Search results for: Reviews of the literature
Page 6/11 108 items
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
The authors examined the role of student interaction in an online environment and implications for course development and online instruction. The authors describe interaction in three ways: in relation to content; in relation to the instructor; and in relation to other learners. The body of research points to student interaction as an essential component of online learning, and the increase in the level of interactivity directly correlates with a higher the level of student satisfaction and performance.
Updated: Jun. 25, 2013
The authors examined empirical studies from 2005 to 2010 that addressed the effect of mentoring programs on new teacher retention. The authors identified 14 studies that met their criteria to be included in this literature review. The authors conclude that they propose an understanding of the complex and non-linear nature of both mentoring and teacher retention.
Updated: Apr. 23, 2013
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings
The authors present a targeted critical review of research focused specifically on the nature of professional development programs purported to emphasize inquiry. The review analyzes the features of each program and critiques the reported outcomes of each study. The findings suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers.
Updated: Mar. 24, 2013
Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications
The current literature review looks at the way in which the researcher–practitioner relationship is described in research publications.
Updated: Feb. 27, 2013
This study explores what is advocated and disseminated as reflection about teaching to teachers in professional development journals. The authors conducted a discourse analysis of 122 articles that dealt with teacher reflection. These texts were published in two popular educational journals in Spain: Notes on Pedagogy and Educational Innovation Journal. The authors found four biases in what is conveyed to teachers about reflection.
Updated: Oct. 31, 2012
Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education: A Review of Current Methods and Instruments
This review of literature examines the methods and instruments designed to assess the technological pedagogical content knowledge (TPACK) of preservice teachers. The author concludes that through research which employs multiple methods for assessing TPACK, it will be possible to begin to differentiate between models of introducing technology integration in teacher preparation programs.
Updated: Oct. 24, 2012
Language of Learning and Teaching in Schools: An Issue for Research in Mathematics Teacher Education?
In this article, the author presents an analysis of the literature on multilingual teacher education in Africa. Specifically, the author looks at what it is that governments in interested countries are doing in teacher education programs in response to the introduction of local languages in schools.
Updated: Oct. 16, 2012
The purpose of this article is to offer a conceptual analysis of empirical research on teachers’ education and outcomes that is linked to the political controversies and policy debates that shape it. The review reveals that there are six distinguishable genres that examine connections between teachers’ education and posteducation outcomes: teacher certification and its correlates, teachers’ educational backgrounds and the teacher workforce, entry pathways into teaching and their consequences, teacher preparation programs and their graduates, teacher preparation and learning to teach in the early career years, and teachers’ life experiences and beliefs/practices.
Updated: May. 28, 2012
Science Teacher Learning Progressions: A Review of Science Teachers’ Pedagogical Content Knowledge Development
This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.
Updated: Apr. 24, 2012