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Constantinos Xenofontos – For the Learning of Mathematics, 2025
Building on Umberto Eco's concept of Ur-Fascism, this essay examines how authoritarian traits permeate mathematics education. Through a reflective analysis of my prior research within the context of Cyprus, I discuss troubling patterns of centralised control, rigid traditions, and hierarchical structures shaping the educational landscape. These…
Descriptors: Foreign Countries, Mathematics Education, Authoritarianism, Misinformation
Thomas Senkbeil – Ethics and Education, 2024
My reflections direct a performativity-theoretical perspective on the pedagogical tact, which in its systematic breadth should consider both the application approach for practice and the connectivity to theory. Regarding these dimensions, terms such as 'context sensitivity" and "reflective competence" oscillate around the nature of…
Descriptors: Teacher Education, Professionalism, Educational Practices, Theory Practice Relationship
Laura Wentworth; Lindsay Fox; Sean F. Reardon – Peabody Journal of Education, 2024
The emerging literature on research-practice partnerships in education explains the conditions under which these partnerships operate to achieve the desired impact. This study adds to that literature base by exploring variation in the perceived impacts across three partnerships whose goal was improving achievement for multilingual learner…
Descriptors: Educational Research, Partnerships in Education, Theory Practice Relationship, Motivation
Sigrid Haukanes – Discover Education, 2024
Implementing democratic citizenship across disciplines in education requires careful consideration of how pre-service teachers are prepared to translate this concept into classroom practice. This study investigates Norwegian pre-service teachers' understanding of reflective rehearsals as a model in teacher education for enhancing awareness of…
Descriptors: Citizenship Education, Democracy, Preservice Teachers, Foreign Countries
Jonan Phillip Donaldson; Ahreum Han; Shulong Yan; Seiyon Lee; Sean Kao – Information and Learning Sciences, 2024
Purpose: Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this…
Descriptors: Research Methodology, Network Analysis, Learning Experience, Educational Research
Debra S. Osborn; Seth C. W. Hayden; James P. Sampson; V. Casey Dozier; Justin Hultman; Erin Bennett – British Journal of Guidance & Counselling, 2024
Cognitive information processing theory was born in response to a realisation the traditional method of individual, one hour counselling appointments prevented many college students from receiving needed support for their career decision making. Frustrated by this lack of access to career services, researchers, theorists and practitioners came…
Descriptors: Cognitive Processes, Information Processing, College Students, Career Choice
Rania Mohamed Al Morsy; Mahmoud Kamal Abouraia; Hany Mohamed Galal; Nehad Hussein Elgamal – International Society for Technology, Education, and Science, 2024
To broaden the scope of innovation that leverages contemporary technologies, education sectors worldwide are depending more and more on creative technological tools. On the other hand, not much research has been done on how these tools are adopted and used, or how they can improve decision-making in non-Western contexts. As a result, the goal of…
Descriptors: Learning Analytics, Decision Making, Foreign Countries, Private Colleges
Amanda L. Sullivan; Thuy Nguyen – Great Lakes Equity Center, 2024
This "Equity Tool" is intended to facilitate use of the concepts and processes described in greater depth in the Equity by Design brief, "Promoting Socially Just Evidence-based Practice." We summarize the framework presented in this brief and offer guiding questions to support educators' preparation for and engagement in…
Descriptors: Evidence Based Practice, Theory Practice Relationship, Misconceptions, Community Involvement
Christine E. Mundy; Marietjie Potgieter; Michael K. Seery – Chemistry Education Research and Practice, 2024
The laboratory is a complex environment where the three levels of the chemistry triplet coincide. As the laboratory environment places a large demand on the working memory of students, cognitive load theory can address overload which causes barriers to learning. Breaking down barriers requires iterative phases of analysis/exploration,…
Descriptors: Teaching Methods, Laboratory Experiments, Chemistry, Barriers
Nicolette van Halem; Marie Lockton; David Trautman; Yi-Hwa Liou; Alan J. Daly – Journal of Professional Capital and Community, 2025
Purpose: A growing body of research suggests that Research-Practice Partnerships (RPPs) are contributing to greater use of research in decision-making around school improvement efforts. The current study is part of an RPP including 11 K-12 schools in an urban fringe school district in California. This RPP aims to develop a deeper understanding of…
Descriptors: Educational Research, Partnerships in Education, Theory Practice Relationship, Elementary Secondary Education
Markus Obczovsky; Angelika Bernsteiner; Claudia Haagen-Schützenhöfer; Thomas Schubatzky – Science Education, 2025
There is a general consensus that design-based research (DBR) is a genre of approaches in education research to design interventions for specific problems with the aim to gain an understanding of how they work in the problem context. While there is a considerable body of literature discussing the epistemic and methodological aspects of DBR, we…
Descriptors: Research Methodology, Instructional Design, Educational Research, Intervention
Robert Shand; Stephen M. Leach; Fiona M. Hollands; Bo Yan; Dena Dossett; Florence Chang; Yilin Pan – Grantee Submission, 2024
This research-practice partnership (RPP) focused on developing and testing metrics and tools to foster improved evidence-based budgetary decision-making. The expectation was that research findings would directly influence decisions about program expansion, contraction, or elimination. Instead, unexpected findings led to unexpected uses: changes in…
Descriptors: Theory Practice Relationship, Partnerships in Education, Budgets, Decision Making
Robert Shand; Stephen M. Leach; Fiona M. Hollands; Bo Yan; Dena Dossett; Florence Chang; Yilin Pan – Peabody Journal of Education, 2024
Our research-practice partnership (RPP) focused on developing and testing metrics and tools to foster improved evidence-based budgetary decision-making. We expected our research findings to directly influence decisions about program expansion, contraction, or elimination. Instead, unexpected findings led to unexpected uses: changes in program…
Descriptors: Theory Practice Relationship, Partnerships in Education, Budgets, Decision Making
Nurlaela Nurlaela; Amiruddin Amiruddin; Andi Muhammad Irfan; Wirawan Setialaksana – Information and Learning Sciences, 2024
Purpose: Student in-class participation is a crucial aspect in the learning process, including in synchronous learning process. Several variables may hinder students from actively participating in synchronous learning including communication anxiety. As behavior, student in-class participation can be modeled using theory of planned behavior (TPB)…
Descriptors: Foreign Countries, College Students, Communication (Thought Transfer), Anxiety
Muhammad Sandy Al Fath; Nikmah Sistia Eka Putri – English Language Teaching Educational Journal, 2024
The implementation of differentiated learning in private Madrasahs raises a big question mark regarding the suitability between theory and practice in the field. The principle of differentiated learning, which is claimed to accommodate diversity, turns out to be far different when implemented, especially in private Madrasahs that are transitioning…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Individualized Instruction
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