The Difficulties of Educational Researchers

Citation
Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 13–22.

Annotation

The article is part of a larger project in which Labaree (2003) reviews the American Educational system. This particular article explores the availability of educational researchers and the issues that they have seen in the recruitment and training of educational researchers. Labaree (2003) goes particularly into the dilemma of recruits that were teachers at one point and the struggle they seem to have when transitioning from the role of teacher to educational researcher. Also discussed are the difficulties of consistency and rigor in the field as the research is what is considered “soft'“ and “applied” so the application of theories in a broader sense are difficult to come by.

One strength of Labaree’s article is the clarity with which he synthesizes the historical and institutional context of education research, situating current dilemmas within long-standing legitimacy struggles. The difficulties related to cultural transitions from K-12 schools to what university education provide is an observation that stands out. From what I can gather, the only topic not talked about was the difference in teaching methods and circumstances surrounding pedogogy and androgogy which requires the educator to take on a different approach given the needs of the student in those difference phases of life. The article talked quite a bit about the need for educational research to be taken more seriously and supported by dominant societal groups to achieve that status.

This part of Labaree’s project was insightful and helps bring innovation to the learning and development in organizations. Similar to the teachers referenced in Labaree’s review, employees at all levels of education are shifting from their primary responsibility being absorbing information for several hours a day to completing tasks that many times has very little to do with the knowledge gained. Teachers shift from the model of implementing institutionism as provided by their employer, the K-12 schools, to researching how those methods may need to be revised and developing better ways to achieve the goal of learning. No tot mention the shift from pedogogy as the primary practice used to androgogy, which some learners in the workforce may not be emotional or mentally ready to transition to either.

Similar to what Labaree (2003) has uncovered, there are so many variables affecting educaitonal research to be measured that finding the right combination that delivers workable results is certainly a challenge.