Back to the Future: Contrasting Scientific Styles in Understanding Reading

被引：0

作者：

Connor, Carol McDonald ^{[1
,9
]}

Schatschneider, Christopher ^{[9
]}

Morrison, Frederick J. ^{[3
]}

Ponitz, Claire Cameron ^{[4
]}

Piasta, Shayne B. ^{[1
]}

Fishman, Barry J. ^{[5
,6
]}

Crowe, Elizabeth Coyne ^{[2
,7
,8
,9
]}

Glasney, Stephanie ^{[9
]}

Underwood, Phyllis S.

机构：

[1] Florida State Univ, Inst Sci Educ, Tallahassee, FL 32310 USA

[2] Florida Ctr Reading Res, Inst Sci Educ, Tallahassee, FL 32310 USA

[3] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA

[4] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22903 USA

[5] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA

[6] Univ Michigan, Sch Informat, Ann Arbor, MI 48109 USA

[7] Florida State Univ, Panama City, FL 32405 USA

[8] Florida Ctr Reading Res, Panama City, FL 32405 USA

[9] Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32310 USA

来源：

EDUCATIONAL RESEARCHER | 2009年 / 38卷 / 07期

关键词：

classroom research; reading; research methodology;

D O I：

10.3102/0013189X09348971

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich's 2003 framework, and call for consilience and the understanding that multiple perspectives and methods are needed to solve the important and perplexing problems that students and teachers will face in the 21st century.

引用

页码：537 / 540

页数：4

共 27 条

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