Relevance to Practice as a Criterion for Rigor

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Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, background): “…at s w ith ou t w rit te n pe rm is si on fr om N C TM . fails to mobilize teachers’ knowledge, leadership, and motivation (Coburn & Stein, 2010; Gutiérrez & Penuel, 2014), yet professional learning led by teachers may fail to access important knowledge needed to improve instruction and, in…”
Formative Interventions for Expansive Learning and Transformative Agency (2016, background): “Intervention research in the social sciences faces a persistent tension between practical relevance and rigorous analysis (Argyris, 1980; Flyvbjerg, 2001; Gutiérrez & Penuel, 2014).”
Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship (2018, background): “For example, conventionalmeasures of impact and logics of intervention often privilege dominant forms of content and ways of knowing (Gutieŕrez & Penuel, 2014).”