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Communicating in Primary Science: Exploring the Reported Language Practices of Australian Primary Teachers
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James Deehan; Amy MacDonald – Teachers and Teaching: Theory and Practice, 2024
In recent decades a body of research has emerged supporting the effectiveness of a plethora of science teaching practices in improving learners' science achievement and scientific literacy. However, if the benefits of evidence-based science practice are to be realised consistently and at scale we need to improve our understanding of how teachers…
Descriptors: Foreign Countries, Elementary School Science, Elementary School Teachers, Language Usage
Benchlearning -- An Action Research Program for Transforming Leadership and School Practices
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Aas, Marit; Vennebo, Kirsten F.; Halvorsen, Kjell A. – Educational Action Research, 2020
In this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals' leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals' leadership practices that encourage innovative school…
Descriptors: Learning Processes, Evidence Based Practice, Action Research, Educational Change
Evidence and Its Integration into Teacher Knowledge: Foucaultian Perspectives to Link Research Knowledge and Teaching
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Wieser, Clemens – Journal of Education for Teaching: International Research and Pedagogy, 2018
Evidence receives elevated attention in teacher education today, and this attention fuels the urge to identify the impact of evidence for teaching. However, this identification turns out to be difficult: Evidence is only infrequently used by teachers to explain or justify action, and this empirically documented situation is argued to be due to a…
Descriptors: Knowledge Base for Teaching, Theory Practice Relationship, Decision Making, Teacher Education
The Comprehensive Intervention Model: Nurturing Self-Regulated Readers through Responsive Teaching
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Dorn, Linda J.; Soffos, Carla; Klein, Adria – Stenhouse Publishers, 2021
"The Comprehensive Intervention Model: Fostering Self-Regulated Readers Through Responsive Teaching" by Linda Dorn, Carla Soffos, and Adria Klein introduces educators to an innovative intervention model that puts theory to practice then gives that practice a framework. When implemented with fidelity, the framework has the potential to…
Descriptors: Intervention, Metacognition, Response to Intervention, Evidence Based Practice
Applying Critical Consciousness and Evidence-Based Practice Decision-Making: A Framework for Clinical Social Work Practice
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O'Neill, Margaret – Journal of Social Work Education, 2015
Social work education is increasingly driven by the established movement of evidence-based practice (EBP) that drives the delivery of mental health care with the promise of providing treatments that work and greater efficiency. This emphasis on EBP coexists with the profession's expressed commitment to social justice. Social work literature rarely…
Descriptors: Social Work, Guidelines, Decision Making, Social Justice
Learning to Learn: Improving Attainment, Closing the Gap at Key Stage 3
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Mannion, James; Mercer, Neil – Curriculum Journal, 2016
In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…
Descriptors: Foreign Countries, Secondary Schools, Secondary Education, Learning Processes