Self-Concept Research: The Gap between Social Theory and Educational Practice

This inquiry focusses upon recent concerns with student self-concept as an illustration of the difficulties in relating social science research to educational policy and practice. Early research into self-concept is reviewed, and the subsequent impact upon schooling is traced. A more critical review of the research tradition and its recent development then reveals significant gaps in understanding between science and pedagogy. Current observations of the school system suggest that these gaps have in turn led to failures in reform practices. Finally, the worlds of the teacher and the scientist are contrasted, and the possibilities for better communication are explored.