10-second review: First, training in research needs to begin at the pre-service level—both producing and reading it. Second, researchers need to do a better job of explaining their research and its implications for instruction so that the majority of teachers can understand and discuss the findings and their implications.
Title: “Critical Research and the Future of Literacy Education.” Ernest Morrell. Journal of Adolescent and Adult Literacy (October 2009), 96-104. A publication of the International Reading Association (IRA).
Comment: I agree with both recommendations. The second—producing a reader-friendly version of the research—is especially important to the wide readership that is intimidated by the jargon of professional research. Beginning emphasis on research at the earliest possible level of teacher education should broaden the base of research and increase most educators’ knowledge of the technical language of research reports without being intimidated. RayS.