Educational Researcher
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Learning Trajectory Based Instruction
Educational Researcher - Tập 41 Số 5 - Trang 147-156 - 2012
In this article, we propose a theoretical connection between research on
learning and research on teaching through recent research on students’ learning
trajectories (LTs). We define learning trajectory based instruction (LTBI) as
teaching that uses students’ LTs as the basis for instructional decisions. We
use mathematics as the context for our argument, first examining current
research on LTs an...
Meaning and Values in Test Validation: The Science and Ethics of Assessment
Educational Researcher - Tập 18 Số 2 - Trang 5-11 - 1989
Because both score meaning and the value implications of scores as a basis for
action are central issues in test validation, a unified view of validity is
required that comprehends both the scientific and the ethical underpinnings of
test interpretation and use. This unified concept of validity integrates
considerations of content, criteria, and consequences into a construct framework
for testing ...
Research–Practice Partnerships in Education
Educational Researcher - Tập 45 Số 1 - Trang 48-54 - 2016
Policymakers, funders, and researchers today view research–practice partnerships
(RPPs) as a promising approach for expanding the role of research in improving
educational practice. Although studies in other fields provide evidence of the
potential for RPPs, studies in education are few. This article provides a review
of available evidence of the outcomes and dynamics of RPPs in education and
rela...
The Development of Expertise: The Journey From Acclimation to Proficiency
Educational Researcher - Tập 32 Số 8 - Trang 10-14 - 2003
The Model of Domain Learning (MDL) is an alternative perspective on expertise
that arose from studies of student learning in academic domains, such as
reading, history, physics, and biology. A comparison of the MDL and traditional
models of expertise is made. The key components and stages of the MDL are then
overviewed. Discussion concludes with a consideration of evidence-based
implications of th...
What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?
Educational Researcher - Tập 29 Số 1 - Trang 4-15 - 2000
What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion
Educational Researcher - Tập 19 Số 5 - Trang 15-20 - 1990
Recent reviews suggest that research can only provide teacher educators with
food for thought, observational methods, and rationales for current practice.
Although each of those contributions is valuable, research on teaching and
teacher education can provide even more. It is inappropriate to turn research
results into teaching prescriptions and teacher-testing systems, but research
knowledge stil...
Teachers' and Students' Cognitional Knowledge for Classroom Teaching and Learning
Educational Researcher - Tập 17 Số 5 - Trang 5-14 - 1988
An emerging image of the teacher as “thoughtful professional” suggests the need
for researchers to study teachers’ and students’ cognitions in addition to
teacher behavior, student behavior, and student achievement. This article
presents an initial conceptualization of how teachers' and students' cognitions
and knowledge mediate effective teaching. Subject matter content and teacher and
student kn...
Coh-Metrix
Educational Researcher - Tập 40 Số 5 - Trang 223-234 - 2011
Computer analyses of text characteristics are often used by reading teachers,
researchers, and policy makers when selecting texts for students. The authors of
this article identify components of language, discourse, and cognition that
underlie traditional automated metrics of text difficulty and their new
Coh-Metrix system. Coh-Metrix analyzes texts on multiple measures of language
and discourse t...
Meta-Analysis in Education: How Has It Been Used?
Educational Researcher - Tập 13 Số 8 - Trang 6 - 1984
Ethics, Institutional Review Boards, and the Changing Face of Educational Research
Educational Researcher - Tập 22 Số 9 - Trang 16 - 1993
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