Search results for: Research
Page 3/7 61 items
This paper outlines an overview of Cádiz in 1812 and the Constitution. The article describes the development of the contents of this constitution; its influence on the constitutions of other countries and vice versa; and the role of women under this constitution. This article will explain the contributions of this constitution and subsequent extensions regarding developments in education.The article will also highlight the importance of this constitution to the development of education.
Updated: Oct. 09, 2013
Teacher Educators’ Identities and Work in England at the Beginning of the Second Decade of the Twenty-First Century
This paper reports on part of the study of teacher educators in England which entitled ‘The Academic Tribe of Teacher Educators’ (A3TE). The purpose of A3TE was to examine teacher educators' constructions of their own identities in the academic communities within two university schools of education. The findings reveal that teacher educators in both universities constructed repertoires of identities for themselves. Although entry into the university often triggered a complex and shifting process of the (re)construction of identity around practice as a teacher educator and academic engagement, many of the teacher educators still saw one of their identities as that of ‘once-a-school teacher’.
Updated: Jan. 23, 2013
The purpose of this research is to explore the characteristics of university education department in the UK, which have achieved a high ranking in the UK government’s Research Assessment Exercise. The author aims to recast contemporary academia through the dystopian lens of a medieval feudal order.
Updated: Feb. 06, 2012
In this article, the author offers a case of the predicaments which she encountered in conducting teacher education research at her own institution. She also re-examine these predicaments using an ethic of mindfulness and compassion. The author explores how this Buddhist perspective might help researchers navigate what can be a lonely, ethically complicated research journey among their own colleagues.
Updated: Jun. 15, 2009
The paper highlights methodologically inclusive advancements in research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. Rather than prescribe how a research synthesis should be conducted or evaluated, this paper attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices.
Updated: May. 20, 2009
The current administration strongly supports the belief that good schools can be created and has funded the Comprehensive School Reform (CSR) program to support these beliefs. This article provides information about recent school reform research and conditions of schooling. The article then reviews the research findings (drawing on all the preceding articles in the special issue) and considers implications for policy makers, principals, teachers, teacher educators, and researchers.
Updated: Dec. 22, 2008
Teachers reflection on change in their practice were the subject of the research. The study focused on reflection of self-initiated way on their own practice, and reviewed self-generated reflections in reference to models of reflection. Results showed teachers do no work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans).
Updated: Nov. 23, 2008
New methods are replacing or complementing traditional lectures at higher education. These are problem-based learning, group work, project work and fieldwork. The purpose of the research was that the teacher learned doing research, and can learn about group process and how they can be established and maintained.
Updated: Nov. 19, 2008
This article describes the effects of using a video-case curriculum in a university mathematics methods course. The course addressed two issues: how to use the video-case curriculum, and the extent reflection on the teacher practice is affected. Theresults of this study speak to the power of using a video-case curriculum as a means of developing a reflective stance in prospective mathematics teachers.
Updated: Nov. 17, 2008
This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instruction. The research cited here suggests both students' academic achievement and their quality of thinking can be improved by using these techniques and strategies to teach thinking skills in subject-matter courses.
Updated: Nov. 09, 2008