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Showing 1 to 15 of 34 results Save | Export
Ian Marshall Clemente – ProQuest LLC, 2024
As the 21st century unfolds, the world has become increasingly fast-paced, interconnected and unpredictable compared to previous generations (McChrystal, et al., 2015). As a result, education researchers and practitioners must be prepared for the challenge of helping students better apply their knowledge to respond to the complex and novel…
Descriptors: Theory Practice Relationship, Learning Theories, Translation, Communities of Practice
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Datnow, Amanda; Guerra, Alison Wishard; Cohen, Shana R.; Kennedy, Benjamin C.; Lee, Joseph – Teachers College Record, 2023
Background/Context: High quality early education, preschool through third grade, has received significant attention as a vehicle for addressing academic disparities. Research-practice partnerships (RPPs) offer a promising strategy for improving early education and closing the gap between research and practice; however, RPPs in the early learning…
Descriptors: Early Childhood Education, Partnerships in Education, Educational Practices, Educational Research
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Al-Shammari, Zaid; Faulkner, Paula E.; Forlin, Chris – Education Quarterly Reviews, 2019
This review paper examines the theories of behaviourism, cognitivism, and constructivism that are considered to underpin the theory and practice of inclusive education. We argue that education practices related to the inclusion of students with special educational needs can be derived from each of the three theoretical perspectives. By adopting an…
Descriptors: Inclusion, Educational Practices, Theory Practice Relationship, Behaviorism
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Alexander, Patricia A. – Educational Psychologist, 2017
In this commentary, theoretical principles pertaining to the role of epistemic cognition in teaching and professional development, synthesized from the content of this special issue on reflection and reflexivity, are proffered. These theoretical notions are then followed with a critical analysis of specific challenges encountered in enacting these…
Descriptors: Reflection, Theory Practice Relationship, Reflective Teaching, Faculty Development
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Watagodakumbura, Chandana – Journal of Education and Learning, 2017
With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to…
Descriptors: Foreign Countries, Curriculum Design, Curriculum Development, Neurosciences
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Kovalcíková, Iveta – Journal of Pedagogy, 2015
Having spent over two decades training teachers, Iveta Kovalcíková writes in this editorial that she has lately been attracted by ideas bridging the growing gap between neurological and psychological research findings and their practical application in practice. Here she argues that outcomes of research on learning processes are insufficiently…
Descriptors: Cognitive Ability, Intervention, Outcomes of Education, Educational Practices
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Hargreaves, Wendy – International Journal of Music Education, 2012
Idea generation is an integral component of jazz improvising. This article merges theoretical origins and practical experiences through the examination of two seminal works from Pressing and Sudnow. A comparative analysis yields three common sources with distinct characteristics. The greater body of jazz literature supports this potential link…
Descriptors: Music, Creative Activities, Comparative Analysis, Educational Practices
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Connelly, F. Michael – Journal of Curriculum Studies, 2013
The "Practical 1" paper combines Schwab's abiding concern, for the nature and quality of educational experience with another abiding concern, for how we think about what we do. The Practical 1 is the first of a set of four "practical" essays. These in turn are the product of his thinking about college education and his…
Descriptors: Criticism, Educational Philosophy, Educational Experience, Essays
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Ansari, Daniel; Coch, Donna; De Smedt, Bert – Educational Philosophy and Theory, 2011
In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience…
Descriptors: Educational Practices, Cognitive Processes, Neurological Organization, Theory Practice Relationship
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Rutherford-Hemming, Tonya – Adult Learning, 2012
Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…
Descriptors: Constructivism (Learning), Nursing Education, Adult Learning, Teaching Methods
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Rappolt-Schlichtmann, Gabrielle; Watamura, Sarah E. – Mind, Brain, and Education, 2010
More than ever before, leaders within the field of education are looking to research on basic processes to inform and improve educational practices. Success requires building a reciprocal relationship between the field of education and research on learning and development, similar to what exists between biology and medicine. Key to this effort is…
Descriptors: Theory Practice Relationship, Educational Practices, Educational Change, Educational Research
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Beyth-Marom, Ruth; Fidler, Fiona; Cumming, Geoff – Statistics Education Research Journal, 2008
Practitioners and teachers should be able to justify their chosen techniques by taking into account research results: This is evidence-based practice (EBP). We argue that, specifically, statistical practice and statistics education should be guided by evidence, and we propose statistical cognition (SC) as an integration of theory, research, and…
Descriptors: Statistics, Instruction, Evidence, Research Reports
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Korthagen, Fred A. J.; Kessels, Jos P. A. M. – Educational Researcher, 1999
Presents two related theories for a new paradigm in teacher education. One uses the concepts of "episteme" and "phronesis" to introduce a new way of framing relevant knowledge. The other is a more holistic way of describing the relationship between teacher cognition and teacher behavior. (SLD)
Descriptors: Behavior Problems, Cognitive Processes, Educational Practices, Educational Theories
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Greeno, James G. – American Psychologist, 1998
Discusses situative perspective as a framework for integrating issues of theoretical assumptions, educational practices, and educational research. In this perspective, the focus of theoretical principles is at the level of interaction among people and between people and their environments. Contains three pages of references. (MMU)
Descriptors: Behavior Theories, Cognitive Processes, Context Effect, Educational Practices
Ranieri, Paul W. – 1992
The conceptual starting point for almost all recent gender related theory and research is to identify the characteristics of current educational practice as rooted in a type of thought that is linear, analytical, stage dependent, discursive, and "objective," and that separates thought and language--this is the mode that is typically associated…
Descriptors: Cognitive Processes, Cognitive Style, Critical Thinking, Educational Practices
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