Relevance as Rigor

June 1st, 2015 | RESEARCH

Many research interventions may show initial positive results, but studies show that these results tend to fade when research structures and supports are removed from the local contexts. In this paper, Gutierrez and Penuel make the case for rethinking what is meant by “rigor” in educational research. To drive truly meaningful and sustainable educational improvement efforts, there is a need for jointly negotiated research that integrates the perspectives, ideas, work, practical considerations, and analysis of educational practitioners. The authors argue that standards for rigorous research should include a demonstration that practitioners across all levels of the system have been included in the design and implementation of the study.


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Bronwyn Bevan, Author, Exploratorium

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Audience: Evaluators | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Research Brief | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | Media and Technology | Professional Development | Conferences | Networks | Public Programs

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within are those of the authors and do not necessarily reflect the views of NSF.

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