Search results for: Research and development
Page 1/2 11 items
This article considers the theme: how to take what we know from research and put it to effective policy and practice use. The author highlights her own model of change, which she refers to as the Model of Generative Change, and explains the stages or phases of generativity that can be experienced in the research lives of education researchers.
Updated: Oct. 22, 2013
This paper focuses on teachers’ learning in a research and development (R&D) work project. The purpose of this article is to show what teachers can learn and how they can learn during such a project. During the R&D work the teachers learn how reflections become part of the planning process for their next teaching sessions.
Updated: Oct. 29, 2012
The Collaborative Production of Meaningful Measure(ment)s: Preliminary Insights into a Work in Progress
This paper introduces a tri-national research and development project. The project aims to develop indicators for the cross-sectoral and interdisciplinary educational task ‘education for sustainable development’ (ESD). These indicators are meant to help monitor the implementation of ESD efforts in schools and institutions of higher education. The article focuses on how a variety of stakeholders are included in the process of developing a set of ESD indicators in the course of the project.
Updated: Mar. 12, 2012
In this article, the authors build a case for the importance of geometry and spatial thinking. The authors conclude that research-based models hold the potential to make a significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of their teachers.
Updated: Mar. 07, 2012
A Completed Research and Development Work Project in School: The Teachers’ Learning and Possibilities, Premises and Challenges for Further Development
This paper is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a lower secondary school in Norway. The goal of this article is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended.
Updated: Dec. 20, 2011
The Bologna Process and the Economic Impacts of Research and Development within the Context of Europeanization: The Case of Finland
The article attempts to consider the economic rationale of R & D development and its economic impacts in Finland within the Bologna framework. The article is concerned with the ways in which Finnish R & D under specific conditions has given results at the economic level with the Europeanization process and its subsequent policies. A synoptic view is given of higher education research strategies in terms of R & D.
Updated: Jun. 29, 2010
The paper focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council-funded project in a school that explored learning strategies for pupils' subject and social development. The paper describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. The paper discusses whether teachers become researchers, or whether they only develop in their role as teachers.
Updated: Jan. 12, 2010
When Does the Action Start and Finish? Making the Case for an Ethnographic Action Research in Educational Research
This article examines how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects.
Updated: Nov. 25, 2009
Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project
The paper examines the potential contradictions of conducting a collaborative self-study research project within a poststructural framework. In particular, the author considers how humanist discourses are challenged by poststructural theory. She also discusses about the use of theory in self-study research. The author provides a poststructural analysis of the use of experience in the self-study data to demonstrate ways in which theory can support us to (re)view taken for granted concepts in education.
Updated: Aug. 26, 2009
The author explores the research to practice gap in special education by concentrating on the perceptions and practices of beginning special educators. Specifically, the author seeks to determine the teachers' perceptions of research in general as well as their use of six broad practices that are supported by research for students with high-incidence disabilities. 10 novice special educators participated in this study. The author identifies barriers and facilitating factors.
Updated: Jun. 29, 2009