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FROM THE DIRECTOR:
 Changing
of the Guard - Not the Mission
Karen Seashore Louis, Director, CAREI
This column is an introduction to you as Interim Director of
the Center for Applied Research & Educational Improvement (CAREI).
I assumed this position on June 15, when Geoff Maruyama, the previous
Director, became Vice Provost for Professional Studies. In
addition being Interim Director I am continuing my current responsibilities
as Associate Dean for Academic Affairs. While I'm new to this
position, I am not new to CAREI. I have been involved with
CAREI since I arrived at the University of Minnesota College of
Education in the summer of 1987 I was told by the Dean,
at that time Bill Gardner, that I should attend a planning meeting
for a research-to-practice institute because "its right up your
line." My interest in CAREI's mission stems from several decades
of research experience on how best to bridge worlds of research
and practice. Also, how schools can better organize to promote
improvement and student achievement. I have served as an informal
advisor since its CAREI's inception.
As Interim Director, my goal is to enhance the three-part mission
of CAREI
- conduct policy research to improve local and state educational
practice;
- bridge research and practice by supporting the College of
Education and Human Development in a variety of professional
development activities for practicing professionals; and
- directly respond to the need to translate research results
into useable materials and ideas.
In order to sharpen CAREI and the College's activities in these
areas, we will engage in a year-long reflection with staff, the
Center's Policy Board, and other constituent parties about how best
to lead the Center into our second decade.
One of the important activities of CAREI is:
- Matching the College faculty's research agendas with existing
concerns of practicing teachers and administrators, and
- Creating activities and publications where these mutual
interests are reflected.
The subject of this issue of the Research/Practice is
peer mediation. It is a wonderful example of the intersection
between the College faculty's research and concerns of practicing
teachers and administrators. The work of David and Roger Johnson,
professors, brothers and noted scholars, has focused on how to get
adults and students to work better in group settings. The
application of their peer mediation ideas has tremendous potential
for dealing with a problem that many parents and teachers identify
as central to their concerns about their children's school, discipline
and civil discourse.
In my work with teachers around the country I have found praise
for the peer mediation approach. No one solution can create
better climates in our schools, but this approach is effective and
at the same time, enhances a sense of responsibility for schools.
—Karen Seashore Louis
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