The Role of Research in Educational Improvement

Sonst. Personen	Bransford, John D. (Hrsg.); Stipek, Deborah J. (Hrsg.); Vye, Nancy J. (Hrsg.); Gomez, Louis M. (Hrsg.); Lam, Diana (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	The Role of Research in Educational Improvement
Quelle	(2009), (300 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9347-4213-6
Schlagwörter	Educational Research; Educational Improvement; Evidence; Research and Development; Theory Practice Relationship; Equal Education; Educational Change; Public Policy; School Districts; Teaching Methods; Nonprofit Organizations; Elementary Secondary Education; Proprietary Schools; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Teaching improvement; Unterrichtsentwicklung; Evidenz; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Bildungsreform; Öffentliche Ordnung; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Nonprofit-Organisation; Ausland
Abstract	In this book, leading scholars in the field examine the available research on the use of evidence in education and provide suggestions for strengthening the research-to-practice pipeline. Critics within and outside the field of education often point out the absence of a strong reciprocal connection between research and practice. The emergence of standards-based reform and the passage of NCLB have generated increasing pressure for evidence-based decision making at all levels. Yet there is little clarity about how research results are actually used in education, or what kinds of evidence are most useful to practitioners and policymakers. Chapters include: (1) The Role of Research in Education Reform from the Perspective of Federal Policymakers and Foundation Grantmakers (Frederic A. Mosher and Marshall S. Smith); (2) Research-Based Evidence and State Policy (Robert B. Schwartz and Susan M. Kardos); (3) What's the Evidence on Districts' Use of Evidence? (Cynthia E. Coburn, Meredith I. Honig, and Mary Kay Stein); (4) Evidence-Informed Change and the Practice of Teaching (Andy Hargreaves and Corrie Stone-Johnson); (5) Nonprofit Organizations and the Promotion of Evidence-Based Practice in Education (Mark A. Smylie and Thomas B. Corcoran); (6) K-12 Education and the Role of For-Profit Providers (Louis M. Gomez and Guilbert C. Hentschke); (7) Instructional Research and the Improvement of Practice (Alan H. Schoenfeld); (8) How Craft Knowledge of Teaching Is Generated and Disseminated in Japan (Hidenori Fujita); and (9) Toward a Deeper Understanding of the Educational Elephant: Concluding Thoughts (Louis M. Gomez , Janet A. Weiss, Deborah J. Stipek, and John D. Bransford). Notes and an index are included. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://www.hepg.org/hep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10