Back to the future: Contrasting scientific styles in understanding reading

Carol Mc Donald Connor, Christopher Schatschneider, Frederick J. Morrison, Claire Cameron Ponitz, Shayne B. Piasta, Barry J. Fishman, Elizabeth Coyne Crowe, Stephanie Glasney, Phyllis S. Underwood

    Research output: Contribution to journalArticlepeer-review

    Abstract

    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 con- silience and the understanding that multiple perspectives and meth- ods are needed to solve the important and perplexing problems that students and teachers will face in the 21st century.

    Original languageEnglish (US)
    Pages (from-to)537-540
    Number of pages4
    JournalEducational Researcher
    Volume38
    Issue number7
    DOIs
    StatePublished - Oct 1 2009

    Keywords

    • Classroom research
    • Reading
    • Research methodology

    ASJC Scopus subject areas

    • Education

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