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Oct 20, 2021 · Three journals alone (Computers and Education, Science Education, and the American Educational Research Journal) accounted for half of the 210 articles evaluated in our in-depth analysis. Seven journals had six or fewer grounded theory articles and the journal Metacognition and Learning did not publish a grounded theory study between 2000 and 2017 that met our criteria.
- Laura M. Stough, Sungyoon Lee
- 2021
Dec 2, 2015 · A concrete recent attempt to bridge the gap between research and practice can be found in TLRP's 10 Principles for Effective Pedagogy (James and Pollard, 2012a), 1 which were formulated on the basis of research 2 conducted in the UK's Teaching and Learning Research Programme, ‘the largest programme of educational research on teaching and learning that the UK has ever seen’ (James and ...
- Gert Biesta
- 2015
administration first turned into a well-known subject in instruction amid the1970's and 1980's (Shawer, 2010). Stoughton (2007) characterized classroom administration as one of the things that an instructor does to compose understudies, space, time and materials so that direction in substance and understudy learning can occur. Meanings of classroom
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Mar 1, 2016 · The Committee’s recommendations were informed by the professional standard setting initiatives described earlier and by seminal research compilations, such as the several Handbooks of Research on Teaching, sponsored by the American Educational Research Association, and the Handbooks of Research on Teacher Education, sponsored by the Association of Teacher Educators. These compilations helped ...
- Linda Darling-Hammond
- 2016
Jun 5, 2012 · The emotions are not “a state within a state.”. They cannot be understood outside the dynamic of human life. It is within this context that the emotional processes acquire their meaning and sense. (Vygotsky, 1987, p. 333) That teaching is emotionally charged work is hardly news to those who face its rigors and rewards on a daily basis. At ...
Jun 20, 2017 · Carol Campbell. The term ‘evidence-informed practice’ (EIP) attracts much attention, with many arguing that evidence-informed schools and colleges are an essential feature of effective education systems (see, for example, Mincu 2014; and Greany 2015). This focus on EIP is not new (see Weiss 1979; and Hargreaves 1996).
Abstract. The concept of school based curriculum development has been central to my professional concerns and ways of thinking about educational change since the late 1950’s. It had two main tributaries: my early experience and dialogue with colleagues as a secondary school teacher in London; and the interest I took as a graduate student in ...
