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Welty, John D.; Lukens, Michael – Metropolitan Universities, 2009
An engaged metropolitan university can play a critical role in transforming its region by using its resources for the solution of problems and the improvement of the citizens' lives and livelihoods. California State University, Fresno has impacted its region through university-led collaborations and partnerships such as the Fresno Regional Jobs…
Descriptors: Change Agents, School Community Relationship, State Government, Change Strategies
Maruyama, Geoffrey; Jones, Robert J.; Finnegan, John R., Jr. – Metropolitan Universities, 2009
Our urban-located land grant institution has long been committed to engaged research, teaching, and service. This paper describes efforts to articulate and implement a strategic urban land grant vision that places urban/metropolitan engagement at the center of our institution's "urban age" future. We describe intentional and broad-based efforts in…
Descriptors: Strategic Planning, College Environment, College Faculty, School Community Relationship
Chinnappan, Mohan; Pandian, Ambigapathy – Educational Research for Policy and Practice, 2009
Two developments have contributed to the convergence of views about the benefits of real-life and inquiry-based pedagogies in mathematics learning. First, the mathematics teaching community is increasingly focused on the learning of mathematics that involves the transfer of prior knowledge to novel problem-solving situations, a key element in…
Descriptors: Research Needs, Mathematics Education, Numeracy, Problem Based Learning
Heritage, Margaret; Kim, Jinok; Vendlinski, Terry; Herman, Joan – Educational Measurement: Issues and Practice, 2009
Based on the results of a generalizability study of measures of teacher knowledge for teaching mathematics developed at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles, this article provides evidence that teachers are better at drawing reasonable inferences about student…
Descriptors: Formative Evaluation, Educational Testing, Inferences, Mathematics Instruction
Pollard-Durodola, Sharolyn D.; Simmons, Deborah C. – Reading & Writing Quarterly, 2009
There is growing evidence of cross-language transfer in metalinguistic processes related to reading acquisition and development. In particular, phonological awareness is a requisite process that shares similarities across Spanish and English. Through explicit instruction and instructional design analyses, we propose principles to facilitate…
Descriptors: Reading Difficulties, Instructional Design, Phonological Awareness, Phonemic Awareness
Laszlo, Ervin – J Aesthetic Educ, 1969
Descriptors: Educational Principles, Music Education, Talent Development
Peer reviewedPaterson, R. W. K. – International Journal of Lifelong Education, 1984
Objectivity is a matter of degree, applying to many different types of belief. Ideally, the educator's duty is to present all relevant beliefs and exhibit them to the judgment of students. Subjectivism and relativism offer false imperatives leading to intolerance and authoritarianism. (SK)
Descriptors: Beliefs, Educational Principles, Ethics, Inquiry
Peer reviewedWeiss, Thomas M. – ETC: A Review of General Semantics, 1971
The author deals with misplaced values of material wealth, which he feels are at a destructive level in our society. The role of the educator must be to teach or expose a higher value-the individual mind of man. Education must teach that there is more to man than what is apparent and that there are things of value beyond the material. (Author/MJ)
Descriptors: Educational Philosophy, Educational Principles, Social Values
Peer reviewedDiemert, Helen – Art Education, 1980
For effective education, the instructor must know the field well enough to (1) clarify and communicate purposes and directions, (2) identify and sequence content, (3) apply engaging methods for learning, and (4) evaluate student progress. (Author)
Descriptors: Art Education, Educational Principles, Teacher Role
Peer reviewedWarren, W. – British Journal of Educational Studies, 1981
An introduction to the emerging phenomenon of death education: an examination of the positions of "traditional" philosophy and existentialism on death, with their implications for death education; some suggestions about the general orientation of death education as it has emerged; and some controversial observations about possible "hidden…
Descriptors: Course Content, Death, Educational Principles, Philosophy
Bronder, Ann Kenny – Momentum, 1981
An introduction to the basic principles of the Montessori method of preschool education. (SJL)
Descriptors: Educational Principles, Educational Theories, Preschool Education
Peer reviewedMidford, Richard; Munro, Geoffrey; McBride, Nyanda; Snow, Pamela; Ladzinski, Ursula – Journal of Drug Education, 2002
Identifies the conceptual underpinnings of effective school-based drug education practice in light of contemporary research evidence and the practical experience of a broad range of drug education stakeholders. Results reveal that in broad terms, drug education should be evidence-based, developmentally appropriate, sequential, and contextual.…
Descriptors: Drug Education, Educational Principles, Instructional Effectiveness
Peer reviewedGeromel, Gene – Adult Learning, 1994
The art of jujitsu provides an example of good adult education teaching techniques. Its methods include having students teach, offering practical applications, and recognizing students' needs. (JOW)
Descriptors: Adult Education, Educational Principles, Teaching Methods
McLaughlin, Terence H. – Comparative Education, 2004
This article argues that a philosophical approach to education needs a comparative dimension and that a comparative approach to education needs a philosophical dimension. An analysis of the proper relationship between a philosophical and a comparative approach to education is developed with reference to needs, difficulties and opportunities.
Descriptors: Comparative Education, Educational Philosophy, Educational Principles
Huang, Yongliang – English Language Teaching, 2008
As we all know, different people hold different views about politeness. To be polite, Leech thinks you should follow "Politeness Principle" while Levinson suggests paying attention to others' "Face Wants". Sometimes what the Chinese people considered to be polite may not be true according to western culture. In order to…
Descriptors: Cross Cultural Studies, Intercultural Communication, Educational Principles, Asian Culture

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