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= Assessment and Research: Do They Inform Our Teaching Practices? = Key Points to Consider:

-Why should we be cautious every time we accept a new teaching idea or innovation? From the articles I've read so far we could seriously go on and on and on about this issues. -What are the positive actions that are being taken by teachers and administrators with respect to the requirements of NCLB and assessment? - What are the reasons behind the stand for and against homework and what are your personal views regarding homework?
 *  Not all research is good research
 *  Not all teaching ideas or innovations are one size fits all...what works for one school or class may not work for another.
 *  When looking at educational research some "evidence" contradicts other "evidence"
 *  We don't want to make our schools into "test-preparation boot camps"
 *  straightjacket teachers
 *  Many "researchers" are too far removed from actual school settings.
 *  "Most school administrators and teachers are not sophisticated consumers of research."
 *  Most researchers aka academics are writing for other academics not for teachers or administrators.
 *  Some researchers have never even been in a school setting as a teacher or administrator or have been removed from it for a long time period. A
 * A lot of research is "hit and run"
 * As educators we get sucked in to "gurus"
 *  Districts and schools are creating plans to try and ensure that all students are proficient in reading and math.
 *  alignment of curriculum to standards
 *  Data driven instruction

- Why is understanding and using research important for teachers who plan for and instruct students?