This study employed the survey design on a purposive sample of 100 English Second Language (ESL) teachers from Swaziland and South Africa's Eastern Cape Province, to investigate the extent to which they accessed, utilised and conducted research to better their practice. A survey questionnaire and follow-up structured interviews generated…

Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge the chasm between research and practice in formal education. In this article, the authors review the characteristics of DBR and analyze the five most cited DBR articles from each year of this…

Reforms of educational practice arise from attractiveness of new ideas rather than from research findings because researchers import frameworks from other disciplines rather than using actual classroom phenomena as a basis for conceptual apparatuses and methods. (JW)

Describes the Japanese approach to educational improvement called "research lessons," actual classroom lessons taught to a teacher's own students but observed by other teachers, recorded, and discussed. Outlines the impact of research lessons as examples of good educational practice that can be disseminated throughout Japan. (SLD)

The process of education will be fully understood only by studying it as a process, as a few anthropologists and sociologists have begun to do. The problems of inner city education need more such studies, especially longitudinal investigations of the processes by which exceptional teachers and schools succeed in the education of impoverished…

This article describes the Math Peer Assisted Learning Strategies (PALS), a research-based practice developed with heavy teacher involvement. A case study of a school where Math PALS was developed, researched, and continues in use is followed by a discussion of principles for sustaining the use of research-based practices. Extensive figures detail…

This document contains nine papers from a systematic, classroom-based study of multiple intelligences (MI) theory in different adult learning contexts during which adult educators from rural and urban areas throughout the United States conducted independent inquiries into the question of how MI theory can support instruction and assessment in…