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Wisdom in Education

Keywords

research methods, reflective practice

Abstract

The authors explore the hypothesis generation, intervention formation and operationalization of PL 107-110, as a cautionary example of the social cost of failure to effectively integrate empirical research to professional practice. They suggest a reexamination of traditional dichotomous University identification as "Research versus Practitioner" and present a case for a stronger emphasis upon the integration of research and practice through applied experiential activity during the period of University education.

Author Statement

Dr Camille Mayers and Dr Donna Schnorr are both professors in the College of Education at California State University San Bernardino.

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