slideshare ppt on research

Monday, 4 March 2013


More than ever, educators are expected to make decisions that guarantee quality
instruction. As knowledge emerges, so do philosophies, opinions, and rhetoric about
definitions of instructional excellence. From policy makers to classroom teachers,
educators need ways to separate misinformation from genuine knowledge and to
distinguish scientific research from poorly supported claims.
Effective teachers use scientific thinking in their classrooms all the time. They assess
and evaluate student performance, develop Individual Education Plans, reflect on their
practice, and engage in action research. Teachers use experimental logic when they plan
for instruction: they evaluate their students’ previous knowledge, construct hypotheses
about the best methods for teaching, develop teaching plans based on those hypotheses,
observe the results, and base further instruction on the evidence collected.
In short, teachers use the concepts of rigorous research and evaluation in profoundly
practical ways.
Teachers can further strengthen their instruction and protect their students’ valuable
time in school by scientifically evaluating claims about teaching methods and recognizing
quality research when they see it. This booklet, distilled from the monograph Using
Research and Reason in Education: How Teachers Can Use Scientifically Based Research
to Make Curricular and Instructional Decisions, provides a brief introduction to
understanding and using scientifically based research.