Each of the professional articles just described offers ideas and recommendations that can stimulate reflection about teaching and learning. But they all suffer from a particular limitation: Although they often relate to teachers and classrooms, teachers' role in influencing in designing and interpreting a study is minimal. In the world of educational research, persons other than teachers typically professors, educational administrators, or other professional researchers tend to speak on behalf of teachers. All three of the articles described earlier in this chapter had this feature. Persons other than teachers chose the research topics.
The information that emerges from this arrangement often still relates to teaching and learning, and may contain useful insights for classroom work. But by definition, it is framed by people whose interests and fundamental commitments may not be identical with classroom teachers. As a result, the studies are somewhat more likely to attend to problems posed by academic disciplines or by educational administrators. Two of the studies which we described earlier the ones about moral development and about labels for disabilities showed this quality. Classroom teachers are concerned, of course, about both moral development and categorizing of students. But if teachers had designed the two projects themselves, they might have re-framed both of them to focus more explicitly on the challenges of classroom teaching. In studying moral beliefs, for example, teachers might have focused more squarely on how to foster moral beliefs in their students. In studying inclusive education, they might have focused more fully on the practical difficulties faced by teachers in assessing students' learning disabilities with validity.
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