Search results for: Reviews of the literature
Page 5/11 107 items
This work presents an integrative review on school climate research. The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process.
Updated: May. 25, 2014
Are We Asking the Right Questions?: A Conceptual Review of the Educational Development Literature in Higher Education
This is a conceptual review of the literature variously referred to as faculty development, educational development, instructional development, and academic development in higher education. The authors used different questions that queried the nature of educational development practice and the thinking underlying practice. This six-cluster framework provides a new way of thinking about the design of practice and a more meaningful basis for investigating the effectiveness of educational development practice.
Updated: May. 25, 2014
In this evaluation, quality indicators were used to determine whether video analysis is an evidence-based practice for developing special education pre-service and in-service teachers. Significant findings supported video analysis across all seven studies, and the overall quality of the published research suggests video analysis is a promising practice.
Updated: Apr. 13, 2014
A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
The authors reviewed the research on professional development (PD) for inclusive education between 2000 and 2009. They found that most PD research for inclusive education utilized a unitary approach toward difference and exclusion and that teacher learning for inclusive education is undertheorized. They recommend using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education.
Updated: Apr. 08, 2014
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
In this article, the authors are interested to determine what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. The present article reviews empirical articles published over the past two decades. In addition, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.
Updated: Apr. 08, 2014
This article presents a literature review of peer-reviewed articles and dissertations that contribute to the theory and research of group mentoring. In this literature review, the author summarized the distinct perspectives that have been theorized and researched. He also reviewed several typologies including peer mentoring, one-to-many mentoring, and many-to-one mentoring, and many-to-many mentoring that have been identified in the research. Finally, he identified significant gaps that exist in the study of group mentoring.
Updated: Mar. 11, 2014
This article reviews the literature on adaptive expertise. The article proposes a conceptual framework, and presents implications for special educator preparation to promote cognitive and metacognitve skills and adaptive dispositions that are critical to professional growth and effectiveness.
Updated: Feb. 19, 2014
This article presents literature review that describes a systematic analysis of 113 empirical studies conducted between 1996 and 2009. This review portrays a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils’ diversity. The review shows that the individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged.
Updated: Feb. 18, 2014
The current review of literature examines efforts in higher education to address family engagement and the impact of various pedagogical approaches on preservice teachers. The findings reveal a narrow sample of empirically based research.However, these studies offer insights regarding pedagogical approaches that increase teachers’ confidence and self-awareness, improve educators’ knowledge of diverse families, and enhance teachers’ ability to use knowledge about families and communities to improve instruction.
Updated: Dec. 22, 2013
In this article, the authors review the basic features of Design-based research (DBR). The authors describe the trends toward increasing its use, and highlight and analyze the most cited articles that focus on DBR in education. The authors conclude that DBR is being utilized increasingly in educational contexts and especially those in the United States. It seems to be especially attractive for use in K–12 contexts and with technological interventions. The increasing number of studies reported suggests that researchers and graduate students are finding ways to meet the time demands of multiple iteration studies.
Updated: Aug. 26, 2013