The National Science Board endorses research that can generalize to a diversity of classrooms, student populations, and school districts. An experimental program of research is particularly needed on how information and computer technologies influence the processes of teaching and learning of science and mathematics by children of various ages and in different classroom settings. Harnessing the creativity and power of innovative tools and pedagogy should be a priority. Research on what works should thus inform those seeking a change in practice and learning outcomes. The dissemination and adaptation of research results, however, pose other problems.
Research simply remains outside the purview of most classroom teachers.
Technical assistance by those who understand classroom settings and have the confidence of teachers is essential. In short, getting the word out only begins a process of using knowledge to inform ongoing teacher preparation and education practice. Above all, we should remain mindful that schools reflect society far more than they shape it, and that test scores tell us much more about what schools are facing than how they re failing. Surely, we must challenge teachers and administrators to do their utmost, but not to work miracles. And not by themselves.