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Showing 1 to 15 of 73 results Save | Export
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Killion, Joellen – Learning Professional, 2017
Joellen Killion is senior advisor to Learning Forward. In each issue of "The Learning Professional", Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. In this Issue Mary Kennedy conducts a review and analysis of the research on…
Descriptors: Faculty Development, Educational Research, Elementary Secondary Education, Core Curriculum
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Johnson, R. Burke; Stefurak, Tres – High Ability Studies, 2012
In "Towards a systemic theory of gifted education", Ziegler and Phillipson offer a useful critique of current research and the current paradigm in gifted education. They provide an interesting and useful merging of systems theory with their actiotope model, and using this paradigm they suggest many fruitful areas for future research. However, the…
Descriptors: Gifted, Models, Systems Approach, Theory Practice Relationship
Zaugg, Holt; Amado, Mayavel; Small, Tyler R.; West, Richard E. – Educational Technology, 2011
This article examines 10 years (2001-2010) of journal articles from "Educational Technology Research and Development" (ETR&D) to determine trends in article topics, key contributing authors, citation patterns, and methodological trends. The analysis identified several unique characteristics of this journal over the past decade, including a balance…
Descriptors: Research and Development, Periodicals, Journal Articles, Educational Technology
Woollard, John – Routledge, Taylor & Francis Group, 2011
"Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory…
Descriptors: Electronic Learning, Blended Learning, Social Justice, Constructivism (Learning)
Goos, Merrilyn; Geiger, Vince; Bennison, Anne; Dole, Shelley; Forgasz, Helen – Mathematics Education Research Group of Australasia, 2017
While measures of research quality are widely accepted in the education research community, there may be less agreement on what constitutes evidence of impact and on where to look for it. The aims of this symposium are to consider some key issues in undertaking the Australian government's national assessment of research engagement and impact, and…
Descriptors: Educational Research, Research Methodology, Mathematics Education, Interdisciplinary Approach
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Ravitch, Sharon M. – Penn GSE Perspectives on Urban Education, 2014
Within the ever-developing, intersecting, and overlapping contexts of globalization, top-down policy, mandates, and standardization of public and higher education, many conceptualize and position practitioner research as a powerful stance and a tool of social, communal, and educational transformation, a set of methodological processes that…
Descriptors: Inquiry, Global Approach, Teacher Researchers, Educational Research
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Dimmock, Clive – Professional Development in Education, 2016
This paper argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. There is a need to conceptualise a comprehensive conceptual…
Descriptors: Communities of Practice, Theory Practice Relationship, Guidelines, Reflective Teaching
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Oversby, John; McGregor, Deb; Woodhouse, Fiona – Education in Science, 2013
Well-designed and thoughtful approaches to practitioner research can bring about very positive impacts to improve teaching and learning in science classrooms. Readers of highly-rated research also need to appreciate and understand research design, literature critique, appropriate data collection, methods of analysis, theoretical frameworks,…
Descriptors: Educational Research, Classrooms, Educational Change, Professional Development
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Ye, Lan – Frontiers of Education in China, 2009
Initiated in September 1994, "New Basic Education" first underwent a five-year Exploratory Research phase from September 1994 to May 1999, which was followed by a second five-year Developmental Research phase from September 1999 to May 2004. Thus during the past ten years, "New Basic Education" has undergone a complete research…
Descriptors: Educational Research, Educational Theories, Compulsory Education, Research Methodology
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Salmon, Diane; Gardiner, Wendy – Action in Teacher Education, 2016
The faculty research residency (FRR) model was launched in 2010, with the goal of transforming coursework to improve the preparation of teachers for high-need schools. The FRR model leveraged school-university partnerships and situated university faculty in high-need schools to conduct research related to the university courses they taught. This…
Descriptors: College Faculty, Teacher Education, Communities of Practice, Models
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Hardy, Ian J. – Educational Theory, 2012
In this essay, Ian Hardy argues that a research process involving generalizing from professional educational practice can and should inform the work of educators, including academic researchers, policymakers, and practitioners, but that these generalizations need to be derived from, and in dialogue with, the complexity and specificity of actual…
Descriptors: Evidence, Teaching Methods, Foreign Countries, Faculty Development
Daniels, Harry, Ed.; Lauder, Hugh, Ed.; Porter, Jill, Ed. – Routledge, Taylor & Francis Group, 2011
"Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…
Descriptors: Educational Theories, Brain, Social Environment, Educational Policy
Clark, Ian – Canadian Journal of Education, 2012
Formative assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. If the potential of formative assessment is to be realized, it must transform from a collection of abstract theories and research methodologies and…
Descriptors: Formative Evaluation, Student Evaluation, Lifelong Learning, Theory Practice Relationship
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Lopez-Pastor, Victor M.; Monjas, Roberto; Manrique, Juan Carlos – Educational Action Research, 2011
This paper presents the experience of a group of teachers who have developed action research (AR) dynamics for 15 years aimed at their professional development and teaching practice improvement. The focus is first on the importance of AR, collaborative dynamics and theory and practice relationships for in-service teacher training. It also shows…
Descriptors: Action Research, Professional Development, Teaching Methods, Educational Practices
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Rimm-Kaufman, Sara E.; Hamre, Bridget K. – Teachers College Record, 2010
Background: Theory, methods, and knowledge gained from years of study in psychological science and human development apply to the understanding and improvement of teacher quality and, ultimately, student achievement and social and emotional outcomes. With these applications, educational research has stronger potential to make more effective and…
Descriptors: Adult Development, Teacher Effectiveness, Teacher Improvement, Academic Achievement
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