That's why the clinical model breaks down. Some scholars contend that education research can boast plenty of solid, useful findings about learning and reform. The problem is not that the research isn't good, they say, but that it doesn't find its way into the classroom. There is such a chasm that separates research from the field. My colleagues don't have a clue what's being done in the research field.
Teachers never get the benefit of research to pass on to their kids.
At the nexus of most of those complaints lies the sprawling network of U.S. professional schools that train teachers. Those institutions and departments, of which there are more than 1,700, are responsible for cultivating many of the nation's education researchers as well as for training most of the public-school educators for whom research is intended. Officials at education schools readily acknowledge that they do a poor job of training educators to distinguish good research from bad, and also of training their scholars to make their findings accessible to practitioners. They need to speak both to their colleagues and the public. But that language barrier may be less daunting than disharmony over basic principles.