What Does "Research-Based" Educational Practice Mean in Adolescent Literacy?

Irvin, Judith L.
January 2004
Middle School Journal;Jan2004, Vol. 35 Issue 3, p41
Academic Journal
The article describes the meaning of "research-based" educational practice in adolescent literacy. Educating young adolescents is a complex venture. Students come to a middle school class with experiences in school, in families, in communities, and as part of a society that shape their thinking and their feelings about themselves as learners. In addition, families, communities, and legislators all have an opinion about what teachers should or should not do. These opinions often differ, but the term "research-based" seems to accompany each argument. The demands of reading for middle grades students no longer consist of decoding simple stories and increasing vocabulary, but understanding complex narrative and expository text dense with sophisticated concepts. The authors of the "No Child Left Behind Act of 2001" concentrated on K-3 literacy and limited their review of research to "scientifically-based research" that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.


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