Local Knowledge, Research Knowledge, and Educational Change: A Case Study of Early Spanish Reading Improvement

Claude N. Goldenberg · Ronald G. Gallimore

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Educational Assessment and Improvement Teacher Education and Leadership Studies Multilingual Education and Policy

Abstract

Reforming schools depends on the interplay between research and local knowledge. This article uses examples from a multiyear project to improve reading achievement of Spanish-speaking children. Achieving changes was partially dependent on local action and understanding of the local school culture. It could not be done exclusively through reference to research knowledge, no matter how compellingly documented in the national literature.

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