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

Published online by Cambridge University Press:  06 October 2014

Kerry Hempenstall
Kerry Hempenstall*
Affiliation:
Royal Melbourne Institute of Technology
*
Department of Psychology and Intellectual Disabilities, RMIT, Plenty Rd, Bundoora VIC 3083. Tel: 9468 2522. E-mail:, hempenstall@rmit.edu.au
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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 as direct instruction. It is contrasted with the currently popular approach to teaching called whole 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.

Type
Research Article
Information
Behaviour Change , Volume 13 , Issue 1 , March 1996 , pp. 33 - 46
Copyright
Copyright © The Author(s) 1996

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References

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