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Ng-A-Fook, Nicholas; Kane, Ruth G.; Butler, Jesse K.; Glithero, Lisa; Forte, Rita – Education Policy Analysis Archives, 2015
Educational researchers and policy-makers are now expected by funding agencies and their institutions to innovate the multi-directional ways in which our production of knowledge can impact the classrooms of teachers (practitioners), while also integrating their experiential knowledge into the landscape of our research. In this article, we draw on…
Descriptors: Research and Development, Theory Practice Relationship, Curriculum Implementation, Educational Research
Ryan, Janette; Kang, Changyun; Mitchell, Ian; Erickson, Gaalen – Asia Pacific Journal of Education, 2009
The current round of basic education curriculum reform in China is considered by many to be the most radical and wide-reaching. However, very little is known about education reform at the school level. Here we document and discuss some of the challenges and opportunities that the reform programme is providing for teachers and schools. We describe…
Descriptors: Educational Practices, Educational Change, Foreign Countries, Teacher Researchers
Beckett, Danielle; Volante, Louis; Drake, Susan – Education Canada, 2010
Despite clear evidence that formative assessment creates vantage points throughout the teaching-learning cycle for both teachers and students, research suggests that teachers are not taking advantage of the full cadre of formative assessment strategies available to them--particularly those that have been associated with improved student learning…
Descriptors: Feedback (Response), School Culture, Formative Evaluation, Questioning Techniques