Scholarship Reconsidered

Introduction Most researchers at CSP and CSSI are strongly aware of the constraints on the resources that more than 7 billion people living on the earth today have. Water scarcity, gender bias, digital divide, unreasonable income, war, and lists are constantly emerging. Such a large problem is called "evil problem" or "social confusion" (Rittel & Webber, 1973; Ackoff, 1974) or "super evil problem". , Cashore, Bernstein & Auld, 2012); Different approaches are required for these approaches

These issues are the result of a nearly 10-year discussion on the scholarship that was published in 1990 and then re-evaluated with a scholarship (Glassick, Huber, Maeroff, 1997), the center of the Carnegie Education Scholarship program. Meanwhile, "educational scholarship" means not only that there is an academic element in education, but also a special kind of activity that can regard the separation from teacher participation and educational behavior as the scholarship itself To do. "For the events designated as scholarships," said Lee Shulman, president of the Carnegie Education Promotion Foundation. You can exchange it with members of other academic circles and use it. "

Another interesting new trend in World War I scholarship involves rethinking the traditional chronology of this age. The most common year represents the division of war into a neutral period of debate on the possibility of US involvement in warfare, then the active participation in the war years. The argument of war ended with the Senate refusing to ratify the Treaty of Versailles. However, the recent scholarship rejected this chronology. Julia F. Irwin and John Branden questioned the general view of 1914 - 1917 as a neutral period - meaning that if neutral it would not participate. (5) They believe that strong trade and financial ties between allies and American industries and bank elites account for only a small part of American citizens' currency, emotional and physical participation in war I believe.

It turns out that the adoption curve is the influence that the conversion of the concept of education research has on educational practice. Boyer's "review of scholarship" helps explain what is happening and how you can adopt it. With a traditional discovery scholarship, this research identifies new things. There is educational scholarship to study educational practice. Then, I have an application scholarship. And it turns the result of Discovery into something the teacher can use. Without an applied scholar, we can not expect research to affect education. Someone has to move on a good idea. Someone has to figure out what the practitioner wants and needs, and make it consistent with existing research insights. Hopefully, by applying for a scholarship you can inform researchers about unresolved unresolved research subjects and issues.