The relationship between educational research and teaching practice has typically been stormy. Researchers and teachers sometimes seem to be operating under different agendas. Researchers are often interested in theoretical and general questions, whereas teachers are generally interested in solving problems related to situations that arise in classes each day (Labaree 2003). The valued currency in the research community is work that develops and refines theory, whereas practical application is valued in the community of educational practice (Silver 2003). Given these contrasting objectives, the idea of linking research with practice can seem daunting. It has become imperative, however, for dialogue to occur between the two communities in light of legislation mandating research-based practices in schools (U.S. Department of Education 2002).
Randall Groth is interested in the development of students' and teachers' statistical thinking, reasoning, and literacy.