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ERIC Number: ED429132
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 106
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Recommendations regarding Research Priorities: An Advisory Report.
National Academy of Education, Washington, DC.; National Educational Research Policy and Priorities Board (ED/OERI), Washington, DC.
A study was conducted for the Office of Educational Research and Improvement directed toward research priorities that would further progress toward high achievement for all students. The study focused on three topics, each addressed by a panel: (1) strengthening the capacity of research for contributing to educational improvement; (2) critical transitions in learning and development; and (3) teaching, teachers' professional development, and professional communities of teachers. A general theme of the findings and recommendations is that progress toward high achievement for all students has been impeded by the belief that research, students' learning, and teachers' learning can be studied in isolation from important matters of context. Research should be assumed to be part of collaborative activities that should be conceived as problem-solving research and development. Students' learning that involves acquiring information and skills should be understood in relation to students' understanding of general principles, and students' learning in school should be understood in relation to students' activities and identities outside of school. Particular attention is given to the needs of low-income students. Teachers' professional development must be understood as constantly studying, experimenting, and reflecting on the management of complex practices and professional careers. (Contains 2 figures and 113 endnotes.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Academy of Education, Washington, DC.; National Educational Research Policy and Priorities Board (ED/OERI), Washington, DC.