Educational research and the problems of practice

In this paper we use the lens of an emerging research method in education called “design research” to address questions raised by Sugrue and Uí Thuama (1994) about the lack of strong linkages between research and classroom practice in Irish education. We provide context for this question by contrasting it with similar discussions in the US and UK about research quality in education. Next we elaborate a framework from one member of the design research community in educational research (Bannan‐Ritland, 2003) to show why some varieties of educational research may have little to offer practice at least directly and in the short term. Finally, we offer insight from Lesson Study in Japan (Lewis, 2002) as one possible solution to the problem of research and practice alignment.