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July 14, 2014 at 6:06 PM

Guest: Getting students to talk out ideas works in science, too

Jessica Thompson

Jessica Thompson

As educational researchers at the University of Washington, myself and many other colleagues in the College of Education are excited to re-define the role of research in improving systems of K-12 instruction. We have built partnerships with schools and believe that improvement comes from working in classrooms, elbow-to-elbow with students, teachers, coaches, principals and district leadership.

Along with successful efforts in improving math instruction at Lakeridge Elementary, UW researchers have also seen impressive results from a similar approach in science education.

These collaborations mean that we think differently about our role as professors at a university and about the purposes of data in educational reform. We see our new role as sharing research about how students and teachers learn best, building teacher development models that support learning, and generating evidence that can be used for continuous improvement. At Lakeridge, for example, researcher Elham Kazemi and the school’s teachers, coaches and leaders work in teams to collect and analyze data about how students are learning.

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Comments | More in Guest opinion, Math and science, Opinion | Topics: Jessica Thompson, Lakeridge, science instruction