Descriptor
Source
| Theory into Practice | 7 |
Author
| Berliner, David C. | 1 |
| Evertson, Carolyn M. | 1 |
| Klein, Susan Shurberg | 1 |
| McDonnell, Lorraine M. | 1 |
| Nur, Mary Morison | 1 |
| Tierney, William G. | 1 |
| Williams, C. Ray | 1 |
Publication Type
| Journal Articles | 7 |
| Reports - Descriptive | 7 |
| Information Analyses | 4 |
| Guides - Non-Classroom | 1 |
Education Level
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| Practitioners | 1 |
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Peer reviewedTierney, William G. – Theory into Practice, 2000
Suggests why qualitative research is frequently neither discussed nor used by the broad public, considering five barriers to making research more accessible, discussing how to make it more germane to problems faced by diverse groups in their everyday lives, and offering constructive ways to make qualitative research findings more accessible to the…
Descriptors: Educational Research, Elementary Secondary Education, Higher Education, Qualitative Research
Peer reviewedMcDonnell, Lorraine M. – Theory into Practice, 1988
The article discusses questions related to the application of educational research to state public policy, including the characteristics of educational policy which influence the use of research-based information; the most effective kinds of research information; and the best methods for communicating that information to policymakers. (JL)
Descriptors: Educational Change, Educational Policy, Educational Research, Elementary Secondary Education
Peer reviewedKlein, Susan Shurberg – Theory into Practice, 1988
Sex equity research, which compares educational treatment and outcomes of males and females, is defined, and the goals implicit to its conceptual framework discussed. The importance of this research and its implications for policymakers is discussed. Recommendations for researchers, educators, and policymakers are made. (JL)
Descriptors: Educational Objectives, Educational Policy, Educational Research, Elementary Secondary Education
Peer reviewedEvertson, Carolyn M. – Theory into Practice, 1987
Research about classroom communication, classroom management, training, and staff development form the basis around which teachers can improve their practice. Staff development programs must be dynamic to support and stimulate this process. (CB)
Descriptors: Classroom Communication, Classroom Techniques, Educational Research, Inservice Teacher Education
Peer reviewedWilliams, C. Ray; And Others – Theory into Practice, 1981
An alternative approach to the professional development of educators is described. This approach focuses on the interrelationship between teacher behavior and child behavior and their joint influence on the learning environment. Theory and practice in education are interactive concepts rather than discreet and isolated entities. (JN)
Descriptors: Child Development, Early Childhood Education, Educational Research, Knowledge Level
Peer reviewedBerliner, David C. – Theory into Practice, 1980
A staff development program that conceptualizes the teacher as "executive," or manager of time factors, curriculum, and instruction would help teachers to deal with the complexities inherent in the modern elementary school classroom. (CJ)
Descriptors: Classroom Environment, Classroom Techniques, Educational Research, Elementary Education
Peer reviewedNur, Mary Morison – Theory into Practice, 1983
The Stanford/San Jose (California) Teacher Corps project employs school district-university collaboration to carry out research adaptation efforts that bring about changes in curriculum and instruction. Case studies of math, reading, and bilingual education project components are included. (PP)
Descriptors: Adoption (Ideas), College School Cooperation, Elementary Secondary Education, Higher Education
