Search results for: Educational research
Page 1/13 129 items
This paper explores the interaction between educational research and practice in school systems, through a bi-dimensional framework. The author found that a synthesis of the main themes in the articles has led to a schema that can be useful in getting a more systemic view on school improvement processes based on educational research (ER).
Updated: Nov. 22, 2018
This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement. The authors conclude that action research has produced important changes in practice. However, it needs to continue to evolve and respond to the limitations identified in this review.
Updated: Oct. 07, 2018
This paper explains what clinical research is and why it is necessary. The author argues that the term ‘clinical’ refers to an academic way of solving practical problems. The author wonders whether clinical research contribute to knowledge for the teaching profession. She suggests that the (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. She concludes that clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship.
Updated: Aug. 15, 2018
This article examines the challenges and the promises of complexity theory as a framework for teacher education research. One purpose is to elaborate the basic tenets of complexity theory, summarize its previous uses, and identify key challenges. A second purpose is to propose a new research platform that combines complexity theory with critical realism (CT-CR) and prompts a new set of empirical questions and research methods. This article concludes that the combination of complexity theory and critical realism offers a unique platform for teacher education research, which has theoretical consistency, methodological integrity, and practical significance.
Updated: Nov. 08, 2016
In this article, the authors have explored the impact of Undergraduate Research Bursaries at Northampton (URB@N) on undergraduate students’ experience of conducting pedagogic research; of acquiring the skills of a nascent researcher; and of working with an academic research leader. The findings demonstrate the positive impact of the scheme for undergraduate learners. Students were able to reflect on their own learning and recognise the value obtained from their ‘hands-on’ experience of conducting pedagogic research in partnership with staff. Students articulated both tangible and intangible benefits from their learning and participation in the scheme. Alongside this, they showed strong allegiance to improving the student experience by wanting to share their findings and contribute to enhancing the learning and teaching environment for current and future learners.
Updated: Oct. 30, 2016
The purpose of this article is to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey, Schön, and Wertheimer. It is argued that reflection is a descriptive notion—not a prescriptive one—and that it refers to the thinking process engaged in giving coherence to an initially unclear situation.
Updated: Oct. 05, 2016
Conceptualising the Research–Practice–Professional Development Nexus: Mobilising Schools as ‘Research-Engaged’ Professional Learning Communities
This article 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. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders.
Updated: Sep. 28, 2016
This article aims to examine specific issues arising within the environmental building disciplines at a UK university. It also explores strategies for achieving optimal research-teaching links. The results reveal that research-teaching linkages within these disciplines were interrelated and dynamic, but could be controversial, evidenced in coexisting multifaceted conflicts and complementarities.
Updated: Mar. 28, 2016
This is the second of a two-part paper intended to offer teacher educators a cohesive overview of the field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The paper discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity. The authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each.
Updated: Dec. 28, 2015
This article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. The framework combines ideas from the sociology of knowledge and research as social practice. The article also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education.
Updated: Dec. 28, 2015