But some of the best answers actually might come from basic research, especially cognitive neuroscience, which is concerned with how the brain functions and learns. The delayed results inherent in educational research make it difficult, if not impossible, to provide practitioners with the immediate solutions they desire. There are no virtual-reality students or laboratory rats on which to test theories. Everyone agrees educational research is very difficult precisely because of these challenges. Nonresearchers often find this work to be more understandable and useful.
Practitioners become researchers.
For their part, some practitioners are beginning to do their own research. Many schools are employing action research, in which teachers and administrators study problems arising in their practice. Unlike conventional research, action research is directly aimed at immediately improving practice, rather than making broad, abstract generalizations. Meanwhile, school-university partnerships are creating opportunities for teachers to collaborate with researchers. For example, professional development schools offer fertile environments for teachers and researchers to work side by side on meaningful problems.