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Back to the Future: Contrasting Scientific Styles in Understanding Reading

Carol McDonald Connor, Christopher Schatschneider, Frederick J. Morrison, Claire Cameron Ponitz, Shayne B. Piasta, Barry J. Fishman, Elizabeth Coyne Crowe, Stephanie Glasney and Phyllis S. Underwood
Educational Researcher
Vol. 38, No. 7 (Oct., 2009), pp. 537-540
Stable URL: http://www.jstor.org/stable/25592158
Page Count: 4
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Back to the Future: Contrasting Scientific Styles in Understanding Reading
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Abstract

In this rejoinder to Willis, Smagorinsky, and Douglas (this issue of Educational Researcher), the authors discuss how many of the points raised by Willis and Smagorinsky regarding their original article, which appeared in the March 2009 issue of Educational Researcher, are concerned less with the methods themselves than with different styles of science. The authors of this rejoinder examine their differing styles of science, using Stanovich's 2003 framework, and call for consilience and the understanding that multiple perspectives and methods are needed to solve the important and perplexing problems that students and teachers will face in the 21st century.

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