La recherche en éducation
Rosenshine, B. (2001). Book review of The Academic Achievement Challenge: What Really Works in the Classroom? Journal of Education for Students Placed at Risk, (6) 3, 309-311.
Chall concludes this book with two recommendations for improving the academic achievement of our students: (1) a greater emphasis on a teacher-centered approach to instruction (2) a greater awareness of scientific results in the education community. One problem, of course, is that in the past, scientific results have been rejected by those who put ideology before data. Thus, we note that after 50 years of extensive, heavily funded research, there is still no common consensus regarding best teaching practice, no common body of knowledge about instruction, and no common standards of practice. This problem is not due to a lack of research or of consistent, replicated findings.
As Chall noted,“the problem, in beginning reading, is not the research. The results of the research on beginning reading have been the same since the 1920s. The problem is getting people to accept the results of this research.”