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Zhao, Yong – Teachers College Press, 2018
Medical products are required to disclose both their intended outcomes and known side effects. Educational policy and practice, however, carries no such labels. Thus, teachers, school leaders, and the public are not told, for example, that "this program helps improve your students' reading scores, but it may make them hate reading…
Descriptors: Educational Policy, Educational Practices, Best Practices, Program Effectiveness
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Nutley, Sandra; Jung, Tobias; Walter, Isabel – Cambridge Journal of Education, 2008
Much of the discussion of research-informed practice in education has centred on two perspectives: the rational-linear and interactive perspectives on research use. This paper examines two initiatives aimed at delivering research-informed practice in schools that appear to represent these two perspectives, Peer-Assisted Learning Strategies and the…
Descriptors: Learning Strategies, Peer Teaching, Models, Educational Research
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Postholm, May Britt – Educational Action Research, 2009
This article focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council-funded project in a school that explored learning strategies for pupils' subject and social development. Action research is here called research and development (R&D) work as the term envisages that…
Descriptors: Research and Development, Action Research, Learning Strategies, Adult Education
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Duncan, Teresa Garcia; McKeachie, Wilbert J. – Educational Psychologist, 2005
The goal of this article is to discuss one of Paul Pintrich's more enduring legacies: the Motivated Strategies for Learning Questionnaire (MSLQ), an 81-item, self-report instrument consisting of 6 motivation subscales and 9 learning strategies scales. The MSLQ has proven to be a reliable and useful tool that can be adapted for a number of…
Descriptors: Individual Differences, Measures (Individuals), Learning Strategies, Learning Motivation
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Brown, Jonathan; Brown, Lisbeth – Volta Review, 1987
This introduction to meta-analysis uses examples of data reported for normal-hearing students, hearing-impaired students, and a comparison of the significance of the difference between the two. The analysis shows instruction in thinking strategies (metacognition) to be an appropriate classroom technique for improving learning with normal-hearing…
Descriptors: Elementary Secondary Education, Hearing Impairments, Learning Strategies, Meta Analysis
Biddulph, Fred – 1982
The first (exploratory) phase of the Learning in Science Project (Primary)--LISP(P)--focused on science teaching/learning in New Zealand primary schools. Project goals included the identification of major problems of classroom teaching and learning and the study of factors which promote or limit individual children's learning of science. This…
Descriptors: Concept Formation, Curriculum Development, Elementary Education, Elementary School Science
Osborne, Roger; And Others – 1982
The Learning in Science Project (Primary)--LISP(P)--was designed to investigate the teaching and learning of science in the primary school. This paper summarizes the work undertaken and the findings obtained during the first 9 months of the project. During the first 6 months, an exploratory phase, similar to the original Learning in Science…
Descriptors: Concept Formation, Curriculum Development, Educational Objectives, Elementary Education
Biddulph, Fred; And Others – 1984
Two booklets were developed by the Learning in Science Project (primary)--LISP(P)--to help teachers adopt an approach to science teaching which would enhance children's understanding of floating and sinking; the strategy enables teachers to reconceptualize their teaching task from activity-driven, didactic teaching to conceptual-change teaching.…
Descriptors: Concept Teaching, Curriculum Development, Elementary Education, Elementary School Science
Osborne, Roger – 1982
This paper proposes some possible areas of research and tentative theoretical guidelines for the Learning in Science Project (Primary)-- LISP(P). This new project, designed to investigate the teaching and learning of science in the primary school, arises from the work of the original Learning in Science Project (LISP). LISP(P) has two…
Descriptors: Concept Formation, Concept Teaching, Curriculum Development, Elementary Education
Biddulph, Fred – 1982
The first (exploratory) phase of the Learning in Science Project (Primary)--LISP(P)--focused on science teaching/learning in New Zealand primary schools. Previous information about science teaching/learning was obtained from interviews with children, teachers, principals, science advisers, teachers' college lecturers, and inspectors. To gain…
Descriptors: Comprehension, Concept Formation, Concept Teaching, Curriculum Development
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Moran, Aidan – Educational Psychology: An International Journal of Experimental Educational Psychology, 1991
Explores how research in learning styles can benefit from findings in cognitive psychology. Discusses difficulties of research on learning styles and two relevant findings in cognitive research: the influence of prior knowledge on learning and the potential value to learners of metacognitive awareness. Urges rigorous conceptual and empirical…
Descriptors: Cognitive Psychology, Cognitive Style, Evaluation Methods, Higher Education
Symington, David; And Others – 1982
The stand taken in the Learning in Science Project (Primary)--LISP(P)--is that primary school science should be centrally concerned with children's present interaction with their world rather than their future science education. Further, it has been decided that one of the LISP(P) foci should be on questions that children ask and how these…
Descriptors: Concept Formation, Curriculum Development, Elementary Education, Elementary School Science
Symington, David; Osborne, Roger – 1983
Science programs provided for primary school have not always been successful. A major reason suggested is that some programs place demands on teachers which many teachers find difficult to meet and which give rise to concerns which restrict their development as teachers of science. Based on the work of the the Learning in Science Project…
Descriptors: Concept Teaching, Curriculum Development, Elementary Education, Elementary School Science
Christensen, James E. – 1983
Among the conditions necessary for learning to occur within the educational process are those of intentionality and guidance. A learner must necessarily be allowed choice in entering into educational transactions. Autonomy on the part of the learner in the educational process is not an option, but a necessary condition for the proper functioning…
Descriptors: Academic Education, Curriculum Development, Decision Making, Educational Environment
Biddulph, Fred; McMinn, Bill – 1983
An alternative approach for teaching primary school science has been proposed by the Learning in Science Project (Primary--LISP(P). This study investigated the use of the approach during three series of lessons on the topic "metals." Each series followed the same general pattern: (1) an introductory session to stimulate children to ask…
Descriptors: Comprehension, Concept Formation, Curriculum Development, Elementary Education
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