NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 44 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Kristin Doherty – Issues in Teacher Education, 2022
The relationship between practice-based teacher education (PBTE) and teacher education oriented toward social justice (SJTE) has been debated by teacher educators and researchers for some time, and still today the contention persists. Many teacher educators have a goal of supporting preservice teachers (PSTs) enact instructional practices that are…
Descriptors: Social Justice, Place Based Education, Teacher Education Programs, Teacher Educators
Peer reviewed Peer reviewed
Direct linkDirect link
Selhorst-Koekkoek, Mirjam; Rusman, Ellen – International Journal of Mobile and Blended Learning, 2023
The development of multidisciplinary education requires people to communicate, learn, and design beyond the boundaries of their own domains. In this research, an education design framework is developed to facilitate and support university teachers in multidisciplinary educational design. In addition, it serves as an aid to potentially transform…
Descriptors: Intellectual Disciplines, Interdisciplinary Approach, Problem Solving, Instructional Design
Peer reviewed Peer reviewed
Direct linkDirect link
Drerup, Johannes – Studies in Philosophy and Education, 2015
This paper is concerned with the practical importance of different forms of paternalism for educational theory and practice. Contrary to the traditional treatment of paternalism as a sometimes necessary and rather messy aspect of educational practices, I demonstrate that paternalism is to be regarded as an "indigenous concept" (Herbart)…
Descriptors: Personal Autonomy, Guidelines, Educational Philosophy, Educational Theories
Peer reviewed Peer reviewed
Direct linkDirect link
Light, Greg; Calkins, Susanna – Higher Education: The International Journal of Higher Education and Educational Planning, 2015
Research and teaching are often construed by academic staff as incongruous activities that have little overlap in practice. Many studies on the relationship of teaching and research assume an inherent competition or "rivalry" between these two practices. In this study, we draw on a framework that conceptualizes these academic practices…
Descriptors: Theory Practice Relationship, Research Universities, Academic Education, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Liou, Daniel D.; Hermanns, Carl – International Journal of Educational Management, 2017
Purpose: The purpose of this paper is to describe and analyze an Arizona university's educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools…
Descriptors: Transformational Leadership, College Faculty, Student Diversity, Leadership Training
Peer reviewed Peer reviewed
Direct linkDirect link
Reich, Ann; Hager, Paul – Journal of Workplace Learning, 2014
Purpose: This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational…
Descriptors: Professional Education, Theory Practice Relationship, Educational Research, Guidelines
Peer reviewed Peer reviewed
Direct linkDirect link
Schraw, Gregory; Patall, Erika A. – Educational Psychology Review, 2013
We draw on the evidence-based practice (EBP) literature to consider the relationship between empirical results reported in primary research journals and prescriptive recommendations for practice based on those results. We argue that the relationship between individual empirical findings and practice should be mediated by two additional steps in…
Descriptors: Evidence, Educational Research, Journal Articles, Periodicals
Alidou, Hassana, Ed.; Glanz, Christine, Ed. – UNESCO Institute for Lifelong Learning, 2015
One of the greatest challenges in education today is to adapt and respond to a linguistically and culturally diverse world, and to combat social disintegration and discrimination. Participatory and collaborative action research represents an empowering and emancipatory approach to this challenge because the "target groups" become…
Descriptors: Action Research, Youth Opportunities, Adult Literacy, Program Improvement
Peer reviewed Peer reviewed
Direct linkDirect link
Bineham, Susan C.; Shelby, Liz; Pazey, Barbara L.; Yates, James R. – Journal of School Leadership, 2014
Federal legislation allows local education agencies to use a student's response to scientific research-based interventions as a method of identifying specific learning disabilities. As a result, educational leadership is challenged to implement response to intervention (RTI). Despite increased literature addressing RTI, no consensus on…
Descriptors: Response to Intervention, Special Education, Regular and Special Education Relationship, Program Implementation
Peer reviewed Peer reviewed
Direct linkDirect link
Sherman, Whitney H.; Crum, Karen S. – International Journal of Educational Reform, 2009
The internship is a crucial part of leadership preparation programs for bridging the gap between theory and practice. As such, the purpose of this article is to explore what the literature says about the internship and to extend thinking by conceiving of how the internship experience might be transformational for prospective leaders. This article…
Descriptors: Administrator Education, Theory Practice Relationship, Transformational Leadership, Instructional Leadership
Peer reviewed Peer reviewed
Direct linkDirect link
Jackson, Lewis B.; Ryndak, Diane L.; Wehmeyer, Michael L. – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
This article used theory, historical records, and empirical research to make a case that inclusive education, in which students experience significant proportions of their day in the age-appropriate contexts and curriculum of general education, is a research-based practice with students who have extensive support needs. We begin by noting that…
Descriptors: Inclusive Schools, General Education, Severe Disabilities, Guidelines
Peer reviewed Peer reviewed
Direct linkDirect link
Nel, C.; Steyn, H. S.; Brits, J. – South African Journal of Higher Education, 2008
The far-reaching effects of literacy achievement have heightened the interest of educators and non-educators alike in the teaching of reading. Successful efforts to improve reading achievement emphasise identification and implementation of evidence-based practices that promote high rates of achievement. Behind the concept of evidence-based…
Descriptors: Educational Research, Reading Achievement, Statistical Significance, Effect Size
Peer reviewed Peer reviewed
Direct linkDirect link
Cervetti, Gina; Damico, James; Pearson, P. David – Theory Into Practice, 2006
The authors consider the role that multiple literacies and new literacies might play in shaping preservice education. They review existing literature on multiple and new literacies in preservice education and examine in-school and out-of-school enactments of new and multiple literacies to answer the question, What can we do in preservice teacher…
Descriptors: Literacy, Preservice Teacher Education, Teacher Education Programs, Teaching Methods
Foyle, Harvey C.; Lyman, Lawrence – 1989
This paper discusses homework policy as a product of 50 years of experimental research. Part 1 discusses homework guidelines in grades 3 through 8 by suggesting that homework should be assigned, graded, and individualized. In addition, homework should provide feedback about student achievement that includes parental monitoring. Part 2 recommends…
Descriptors: Academic Achievement, Assignments, Educational Assessment, Educational Methods
Peer reviewed Peer reviewed
Odom, Samuel L. – Journal of Early Intervention, 1994
This response to an article comparing guidelines for developmentally appropriate practice from the fields of early childhood education and early intervention/special education stresses the importance of recognizing the uniqueness of both disciplines and of getting recommended practices into actual practice. (DB)
Descriptors: Child Development, Developmentally Appropriate Practices, Disabilities, Early Childhood Education
Previous Page | Next Page ยป
Pages: 1  |  2  |  3