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Download full textMeister, Samantha M.; Zimmer, Wendi Kamman; Wright, Katherine Landau – Journal of Urban Learning, Teaching, and Research, 2017
A review of the current research literature demonstrates that teaching for social justice has been accepted by the research community as best practice for students, especially diverse students from traditionally marginalized populations and communities. However, best practices do no practical good if they are not implemented into real classroom…
Descriptors: Literature Reviews, Social Justice, Teaching Methods, Theory Practice Relationship
Direct linkLyons, Kayley; McLaughlin, Jacqueline E.; Khanova, Julia; Roth, Mary T. – Advances in Health Sciences Education, 2017
Cognitive apprenticeship theory emphasizes the process of making expert thinking "visible" to students and fostering the cognitive and meta-cognitive processes required for expertise. The purpose of this review was to evaluate the use of cognitive apprenticeship theory with the primary aim of understanding how and to what extent the…
Descriptors: Apprenticeships, Health Sciences, Medical Education, Cognitive Processes
Morris, Rebecca J.; Cahill, Maria – School Library Research, 2017
In this study we investigated the research designs employed to study the interdisciplinary profession of school librarianship during a time period of notable changes across both the Pre-K-12 and school library domains. To conduct this work, we analyzed all 217 articles published in "School Library Research" (SLR) and "School…
Descriptors: Research Design, School Libraries, Library Research, Content Analysis
Peer reviewedShernoff, Elisa Steele; Kratochwill, Thomas R.; Stoiber, Karen Callan – School Psychology Quarterly, 2002
Illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study. Concludes that this study possessed several important strengths, including a strong research design, identifiable intervention components, and strong intervention effects for several…
Descriptors: Coding, Intervention, Outcomes of Treatment, Research Design
Peer reviewedLewis-Snyder, Gretchen; Stoiber, Karen Callan; Kratochwill, Thomas R. – School Psychology Quarterly, 2002
Applies the criteria in the "Procedural and Coding Manual for Review of Evidence-Based Interventions," to a group-based design intervention study. In general, the application of the criteria suggested promising evidence in support of the program. Considerations for interpreting the results of the coding process are discussed with…
Descriptors: Coding, Intervention, Outcomes of Treatment, Research Design
Peer reviewedLevin, Joel R. – School Psychology Quarterly, 2002
Praises the "Procedural and Coding Manual for Review of Evidence-Based Interventions" for its initial conceptualization and is then questioned with respect to its specific operational features and ultimate purposes. An illustration of the study-coding process is examined in the company of critical concerns that must be addressed before…
Descriptors: Coding, Guides, Intervention, Program Evaluation
Peer reviewedKratochwill, Thomas R. – School Psychology Quarterly, 2002
Responds to commentary on evidence-based interventions (EBIs) in school psychology (this issue). A conceptual framework for future operation of the Task Force on Evidence-Based Interventions in School Psychology is presented within the context of identification, review, coding, analyzing and synthesizing, and disseminating research related to…
Descriptors: Coding, Concept Formation, Intervention, Research and Development
