Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many…

We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under six phases regarding research uptake and implementation. This categorisation provides a…

Teachers' self-efficacy beliefs and research behaviors are critical to both professional development and the quality of instruction. Thus, teachers are expected to accept and apply the research findings generated by educational researchers to solve a classroom, student, or instructional issue. This article aimed to determine teachers'…

Research-intensive teacher education programmes aim to educate teachers to work in an inquiry-based manner, meaning that they should be able to use and conduct research to reflect on their teaching. Little is known, however, about how graduates of these programmes function and develop as teachers. In this study seven graduates of Dutch academic…

This is the executive summary for the report, "Survey of Evidence in Education for Schools (SEE-S) Descriptive Report." In the United States, increased pressure through accountability policy and through the production and dissemination of scientifically based research are intended to create conditions for improving research use.…

In the United States, increased pressure through accountability policy and through the production and dissemination of scientifically based research are intended to create conditions for improving research use. Concurrently, researchers, education agencies, and funders have mounted efforts to strengthen relationships between research and…

In this technical report, the Center for Research Use in Education (CRUE) presents the methodological design of a large-scale quantitative investigation of research use by school-based practitioners through the "Survey of Evidence in Education for Schools (SEE-S)." It documents the major technical aspects of the development of SEE-S,…

The purpose of this study was to identify the factors, attitudes, and beliefs that led secondary school-based agricultural education (SBAE) teachers to adopt agriscience research Supervised Agricultural Experiences (SAEs) into their programs. Nine current SBAE teachers from North Dakota participated in semi-structured interviews regarding their…