Responding to Bulterman-Bos (2008), the author argues that the effort to make education research more relevant is counterproductive. Teachers and researchers have different orientations toward education that arise from different institutional settings, occupational constraints, daily work demands, and professional incentives. These are not…

Examines difficulties in turning educational practitioners into educational researchers as U.S. education schools, noting factors affecting the way that doctoral programs function at education schools based on differences between schools and universities and between the work roles of teachers and researchers. The transition is facilitated by…

Progressivism became the natural ideology of education professors in the twentieth century--shaping their language and the language of American education, even though it had little impact on the practice of teacher educators and researchers or on the practice of teachers in schools. And although this ideology represents an approach to issues of…