arguing that such research must provide continuous, detailed data on the experience of individual students, in-depth analyses of the changes that take place in the students’ knowledge, beliefs, and skills, and ways of identifying the real-time interactive relationships between these two different kinds of data. Based on his exploration of the literature and his research on teaching effectiveness, Nuthall proposes an explanatory theory for research on teaching that can be directly and transparently linked to classroom realities. (pp. 273–306)

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    Fall 2004 Issue

    Abstracts

    Drawing on Education
    Using Drawings to Document Schooling and Support Change
    Walt Haney, Michael Russell, and Damian Bebell
    Relating Classroom Teaching to Student Learning
    A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap
    Graham Nuthall
    The Assessment of Complex Performance
    A Socially Situated Interpretive Act
    Suellen Butler Shay
    Voices Inside Schools - Newjack: Teaching in a Failing Middle School
    Peter Sipe
    Editor's Review of The Human Rights Handbook: A Global Perspective for Education by Liam Gearon
    Jennifer DeForest

    Book Notes

    Rethinking Globalization
    Edited by Bill Bigelow and Bob Peterson

    The Sign of the Burger
    By Joe L. Kincheloe

    Pinstripes and Pearls
    By Judith Richards Hope

    Letters to a Young Activist
    by Todd Gitlin

    Where Girls Come First
    By Ilana DeBare

    Teacher Research for Better Schools
    By Marian M. Mohr, Courtney Rogers, Betsy Sanford, Mary Ann Nocerino, Marion MacLean, and Sheila Clawson