Abstract
The relationship between research and practice in K-12 is complicated and fraught. Research publications are unlikely to become more “user-friendly,” and teachers are unlikely to change their practice quickly or more willingly — nor should they. Recognize that reality, Isobel Stevenson and Richard Lemons explain that schools need to engage educators in improving practice in ways that incorporate research evidence but also value educators as creators of knowledge. One way of achieving that is improvement routines — a method for embedding repetitive examination and reflection into the business of schools and districts. Using instructional rounds as an example, the authors explain how to develop routines that have potential to improve practice and discuss some of the pitfalls to avoid when incorporating these routines.
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