The Gulf Between Educational Research and Policy: The Example of Direct Instruction and Whole Language

Abstract

The failure of the school system to effectively provide for the basic skill development of each its pupils is of concern to both the general and research communities. It is especially salient for those inclined towards empiricism as there are behavioural approaches to teaching, with excellent research support, which could make a major contribution to the prevention and alleviation of this distressing problem. Unfortunately, the evidence for the effectiveness of such programs is largely ignored by educational decision makers. One example of this group of behaviourally based models is known asdirect instruction. It is contrasted with the currently popular approach to teaching calledwhole language, one with little empirical support and major theoretical weaknesses. The broader issue, examined within the context of this educational problem area, concerns researchers' responsibility for the dissemination and application of their work within the community.

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