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Relevance as Rigor

June 1, 2015 | Media and Technology, Public Programs, Professional Development, Conferences, and Networks, Exhibitions, Informal/Formal Connections
Many research interventions may show initial positive results, but studies show that these results tend to fade when research structures and supports are removed from the local contexts. In this paper, Gutierrez and Penuel make the case for rethinking what is meant by “rigor” in educational research. To drive truly meaningful and sustainable educational improvement efforts, there is a need for jointly negotiated research that integrates the perspectives, ideas, work, practical considerations, and analysis of educational practitioners. The authors argue that standards for rigorous research should include a demonstration that practitioners across all levels of the system have been included in the design and implementation of the study.


  • BB 2015 leaves2
  • Citation

    Resource Type: Research Brief
    Discipline: Education and learning science
    Audience: Museum/ISE Professionals | Evaluators
    Environment Type: Media and Technology | Public Programs | Professional Development, Conferences, and Networks | Exhibitions | Informal/Formal Connections

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