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The traditional application-of-theory model appears to be rather ineffective and is currently being replaced by other, more reflective approaches. However, until now the variety of different notions and assumptions underlying these new approaches have not provided a sound basis for further development. Two related theoretical bases are presented for a new paradigm in teacher education. The first uses the concepts of episteme and phronesis to introduce a new way of framing relevant knowledge. The second is a more holistic way of describing the relationship between teacher cognition and teacher behavior, leading to a model of three levels in learning about teaching, the Gestalt level, the schema level and the theory level, which are illustrated by interview data. Building on these two theoretical, frameworks, a so-called “realistic approach” to teacher education is introduced. The teacher educator's role within this approach is analyzed as well as organizational consequences. First evaluative results are presented. \u003C\u002Fjats:p>","\u003Cjats:p> Áp lực hướng tới việc tạo ra nhiều chương trình đào tạo giáo viên dựa trên trường học, rõ ràng ở nhiều quốc gia, đã tạo ra nhu cầu suy nghĩ lại về mối quan hệ giữa lý thuyết và thực hành. Mô hình ứng dụng lý thuyết truyền thống có vẻ khá kém hiệu quả và hiện đang được thay thế bằng các phương pháp phản chiếu hơn. Tuy nhiên, cho đến nay, sự đa dạng của những khái niệm và giả định khác nhau dưới nền tảng của các phương pháp mới này vẫn chưa cung cấp một căn cứ vững chắc cho sự phát triển tiếp theo. Hai nền tảng lý thuyết liên quan được trình bày cho một hình thái mới trong đào tạo giáo viên. Thứ nhất là sử dụng các khái niệm episteme và phronesis để giới thiệu một cách thức mới trong việc định hình kiến thức liên quan. Thứ hai là một cách mô tả toàn diện hơn về mối quan hệ giữa nhận thức của giáo viên và hành vi của giáo viên, dẫn đến một mô hình ba cấp độ trong việc học về giảng dạy, bao gồm cấp độ Gestalt, cấp độ mô hình và cấp độ lý thuyết, được minh họa bằng dữ liệu phỏng vấn. Dựa trên hai khung lý thuyết này, một cái gọi là “cách tiếp cận thực tế” đối với đào tạo giáo viên được giới thiệu. Vai trò của người giáo dục trong phương pháp này cũng được phân tích cũng như các hệ quả tổ chức. Những kết quả đánh giá đầu tiên được trình bày.",{"EN":190,"VI":191},"Linking Theory and Practice: Changing the Pedagogy of Teacher Education","Kết nối lý thuyết và thực tiễn: Thay đổi phương pháp sư phạm trong đào tạo giáo viên",{"VI":193},"",{"VOID":195},"10.3102\u002F0013189x028004004",[101],[198],"VI","https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0013189X028004004",[201,228],{"id":202,"sortIndex":25,"researcher":24,"roles":203,"affiliations":204,"properties":221},"47e2afb2-19f8-4404-bdfa-392bc244593e",[],[205,213],{"id":206,"sortIndex":25,"affiliation":207,"properties":24},"51107df4-19af-4f19-9310-eb7f41ff4f27",{"id":206,"createTime":24,"updateTime":24,"relativeEntities":208,"slug":24,"properties":209,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":212,"statistic":24},[],{"title":210},{"EN":211},"The IVLOS Institute of Education, Utrecht University and the University of Amsterdam. His address is P.O. Box 80127, 3508 TC Utrecht, The Netherlands; fax: +31 30 253 2741;. He specializes in teachers' professional development, reflective teaching, teacher cognition, and the education of teacher educators",[],{"id":214,"sortIndex":169,"affiliation":215,"properties":24},"22ac676e-a692-43ba-8013-3d7d5432b04a",{"id":214,"createTime":24,"updateTime":24,"relativeEntities":216,"slug":24,"properties":217,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":220,"statistic":24},[],{"title":218},{"EN":219},"fax: +31 30 253 2741",[],{"orcid":222,"title":224,"openalex":226},{"VOID":223},"https:\u002F\u002Forcid.org\u002F0000-0002-2037-4814",{"EN":225},"Fred Korthagen",{"VOID":227},"A5052566272",{"id":229,"sortIndex":169,"researcher":24,"roles":230,"affiliations":231,"properties":240},"38d3b786-3232-40e8-9a80-47723220d84f",[],[232],{"id":233,"sortIndex":25,"affiliation":234,"properties":24},"096cf9eb-4428-417e-bcef-610d963ec7a4",{"id":233,"createTime":24,"updateTime":24,"relativeEntities":235,"slug":24,"properties":236,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":239,"statistic":24},[],{"title":237},{"EN":238},"The IVLOS Institute of Education at Utrecht University. His areas of specialization are the integration of theory and practice in education and the use of the Socratic Method",[],{"title":241,"openalex":243},{"EN":242},"Jos Kessels",{"VOID":244},"A5079851661",{"url":24,"publisher":246,"properties":279},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":247,"slug":10,"properties":248,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":253,"manageAffiliations":258,"indexDatabases":264,"url":77,"thumbnailPath":24,"statistic":24,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":249,"eissn":250,"issn":251,"title":252},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[254],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":255,"label":256,"description":257,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31,"VI":32},{},[259],{"id":36,"createTime":24,"updateTime":24,"relativeEntities":260,"slug":24,"properties":261,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":263,"statistic":24},[],{"title":262},{"EN":40},[],[265,272],{"id":44,"indexDatabase":266,"url":55,"indexYears":56,"academicFieldIds":271,"indexDatabaseRanking":59},{"id":46,"createTime":24,"updateTime":24,"relativeEntities":267,"label":268,"description":269,"key":52,"publicationTags":270,"standard":24},[],{"EN":49,"VI":49},{"EN":49,"VI":51},[54],[58],{"id":61,"indexDatabase":273,"url":74,"indexYears":24,"academicFieldIds":278,"indexDatabaseRanking":24},{"id":63,"createTime":24,"updateTime":24,"relativeEntities":274,"label":275,"description":276,"key":70,"publicationTags":277,"standard":24},[],{"EN":66,"VI":66},{"EN":68,"VI":69},[72,73],[76],{"issue":280,"pages":282,"volume":284},{"VOID":281},"4",{"VOID":283},"4-17",{"VOID":285},"28",1093,{"total":286,"publishYear":288,"statisticByYear":289},1999,{"2012":290,"2013":291,"2014":292,"2015":293,"2016":291,"2017":290,"2018":294,"2019":295,"2020":291,"2021":296,"2022":295,"2023":297,"2024":298},58,70,73,65,56,39,36,29,16,"1999-05-01",[72,59],[302,305,308,311,314,317,320,323,326,329,332,335,338,341,344,347,350,353,356,359,362,365,368,371,374,377,380,383,386,389,392,395,398,401,404,407,410,413,416,419,422,425,428,431,434,437,440,443,446,449,452,455,458,461,464,467,470,473,476,479,482,485,488,491,494,497,500,503,506,509,512,515,518,521,524,527,530,533,536,539,542,545,548,551,554,557,560,563,566,569,572,575,578,581,584,587,590],{"id":24,"text":303,"url":24,"identifiers":304},"10.2307\u002F1177156",{"doi":303},{"id":24,"text":306,"url":24,"identifiers":307},"Barlow H, 1990, Images and understanding, 5",{},{"id":24,"text":309,"url":24,"identifiers":310},"Barone T, 1996, Handbook of research on teacher education, 2, 1108",{},{"id":24,"text":312,"url":24,"identifiers":313},"Bell B, 1996, Teacher development: A model from science education",{},{"id":24,"text":315,"url":24,"identifiers":316},"Ben-Peretz M, 1995, International encyclopedia of teaching and teacher education, 543",{},{"id":24,"text":318,"url":24,"identifiers":319},"Berlak H, 1981, Dilemmas of schooling",{},{"id":24,"text":321,"url":24,"identifiers":322},"Brouwer CN, 1989, Geïntegreerde lerarenopleiding, principes en effecten. 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[Building blocks for a pedagogy of teacher education]",{},{"id":24,"text":375,"url":24,"identifiers":376},"Dann H. D, 1978, Umweltbedingungen innovativer kompetenz. [Contextual conditions of the competency for innovation]",{},{"id":24,"text":378,"url":24,"identifiers":379},"Dann HD, 1981, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 13, 251",{},{"id":24,"text":381,"url":24,"identifiers":382},"Denis M, 1991, Image & Cognition",{},{"id":24,"text":384,"url":24,"identifiers":385},"Dennett DC, 1991, Consciousness explained",{},{"id":24,"text":387,"url":24,"identifiers":388},"Dolk M, 1997, Onmiddellijk onderwijsgedrag. [Immediate teaching behavior]",{},{"id":24,"text":390,"url":24,"identifiers":391},"Dolk M, 1995, Paper presented at the 6th European Conference for Research on Learning and Instruction",{},{"id":24,"text":393,"url":24,"identifiers":394},"Elbaz F, 1983, Teacher thinking: A study of practical knowledge",{},{"id":24,"text":396,"url":24,"identifiers":397},"10.1080\u002F0022027910230101",{"doi":396},{"id":24,"text":399,"url":24,"identifiers":400},"Ellis R, 1950, A sourcebook of Gestalt psychology",{},{"id":24,"text":402,"url":24,"identifiers":403},"Feiman-Nemser S, 1986, Handbook of research on teaching, 505",{},{"id":24,"text":405,"url":24,"identifiers":406},"10.3102\u002F0091732X020001003",{"doi":405},{"id":24,"text":408,"url":24,"identifiers":409},"Fischer KW, 1984, Development during middle childhood: The years from six to twelve, 70",{},{"id":24,"text":411,"url":24,"identifiers":412},"10.3102\u002F0013189X019005015",{"doi":411},{"id":24,"text":414,"url":24,"identifiers":415},"Freudenthal H, 1978, Weeding and sowing: Preface to a science of mathematical education",{},{"id":24,"text":417,"url":24,"identifiers":418},"Freudenthal H, 1991, Revisiting mathematics education",{},{"id":24,"text":420,"url":24,"identifiers":421},"10.3102\u002F00028312006002207",{"doi":420},{"id":24,"text":423,"url":24,"identifiers":424},"Giddens A, 1984, The constitution of society",{},{"id":24,"text":426,"url":24,"identifiers":427},"Goodlad JI, 1990, Places where teachers are taught",{},{"id":24,"text":429,"url":24,"identifiers":430},"10.1016\u002F0742-051X(91)90022-H",{"doi":429},{"id":24,"text":432,"url":24,"identifiers":433},"Halkes R, 1984, Teacher thinking: A new perspective on persisting problems in education, 1",{},{"id":24,"text":435,"url":24,"identifiers":436},"Hermans JJ, 1993, Teacher Education 9, Research and developments on teacher education in the Netherlands, 111",{},{"id":24,"text":438,"url":24,"identifiers":439},"Hinsch R, 1979, Einstellungswandel und praxisschock bei jungen lehrern, eine empirische längsschnittuntersuchung. 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[Who is going to work in education?]",{},{"id":24,"text":492,"url":24,"identifiers":493},"Mandl H, 1983, Psychologie in Erziehung und Unterricht, 30, 98",{},{"id":24,"text":495,"url":24,"identifiers":496},"McCullough RC, 1987, Training & Development Handbook, 35",{},{"id":24,"text":498,"url":24,"identifiers":499},"Müller-Fohrbrodt G, 1978, Der Praxisschock bei jungen Lehrern. [The transition shock in beginning teachers]",{},{"id":24,"text":501,"url":24,"identifiers":502},"Oldfather P, 1994, Teacher Education Quarterly, 21, 5",{},{"id":24,"text":504,"url":24,"identifiers":505},"Richardson V, 1997, Constructivist teacher education",{},{"id":24,"text":507,"url":24,"identifiers":508},"Rogers CR, 1969, Freedom to learn",{},{"id":24,"text":510,"url":24,"identifiers":511},"Russell T, 1988, Reflection in teacher education, 67",{},{"id":24,"text":513,"url":24,"identifiers":514},"Samson L, 1996, Wie goat er in het onderwijs werken? [Who is going to work in education?], part of the report specifically focusing on the Utrecht program",{},{"id":24,"text":516,"url":24,"identifiers":517},"Scardamalia M, 1989, Knowledge base for the beginning teacher, 37",{},{"id":24,"text":519,"url":24,"identifiers":520},"Schoenfeld AH, 1987, Cognitive science and mathematics education",{},{"id":24,"text":522,"url":24,"identifiers":523},"Schön DA, 1987, Educating the reflective practitioner",{},{"id":24,"text":525,"url":24,"identifiers":526},"Skemp RR, 1979, Intelligence, learning, and action: A foundation for theory and practice in education",{},{"id":24,"text":528,"url":24,"identifiers":529},"Sprinthall NA, 1996, Handbook of research on teacher education, 2, 666",{},{"id":24,"text":531,"url":24,"identifiers":532},"10.1002\u002Ftea.3660310105",{"doi":531},{"id":24,"text":534,"url":24,"identifiers":535},"Tigchelaar A, 1997, VELON-Tijdschrift voor lerarenopleiders, 18, 27",{},{"id":24,"text":537,"url":24,"identifiers":538},"Tom AR, 1997, Redesigning teacher education",{},{"id":24,"text":540,"url":24,"identifiers":541},"10.1007\u002F978-94-009-3707-9",{"doi":540},{"id":24,"text":543,"url":24,"identifiers":544},"10.1007\u002F978-1-349-81526-5",{"doi":543},{"id":24,"text":546,"url":24,"identifiers":547},"Van Hiele PM, 1986, Structure and insight: A theory of mathematics education",{},{"id":24,"text":549,"url":24,"identifiers":550},"Van der Valk T, 1996, Paper presented at the Annual Meeting of the American Educational Research Association",{},{"id":24,"text":552,"url":24,"identifiers":553},"10.1080\u002F03626784.1977.11075533",{"doi":552},{"id":24,"text":555,"url":24,"identifiers":556},"Van Manen M, 1990, Researching lived experience: Human science for an action sensitive pedagogy",{},{"id":24,"text":558,"url":24,"identifiers":559},"Vedder J, 1988, Teacher Education 4: Research and developments on teacher education in the Netherlands, 188",{},{"id":24,"text":561,"url":24,"identifiers":562},"Vygotsky L, 1978, Mind in society: The development of higher psychological processes",{},{"id":24,"text":564,"url":24,"identifiers":565},"Wahl D, 1984, Psychologie für die schulpraxis. [Psychology for teaching practice]",{},{"id":24,"text":567,"url":24,"identifiers":568},"Watzlawick P, 1978, The language of change",{},{"id":24,"text":570,"url":24,"identifiers":571},"10.1016\u002F0742-051X(92)90004-M",{"doi":570},{"id":24,"text":573,"url":24,"identifiers":574},"Wubbels Th, 1997, Teacher Education Quarterly, 24, 75",{},{"id":24,"text":576,"url":24,"identifiers":577},"10.1177\u002F002248718303400302",{"doi":576},{"id":24,"text":579,"url":24,"identifiers":580},"Zeichner KM, 1986, Reality and reform in clinical teacher education, 87",{},{"id":24,"text":582,"url":24,"identifiers":583},"Zeichner KM, 1987, Journal of Educational Research, 11, 565",{},{"id":24,"text":585,"url":24,"identifiers":586},"Zeichner KM, 1995, Teachers who teach teachers, 11",{},{"id":24,"text":588,"url":24,"identifiers":589},"10.17763\u002Fhaer.57.1.j18v7162275t1w3w",{"doi":588},{"id":24,"text":591,"url":24,"identifiers":592},"10.1177\u002F002248718103200302",{"doi":591},{"id":594,"createTime":595,"updateTime":595,"relativeEntities":596,"slug":597,"properties":598,"entityType":97,"verifyStatus":98,"verifyTime":595,"verifyNote":99,"languages":607,"translateLanguages":24,"viewCount":25,"primaryUrl":608,"fullTextUrl":24,"authors":609,"publicationType":123,"publisherRelationship":627,"citationCount":668,"citationInfo":669,"publishDate":681,"publishYear":670,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":682,"openAccess":24,"references":683,"isForceReanalyzing":174},"72db21ae-b40a-47a5-b3e9-c8cf877cc97d","2025-01-30T01:48:02.516+00:00",[],"Why-Triangulate-",{"openalex":599,"abstract":601,"title":603,"doi":605},{"VOID":600},"W4239822454",{"EN":602},"\u003Cjats:p> This article discusses triangulation as a strategy for increasing the validity of evaluation and research findings. Typically, through triangulating we expect various data sources and methods to lead to a singular proposition about the phenomenon being studied. That this is not the case is obvious to most researchers and evaluators. Given that this expectation is unrealistic, an alternative perspective of triangulation is presented. This alternative perspective takes into account that triangulation results in convergent, inconsistent, and contradictory evidence that must be rendered sensible by the researcher or evaluator. \u003C\u002Fjats:p>",{"EN":604},"Why Triangulate?",{"VOID":606},"10.3102\u002F0013189x017002013",[101],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0013189X017002013",[610],{"id":611,"sortIndex":25,"researcher":24,"roles":612,"affiliations":613,"properties":622},"1a3ff893-d629-4628-8d9f-72cd1d9ee2e9",[],[614],{"id":615,"sortIndex":25,"affiliation":616,"properties":24},"4e4fce2d-1f6c-4c3c-915c-77cdc6b72150",{"id":615,"createTime":24,"updateTime":24,"relativeEntities":617,"slug":24,"properties":618,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":621,"statistic":24},[],{"title":619},{"EN":620},"University of Chicago School Mathematics Project, Rm. 9, Judd Hall, 5835 S. Kimbark Ave., Chicago, IL 50637. She specializes in program evaluation and qualitative research methods.",[],{"title":623,"openalex":625},{"EN":624},"Sandra Mathison",{"VOID":626},"A5009333607",{"url":24,"publisher":628,"properties":661},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":629,"slug":10,"properties":630,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":635,"manageAffiliations":640,"indexDatabases":646,"url":77,"thumbnailPath":24,"statistic":24,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":631,"eissn":632,"issn":633,"title":634},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[636],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":637,"label":638,"description":639,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31,"VI":32},{},[641],{"id":36,"createTime":24,"updateTime":24,"relativeEntities":642,"slug":24,"properties":643,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":645,"statistic":24},[],{"title":644},{"EN":40},[],[647,654],{"id":44,"indexDatabase":648,"url":55,"indexYears":56,"academicFieldIds":653,"indexDatabaseRanking":59},{"id":46,"createTime":24,"updateTime":24,"relativeEntities":649,"label":650,"description":651,"key":52,"publicationTags":652,"standard":24},[],{"EN":49,"VI":49},{"EN":49,"VI":51},[54],[58],{"id":61,"indexDatabase":655,"url":74,"indexYears":24,"academicFieldIds":660,"indexDatabaseRanking":24},{"id":63,"createTime":24,"updateTime":24,"relativeEntities":656,"label":657,"description":658,"key":70,"publicationTags":659,"standard":24},[],{"EN":66,"VI":66},{"EN":68,"VI":69},[72,73],[76],{"issue":662,"pages":664,"volume":666},{"VOID":663},"2",{"VOID":665},"13-17",{"VOID":667},"17",684,{"total":668,"publishYear":670,"statisticByYear":671},1988,{"2012":672,"2013":673,"2014":673,"2015":674,"2016":675,"2017":296,"2018":296,"2019":676,"2020":677,"2021":296,"2022":678,"2023":679,"2024":680},33,31,30,34,37,45,49,26,21,"1988-03-01",[72,59],[684,687,690,693,696,699,702,705,708,711,714,717],{"id":24,"text":685,"url":24,"identifiers":686},"10.1037\u002Fh0046016",{"doi":685},{"id":24,"text":688,"url":24,"identifiers":689},"Denzin NK, 1978, A theoretical introduction to sociological methods",{},{"id":24,"text":691,"url":24,"identifiers":692},"Eisner EW, 1979, The educational imagination",{},{"id":24,"text":694,"url":24,"identifiers":695},"Guba EG, 1981, Effective evaluation",{},{"id":24,"text":697,"url":24,"identifiers":698},"House ER, 1980, Evaluating with validity",{},{"id":24,"text":700,"url":24,"identifiers":701},"Jick TD, 1983, Qualitative methods",{},{"id":24,"text":703,"url":24,"identifiers":704},"10.1177\u002F000276482026001009",{"doi":703},{"id":24,"text":706,"url":24,"identifiers":707},"Miles MB, 1984, Qualitative data analysis",{},{"id":24,"text":709,"url":24,"identifiers":710},"Patton MQ, 1980, Qualitative evaluation methods",{},{"id":24,"text":712,"url":24,"identifiers":713},"Scriven M, 1972, Philosophical redirection of educational research",{},{"id":24,"text":715,"url":24,"identifiers":716},"10.1002\u002Fev.1426",{"doi":715},{"id":24,"text":718,"url":24,"identifiers":719},"Webb EJ, 1966, Unobtrusive measures",{},{"id":721,"createTime":722,"updateTime":722,"relativeEntities":723,"slug":724,"properties":725,"entityType":97,"verifyStatus":98,"verifyTime":722,"verifyNote":99,"languages":736,"translateLanguages":24,"viewCount":25,"primaryUrl":737,"fullTextUrl":24,"authors":738,"publicationType":123,"publisherRelationship":789,"citationCount":829,"citationInfo":830,"publishDate":844,"publishYear":831,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":845,"openAccess":24,"references":846,"isForceReanalyzing":174},"b4c90c3d-1352-433a-8bca-7d08047f8a71","2025-01-28T00:30:09.659+00:00",[],"Conceptualization-Measurement-and-Improvement-of-Classroom-Processes-Standardized-Observation-Can-Leverage-Capacity",{"openalex":726,"mag":728,"abstract":730,"title":732,"doi":734},{"VOID":727},"W2130512100",{"VOID":729},"2130512100",{"EN":731},"\u003Cjats:p> The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers’ behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments. \u003C\u002Fjats:p>",{"EN":733},"Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity",{"VOID":735},"10.3102\u002F0013189x09332374",[101],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0013189X09332374",[739,766],{"id":740,"sortIndex":25,"researcher":24,"roles":741,"affiliations":742,"properties":759},"b5709244-b620-4f7d-be34-e4e5174a9310",[],[743,751],{"id":744,"sortIndex":25,"affiliation":745,"properties":24},"5982e43f-c315-46a0-bd70-34530aecc3ad",{"id":744,"createTime":24,"updateTime":24,"relativeEntities":746,"slug":24,"properties":747,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":750,"statistic":24},[],{"title":748},{"EN":749},"BRIDGET K. HAMRE is the associate director of the Center for Advanced Study of Teaching and Learning, University of Virginia, 350 Old Ivy Way, Suite 100, Charlottesville, VA 22903; . Her research interests include student–teacher relationships and classroom processes that promote positive academic and social development for young children.",[],{"id":752,"sortIndex":169,"affiliation":753,"properties":24},"55dc6176-3558-42f3-b360-5db15969cf2c",{"id":752,"createTime":24,"updateTime":24,"relativeEntities":754,"slug":24,"properties":755,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":758,"statistic":24},[],{"title":756},{"EN":757},"ROBERT C. PIANTA is the dean of the Curry School of Education as well as the Novartis US Foundation Professor of Education and a professor in the Department of Psychology, University of Virginia, 405 Emmet Street South, Suite 102, Charlottesville, VA 22903; . His recent work focuses on the assessment of teacher quality, teacher–child interaction, and child improvement, using standardized observational assessment and video feedback.",[],{"orcid":760,"title":762,"openalex":764},{"VOID":761},"https:\u002F\u002Forcid.org\u002F0000-0002-6280-8051",{"EN":763},"Robert C. 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(2010). Evaluation form for teachers. Retrieved from http:\u002F\u002Fwww.bostonpublicschools.org",{},{"id":24,"text":1364,"url":24,"identifiers":1365},"10.1007\u002F978-1-4757-3456-0",{"doi":1364},{"id":24,"text":1367,"url":24,"identifiers":1368},"10.1080\u002F08957347.2011.532417",{"doi":1367},{"id":24,"text":1370,"url":24,"identifiers":1371},"Cronbach L. J., 1972, The dependability of behavioral measurements: Theory of generalizability scores and profiles",{},{"id":24,"text":1373,"url":24,"identifiers":1374},"Danielson Group. (2011). Framework for teaching: Components of professional practice. Retrieved from http:\u002F\u002Fcharlottedanielson.com\u002Ftheframeteach.htm",{},{"id":24,"text":1376,"url":24,"identifiers":1377},"10.1111\u002Fj.1745-3984.1979.tb00081.x",{"doi":1376},{"id":24,"text":1379,"url":24,"identifiers":1380},"Gordon R., 2006, Identifying effective teachers using performance on the job",{},{"id":24,"text":1382,"url":24,"identifiers":1383},"10.1023\u002FB:PEEV.0000032427.99952.02",{"doi":1382},{"id":24,"text":1385,"url":24,"identifiers":1386},"10.1080\u002F07370000802177235",{"doi":1385},{"id":24,"text":1388,"url":24,"identifiers":1389},"Hill H. C., Herlihy C. (2011). Prioritizing teaching quality in a new system of teacher evaluation. Education Outlook. Retrieved from http:\u002F\u002Fwww.aei.org\u002Foutlook\u002F101089",{},{"id":24,"text":1391,"url":24,"identifiers":1392},"10.3102\u002F0002831210387916",{"doi":1391},{"id":24,"text":1394,"url":24,"identifiers":1395},"Johnson S. M., 1990, Teachers at work: Achieving success in our schools",{},{"id":24,"text":1397,"url":24,"identifiers":1398},"10.3102\u002F0013189X10390804",{"doi":1397},{"id":24,"text":1400,"url":24,"identifiers":1401},"10.1080\u002F03054980701782064",{"doi":1400},{"id":24,"text":1403,"url":24,"identifiers":1404},"10.1007\u002Fs10857-010-9140-1",{"doi":1403},{"id":24,"text":1406,"url":24,"identifiers":1407},"10.1007\u002FBF00151898",{"doi":1406},{"id":24,"text":1409,"url":24,"identifiers":1410},"Measures of Effective Teaching. (n.d.). Retrieved from the Bill and Melinda Gates Foundation website: http:\u002F\u002Fwww.gatesfoundation.org\u002Funited-states\u002FPages\u002Fmeasures-of-effective-teaching-fact-sheet.aspx",{},{"id":24,"text":1412,"url":24,"identifiers":1413},"National Center for Teacher Effectiveness, 2011, Online poll of states engaged in reform of teacher evaluation systems",{},{"id":24,"text":1415,"url":24,"identifiers":1416},"10.1016\u002Fj.stueduc.2010.10.002",{"doi":1415},{"id":24,"text":1095,"url":24,"identifiers":1418},{"doi":1095},{"id":24,"text":1420,"url":24,"identifiers":1421},"10.3102\u002F00028312024002311",{"doi":1420},{"id":24,"text":1423,"url":24,"identifiers":1424},"Peterson K. D., 2000, Teacher evaluation: A comprehensive guide to new directions and practices",{},{"id":24,"text":1146,"url":24,"identifiers":1426},{"doi":1146},{"id":24,"text":1428,"url":24,"identifiers":1429},"10.1111\u002F1467-9620.00212",{"doi":1428},{"id":24,"text":1431,"url":24,"identifiers":1432},"Sartain L., 2009, Evaluation of the excellent in teaching pilot: A report to the Joyce Foundation",{},{"id":24,"text":1434,"url":24,"identifiers":1435},"Scheerens J., 1997, The foundations of educational effectiveness",{},{"id":24,"text":1437,"url":24,"identifiers":1438},"Shavelson R. J., 1991, Generalizability theory: A primer",{},{"id":24,"text":1440,"url":24,"identifiers":1441},"Teacher Evaluation Act, La. Rev. Stat. §§ 17:3881-3886, 17:3901-3905, 17:3997, 17:3891-3895 (2010).",{},{"id":24,"text":1443,"url":24,"identifiers":1444},"Teddlie C., 2000, The international handbook of school effectiveness research",{},{"id":24,"text":1446,"url":24,"identifiers":1447},"Tennessee Department of Education. (2011). Framework for evaluation and professional growth. Retrieved from http:\u002F\u002Fwww.tn.gov\u002Feducation\u002Fframeval\u002F",{},{"id":24,"text":1449,"url":24,"identifiers":1450},"Weisberg D., 2009, The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness",{},{"id":1452,"createTime":1453,"updateTime":1454,"relativeEntities":1455,"slug":1456,"properties":1457,"entityType":97,"verifyStatus":98,"verifyTime":1453,"verifyNote":99,"languages":1472,"translateLanguages":1473,"viewCount":25,"primaryUrl":1474,"fullTextUrl":24,"authors":1475,"publicationType":123,"publisherRelationship":1531,"citationCount":1572,"citationInfo":1573,"publishDate":1588,"publishYear":1574,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1589,"openAccess":24,"references":1590,"isForceReanalyzing":174},"ec185901-09e6-4986-ab9b-b8bf25b35aff","2024-09-12T10:46:04.991+00:00","2024-12-24T16:53:52.267+00:00",[],"Situated-Cognition-and-the-Culture-of-Learning",{"openalex":1458,"mag":1460,"abstract":1462,"title":1465,"keywords":1468,"doi":1470},{"VOID":1459},"W2164599981",{"VOID":1461},"2164599981",{"EN":1463,"VI":1464},"\u003Cjats:p> Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching. \u003C\u002Fjats:p>","\u003Cjats:p> Nhiều phương pháp giảng dạy mặc nhiên cho rằng kiến thức khái niệm có thể được trừu xuất từ các tình huống mà nó được học và sử dụng. Bài viết này lập luận rằng giả định này không thể tránh khỏi việc hạn chế hiệu quả của các phương pháp như vậy. Dựa trên nghiên cứu mới nhất về nhận thức trong hoạt động hàng ngày, các tác giả lập luận rằng kiến thức là định vị, là một phần sản phẩm của hoạt động, bối cảnh và văn hóa nơi nó được phát triển và sử dụng. Họ thảo luận về việc quan điểm này ảnh hưởng đến sự hiểu biết của chúng ta về học tập như thế nào, và họ nhận thấy rằng trường học truyền thống quá thường xuyên bỏ qua tầm ảnh hưởng của văn hóa trường học lên những gì được học ở trường. Như một giải pháp thay thế cho các thực tiễn truyền thống, họ đề xuất học nghề nhận thức (Collins, Brown, & Newman, đang chuẩn bị xuất bản), mở rộng đặc trưng bản chất định vị của kiến thức. Họ xem xét hai ví dụ về giảng dạy toán học thể hiện những đặc điểm chính của cách tiếp cận này đối với giảng dạy.\u003C\u002Fjats:p>",{"EN":1466,"VI":1467},"Situated Cognition and the Culture of Learning","Nhận thức Đặt tình huống và Văn hoá Học tập",{"VI":1469},"Nhận thức đặt tình huống, học nghề nhận thức, văn hóa trường học, giảng dạy toán học, hiệu quả học tập, hoạt động nhận thức",{"VOID":1471},"10.3102\u002F0013189x018001032",[101],[198],"http:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0013189X018001032",[1476,1495,1512],{"id":1477,"sortIndex":25,"researcher":24,"roles":1478,"affiliations":1479,"properties":1488},"873b2837-6c5d-4296-85f8-796fd825c470",[],[1480],{"id":1481,"sortIndex":25,"affiliation":1482,"properties":24},"612dd7fd-bebd-4b44-984a-f0eed7de6993",{"id":1481,"createTime":24,"updateTime":24,"relativeEntities":1483,"slug":24,"properties":1484,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1487,"statistic":24},[],{"title":1485},{"EN":1486},"Institute for Research on Learning, 2550 Hanover Street, Palo Alto, California 94304.",[],{"orcid":1489,"title":1491,"openalex":1493},{"VOID":1490},"https:\u002F\u002Forcid.org\u002F0000-0002-2291-1468",{"EN":1492},"John Seely 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KJ, 1983, Situations and attitudes",{},{"id":24,"text":1595,"url":24,"identifiers":1596},"Burton R, 1984, Everyday cognition: Its development in social context, 139",{},{"id":24,"text":1598,"url":24,"identifiers":1599},"Collins A, Knowing, learning, and instruction: Essays in honor of Robert Glaser",{},{"id":24,"text":1601,"url":24,"identifiers":1602},"Cussins A, 1988, The connectionist construction of concepts",{},{"id":24,"text":1604,"url":24,"identifiers":1605},"deKleer J, 1984, Artificial intelligence Journal, 24, 1, 10.1016\u002F0004-3702(84)90036-5",{"doi":1606},"10.1016\u002F0004-3702(84)90036-5",{"id":24,"text":1608,"url":24,"identifiers":1609},"10.1207\u002Fs15516709cog0601_2",{"doi":1608},{"id":24,"text":1611,"url":24,"identifiers":1612},"diSessa A, 1983, Mental models, 15",{},{"id":24,"text":1614,"url":24,"identifiers":1615},"diSessa A, 1986, Constructivism in the computer age",{},{"id":24,"text":1617,"url":24,"identifiers":1618},"Engestrom Y, 1987, Learning, by expanding",{},{"id":24,"text":1620,"url":24,"identifiers":1621},"Fillmore J, 1974, Santa Cruz lectures on deixis",{},{"id":24,"text":1623,"url":24,"identifiers":1624},"Geertz C, 1983, Local knowledge",{},{"id":24,"text":1626,"url":24,"identifiers":1627},"Hutchins E, Situated Learning",{},{"id":24,"text":1629,"url":24,"identifiers":1630},"10.1207\u002Fs1532690xci0304_1",{"doi":1629},{"id":24,"text":1632,"url":24,"identifiers":1633},"Lave I, 1977, The Quarterly Newsletter of the institute for Comparative Human Development, 1, 1",{},{"id":24,"text":1635,"url":24,"identifiers":1636},"Lave J, 1988, The culture of acquisition and the practice of understanding",{},{"id":24,"text":1638,"url":24,"identifiers":1639},"10.1017\u002FCBO9780511609268",{"doi":1638},{"id":24,"text":1641,"url":24,"identifiers":1642},"Lave J, 1988, Paper presented at AERA annual conference",{},{"id":24,"text":1644,"url":24,"identifiers":1645},"10.1126\u002Fscience.210.4474.1139",{"doi":1644},{"id":24,"text":1647,"url":24,"identifiers":1648},"10.1038\u002Fscientificamerican0987-94",{"doi":1647},{"id":24,"text":1650,"url":24,"identifiers":1651},"Nunberg G, 1978, The pragmatics of reference",{},{"id":24,"text":1653,"url":24,"identifiers":1654},"Orr J, 1987, Talking about machines",{},{"id":24,"text":1656,"url":24,"identifiers":1657},"10.1177\u002F001440298605300203",{"doi":1656},{"id":24,"text":1659,"url":24,"identifiers":1660},"10.1207\u002Fs1532690xci0102_1",{"doi":1659},{"id":24,"text":1662,"url":24,"identifiers":1663},"Pea RD, 1988, Paper presented at the meeting of the Cognitive Science Society",{},{"id":24,"text":1665,"url":24,"identifiers":1666},"Perkins DN, 1986, Knowledge as design",{},{"id":24,"text":1668,"url":24,"identifiers":1669},"10.2307\u002F2214792",{"doi":1668},{"id":24,"text":1671,"url":24,"identifiers":1672},"Resnick L, 1988, Educational Researcher, 16, 13",{},{"id":24,"text":1674,"url":24,"identifiers":1675},"Rogoff B, 1984, Everyday cognition: Its development in social context",{},{"id":24,"text":1677,"url":24,"identifiers":1678},"Rubin A, 1980, Theoretical issues in reading comprehension, 411",{},{"id":24,"text":1680,"url":24,"identifiers":1681},"10.1207\u002Fs15516709cog0802_4",{"doi":1680},{"id":24,"text":1683,"url":24,"identifiers":1684},"Schoenfeld AH, 1985, Mathematical problem solving",{},{"id":24,"text":1686,"url":24,"identifiers":1687},"Schoenfeld AH, Informal reasoning and education",{},{"id":24,"text":1689,"url":24,"identifiers":1690},"Schoenfeld AH, Ideas in the air",{},{"id":24,"text":1692,"url":24,"identifiers":1693},"Scribner S, 1984, Everyday cognition: Its development in social context, 9",{},{"id":24,"text":1695,"url":24,"identifiers":1696},"Shanker A, 1988, New York Times, 7",{},{"id":24,"text":1698,"url":24,"identifiers":1699},"Suchman L, 1987, Plans and situated actions",{},{"id":24,"text":1701,"url":24,"identifiers":1702},"10.1207\u002Fs15516709cog0701_2",{"doi":1701},{"id":24,"text":1704,"url":24,"identifiers":1705},"Whitehead AN, 1929, The aims of education",{},{"id":1707,"createTime":1708,"updateTime":1708,"relativeEntities":1709,"slug":1710,"properties":1711,"entityType":97,"verifyStatus":98,"verifyTime":1708,"verifyNote":99,"languages":1720,"translateLanguages":24,"viewCount":25,"primaryUrl":1721,"fullTextUrl":24,"authors":1722,"publicationType":123,"publisherRelationship":1782,"citationCount":1823,"citationInfo":1824,"publishDate":1830,"publishYear":1825,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1831,"openAccess":24,"references":1832,"isForceReanalyzing":174},"ad3f04a9-b7a4-4f78-a6e7-fa829db684fa","2024-12-21T09:03:54.500+00:00",[],"Test-Score-Patterns-Across-Three-COVID-19-Impacted-School-Years",{"openalex":1712,"abstract":1714,"title":1716,"doi":1718},{"VOID":1713},"W4283726911",{"EN":1715},"\u003Cjats:p> The COVID-19 pandemic has been a seismic and ongoing disruption to K–12 schooling. Using test scores from 5.4 million U.S. students in Grades 3–8, we tracked changes in math and reading achievement across the first 2 years of the pandemic. Average math test scores in the fall of 2021 in Grades 3–8 were .20–.27 standard deviation (SD) lower relative to same-grade peers in the fall of 2019, while reading test scores decreased by .09–.18 SD. Achievement gaps between students in low-poverty and high-poverty elementary schools grew by .10–.20 SD, primarily during the 2020–2021 school year. Achievement disparities by student race\u002Fethnicity also widened substantively. Observed declines are more substantial than during other recent school disruptions, such as those due to natural disasters. \u003C\u002Fjats:p>",{"EN":1717},"Test Score Patterns Across Three COVID-19-Impacted School Years",{"VOID":1719},"10.3102\u002F0013189x221109178",[101],"http:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0013189X221109178",[1723,1742,1767],{"id":1724,"sortIndex":25,"researcher":24,"roles":1725,"affiliations":1726,"properties":1735},"9384573b-f20e-4d1a-b1ff-122090b66115",[],[1727],{"id":1728,"sortIndex":25,"affiliation":1729,"properties":24},"3ad3061f-a862-4047-be2a-aaa8768747ff",{"id":1728,"createTime":24,"updateTime":24,"relativeEntities":1730,"slug":24,"properties":1731,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1734,"statistic":24},[],{"title":1732},{"EN":1733},"NWEA, Portland, OR",[],{"orcid":1736,"title":1738,"openalex":1740},{"VOID":1737},"https:\u002F\u002Forcid.org\u002F0000-0002-2231-5228",{"EN":1739},"Megan Kuhfeld",{"VOID":1741},"A5065664889",{"id":1743,"sortIndex":169,"researcher":24,"roles":1744,"affiliations":1745,"properties":1760},"4985e9e2-e0ee-4337-8769-7a4c0568b5c9",[],[1746,1752],{"id":1728,"sortIndex":25,"affiliation":1747,"properties":24},{"id":1728,"createTime":24,"updateTime":24,"relativeEntities":1748,"slug":24,"properties":1749,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1751,"statistic":24},[],{"title":1750},{"EN":1733},[],{"id":1753,"sortIndex":169,"affiliation":1754,"properties":24},"3fa24d04-1dff-4eea-9544-750434e0bf73",{"id":1753,"createTime":24,"updateTime":24,"relativeEntities":1755,"slug":24,"properties":1756,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1759,"statistic":24},[],{"title":1757},{"VI":1758},"University of Virginia, Charlottesville, Va",[],{"orcid":1761,"title":1763,"openalex":1765},{"VOID":1762},"https:\u002F\u002Forcid.org\u002F0000-0001-8895-2871",{"EN":1764},"James Soland",{"VOID":1766},"A5017440940",{"id":1768,"sortIndex":1288,"researcher":24,"roles":1769,"affiliations":1770,"properties":1777},"74fd6f9d-913e-40aa-865a-dfb7a7acd426",[],[1771],{"id":1728,"sortIndex":25,"affiliation":1772,"properties":24},{"id":1728,"createTime":24,"updateTime":24,"relativeEntities":1773,"slug":24,"properties":1774,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1776,"statistic":24},[],{"title":1775},{"EN":1733},[],{"title":1778,"openalex":1780},{"EN":1779},"Karyn Lewis",{"VOID":1781},"A5003983573",{"url":24,"publisher":1783,"properties":1816},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1784,"slug":10,"properties":1785,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":1790,"manageAffiliations":1795,"indexDatabases":1801,"url":77,"thumbnailPath":24,"statistic":24,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":1786,"eissn":1787,"issn":1788,"title":1789},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[1791],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":1792,"label":1793,"description":1794,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31,"VI":32},{},[1796],{"id":36,"createTime":24,"updateTime":24,"relativeEntities":1797,"slug":24,"properties":1798,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1800,"statistic":24},[],{"title":1799},{"EN":40},[],[1802,1809],{"id":44,"indexDatabase":1803,"url":55,"indexYears":56,"academicFieldIds":1808,"indexDatabaseRanking":59},{"id":46,"createTime":24,"updateTime":24,"relativeEntities":1804,"label":1805,"description":1806,"key":52,"publicationTags":1807,"standard":24},[],{"EN":49,"VI":49},{"EN":49,"VI":51},[54],[58],{"id":61,"indexDatabase":1810,"url":74,"indexYears":24,"academicFieldIds":1815,"indexDatabaseRanking":24},{"id":63,"createTime":24,"updateTime":24,"relativeEntities":1811,"label":1812,"description":1813,"key":70,"publicationTags":1814,"standard":24},[],{"EN":66,"VI":66},{"EN":68,"VI":69},[72,73],[76],{"issue":1817,"pages":1819,"volume":1821},{"VOID":1818},"7",{"VOID":1820},"500-506",{"VOID":1822},"51",126,{"total":1823,"publishYear":1825,"statisticByYear":1826},2022,{"2022":1827,"2023":1828,"2024":1829},14,52,55,"2022-10-01",[72,59],[1833,1836,1839,1842,1845,1848,1851,1854,1857,1860,1863,1866,1869,1872,1875,1878,1881,1884,1887,1890,1893,1896,1899],{"id":24,"text":1834,"url":24,"identifiers":1835},"10.3102\u002F0013189X211011237",{"doi":1834},{"id":24,"text":1837,"url":24,"identifiers":1838},"Barnum M. (2021, February 24). This year’s state test results will be tough to interpret. Chalkbeat. https:\u002F\u002Fwww.chalkbeat.org\u002F2021\u002F2\u002F24\u002F22299804\u002Fschools-testing-covid-results-accuracy",{},{"id":24,"text":1840,"url":24,"identifiers":1841},"10.3102\u002F0013189X211057562",{"doi":1840},{"id":24,"text":1843,"url":24,"identifiers":1844},"Center on Budget and Policy Priorities. (2022, February). Tracking the COVID-19 recession’s effects on food, housing, and employment hardships. https:\u002F\u002Fwww.cbpp.org\u002Fresearch\u002Fpoverty-and-inequality\u002Ftracking-the-covid-19-economys-effects-on-food-housing-and",{},{"id":24,"text":1846,"url":24,"identifiers":1847},"Centers for Disease Control and Prevention. (2021, November). Impact of racism on our nation’s health. https:\u002F\u002Fwww.cdc.gov\u002Fhealthequity\u002Fracism-disparities\u002Fimpact-of-racism.html",{},{"id":24,"text":1849,"url":24,"identifiers":1850},"Centers for Disease Control and Prevention. (2022, January). Health equity considerations and racial and ethnic minority groups. https:\u002F\u002Fwww.cdc.gov\u002Fcoronavirus\u002F2019-ncov\u002Fcommunity\u002Fhealth-equity\u002Frace-ethnicity.html",{},{"id":24,"text":1852,"url":24,"identifiers":1853},"Dorn E., Hancock B., Sarakatsannis J., Viruleg E. (2020). COVID-19 and learning loss—Disparities grow and students need help. McKinsey and Company. https:\u002F\u002Fwww.mckinsey.com\u002Findustries\u002Fpublic-and-social-sector\u002Four-insights\u002Fcovid-19-and-learning-loss-disparities-grow-and-students-need-help",{},{"id":24,"text":1855,"url":24,"identifiers":1856},"Gerwetz C. (2021, October 21). State test results are in. Are they useless? EducationWeek. https:\u002F\u002Fwww.edweek.org\u002Fteaching-learning\u002Fstate-test-results-are-in-are-they-useless\u002F2021\u002F10",{},{"id":24,"text":1858,"url":24,"identifiers":1859},"10.3386\u002Fw29497",{"doi":1858},{"id":24,"text":1861,"url":24,"identifiers":1862},"Ho A. (2021). Three test-score metrics that all states should report in the COVID-19-affected spring of 2021. https:\u002F\u002Fscholar.harvard.edu\u002Ffiles\u002Fandrewho\u002Ffiles\u002Fthreemetrics.pdf",{},{"id":24,"text":1864,"url":24,"identifiers":1865},"Johnson A., Kuhfeld M., Tarasawa B. (2021, January 18). How did students fare relative to the COVID-19 learning loss projections? SAGE Perspectives. https:\u002F\u002Fperspectivesblog.sagepub.com\u002Fblog\u002Fresearch\u002Fhow-did-students-fare-relative-to-the-covid-19-learning-loss-projections",{},{"id":24,"text":1867,"url":24,"identifiers":1868},"Kraft M. A., 2021, AERA Open, 7, 1",{},{"id":24,"text":1870,"url":24,"identifiers":1871},"Kuhfeld M., Lewis K., Meyer P., Tarasawa B. (2020, November). Comparability analysis of remote and in-person MAP Growth testing in fall 2020. NWEA. https:\u002F\u002Fwww.nwea.org\u002Fcontent\u002Fuploads\u002F2020\u002F11\u002FTechnical-brief-Comparability-analysis-of-remote-and-inperson-MAP-Growth-testing-in-fall-2020-NOV2020.pdf",{},{"id":24,"text":1873,"url":24,"identifiers":1874},"Kuhfeld M., Soland J., Lewis K., Morton E. (2022, March 3). The pandemic has had devastating impacts on learning. What will it take to help students catch up? Brookings Brown Center Chalkboard. https:\u002F\u002Fwww.brookings.edu\u002Fblog\u002Fbrown-center-chalkboard\u002F2022\u002F03\u002F03\u002Fthe-pandemic-has-had-devastating-impacts-on-learning-what-will-it-take-to-help-students-catch-up\u002F",{},{"id":24,"text":1876,"url":24,"identifiers":1877},"10.3102\u002F0013189X20965918",{"doi":1876},{"id":24,"text":1879,"url":24,"identifiers":1880},"Kuhfeld M., Tarasawa B., Johnson A., Ruzek E., Lewis K. (2020, November). Learning during COVID-19: Initial findings on students’ reading and math achievement and growth. NWEA. https:\u002F\u002Fwww.nwea.org\u002Fcontent\u002Fuploads\u002F2020\u002F11\u002FCollaborative-brief-Learning-during-COVID-19.NOV2020.pdf",{},{"id":24,"text":1882,"url":24,"identifiers":1883},"Lewis K., Kuhfeld M., Ruzek E., McEachin A. (2021, July). Learning during COVID-19: Reading and math achievement in the 2020–21 school year. NWEA. https:\u002F\u002Fwww.nwea.org\u002Fcontent\u002Fuploads\u002F2021\u002F07\u002FLearning-during-COVID-19-Reading-and-math-achievement-in-the-2020-2021-school-year.research-brief.pdf.",{},{"id":24,"text":1885,"url":24,"identifiers":1886},"NWEA. (2019, March). MAP® Growth™ technical report. https:\u002F\u002Fwww.nwea.org\u002Fcontent\u002Fuploads\u002F2021\u002F11\u002FMAP-Growth-Technical-Report-2019_NWEA.pdf",{},{"id":24,"text":1888,"url":24,"identifiers":1889},"10.1257\u002Fapp.4.1.109",{"doi":1888},{"id":24,"text":1891,"url":24,"identifiers":1892},"Sawchuk S., Sparks S. (2020, December 2). Kids are behind in math because of COVID-19. Here’s what research says could help. EducationWeek. https:\u002F\u002Fwww.edweek.org\u002Fteaching-learning\u002Fkids-are-behind-in-math-because-of-covid-19-heres-what-research-says-could-help\u002F2020\u002F12",{},{"id":24,"text":1894,"url":24,"identifiers":1895},"10.1787\u002F1c78681e-en",{"doi":1894},{"id":24,"text":1897,"url":24,"identifiers":1898},"West M., Lake R. (2021, July). How much have students missed academically because of the pandemic? A review of the evidence to date. Center on Reinventing Public Education. https:\u002F\u002Fwww.crpe.org\u002Fpublications\u002Fhow-much-have-students-missed-academically-because-pandemic-review-evidence-date",{},{"id":24,"text":1900,"url":24,"identifiers":1901},"YouthTruth. (2021). Students weigh in, part II: Learning and well-being during COVID-19. YouthTruth. https:\u002F\u002Fyouthtruthsurvey.org\u002Fstudents-weigh-in-part2\u002F",{},{"id":1903,"createTime":1904,"updateTime":1904,"relativeEntities":1905,"slug":1906,"properties":1907,"entityType":97,"verifyStatus":98,"verifyTime":1904,"verifyNote":99,"languages":1918,"translateLanguages":24,"viewCount":25,"primaryUrl":1919,"fullTextUrl":24,"authors":1920,"publicationType":123,"publisherRelationship":1957,"citationCount":1997,"citationInfo":1998,"publishDate":2007,"publishYear":1999,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":2008,"openAccess":24,"references":2009,"isForceReanalyzing":174},"11a5b488-3cef-41b2-b624-f56172ad913c","2024-11-27T22:39:56.692+00:00",[],"Research-Practice-Partnerships-in-Education",{"openalex":1908,"mag":1910,"abstract":1912,"title":1914,"doi":1916},{"VOID":1909},"W2293750660",{"VOID":1911},"2293750660",{"EN":1913},"\u003Cjats:p> 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 related fields. It then outlines a research agenda for the study of RPPs that can guide funders’ investments and help developing partnerships succeed. \u003C\u002Fjats:p>",{"EN":1915},"Research–Practice Partnerships in Education",{"VOID":1917},"10.3102\u002F0013189x16631750",[101],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0013189X16631750",[1921,1938],{"id":1922,"sortIndex":25,"researcher":24,"roles":1923,"affiliations":1924,"properties":1933},"da1ab7bf-9f5c-4a71-ae56-a1e28989d099",[],[1925],{"id":1926,"sortIndex":25,"affiliation":1927,"properties":24},"871d04d6-f86d-43ff-a828-cd52eee830d9",{"id":1926,"createTime":24,"updateTime":24,"relativeEntities":1928,"slug":24,"properties":1929,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1932,"statistic":24},[],{"title":1930},{"VI":1931},"Northwestern University, Evanston, IL",[],{"title":1934,"openalex":1936},{"EN":1935},"Cynthia E. 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S., 2015, Learning to improve: How America’s schools can get better at getting better",{},{"id":24,"text":2042,"url":24,"identifiers":2043},"Bullock A., 2011, Journal of Health Services Research & Policy, 17, 2",{},{"id":24,"text":2045,"url":24,"identifiers":2046},"10.1177\u002F016146811311501408",{"doi":2045},{"id":24,"text":2048,"url":24,"identifiers":2049},"Coburn C. E., 2010, Research and practice in education: Building alliances, bridging the divide, 167",{},{"id":24,"text":2051,"url":24,"identifiers":2052},"10.1080\u002F01619560802222350",{"doi":2051},{"id":24,"text":2054,"url":24,"identifiers":2055},"Coburn C. E., 2013, Research-practice partnerships at the district level: A new strategy for leveraging research for educational improvement",{},{"id":24,"text":2057,"url":24,"identifiers":2058},"Coburn C. E., 2010, Research and practice in education: Building alliances, bridging the divide",{},{"id":24,"text":2060,"url":24,"identifiers":2061},"10.1177\u002F016146810911100403",{"doi":2060},{"id":24,"text":2063,"url":24,"identifiers":2064},"10.4159\u002Fharvard.9780674062788",{"doi":2063},{"id":24,"text":2066,"url":24,"identifiers":2067},"10.1080\u002F00405840701593907",{"doi":2066},{"id":24,"text":2069,"url":24,"identifiers":2070},"10.3102\u002F01623737018003199",{"doi":2069},{"id":24,"text":2072,"url":24,"identifiers":2073},"D’Amico L., 2010, Research and practice in education: Building alliances, bridging the divide, 47",{},{"id":24,"text":2075,"url":24,"identifiers":2076},"10.1126\u002Fscience.1236180",{"doi":2075},{"id":24,"text":2078,"url":24,"identifiers":2079},"Donovan M. S., 2003, Strategic Education Research Partnership",{},{"id":24,"text":2081,"url":24,"identifiers":2082},"10.1016\u002Fj.ijer.2011.04.007",{"doi":2081},{"id":24,"text":2084,"url":24,"identifiers":2085},"10.1177\u002F001312457700900403",{"doi":2084},{"id":24,"text":2087,"url":24,"identifiers":2088},"10.1177\u002F001316102237669",{"doi":2087},{"id":24,"text":2090,"url":24,"identifiers":2091},"10.1016\u002FS0742-051X(03)00059-3",{"doi":2090},{"id":24,"text":2093,"url":24,"identifiers":2094},"Fishman B. J., 2013, Design-based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook",{},{"id":24,"text":2096,"url":24,"identifiers":2097},"10.1007\u002Fs10488-006-0062-2",{"doi":2096},{"id":24,"text":2099,"url":24,"identifiers":2100},"10.1002\u002Ftea.20248",{"doi":2099},{"id":24,"text":2102,"url":24,"identifiers":2103},"Haskins R., 2011, Building the connection between policy and evidence: The Obama evidence-based initiatives",{},{"id":24,"text":2105,"url":24,"identifiers":2106},"10.1016\u002Fj.jadohealth.2008.01.022",{"doi":2105},{"id":24,"text":2108,"url":24,"identifiers":2109},"10.1001\u002Farchpediatrics.2009.141",{"doi":2108},{"id":24,"text":2111,"url":24,"identifiers":2112},"Heckman P. E., 1988, School–university partnerships in action: Concepts, cases, and concerns, 106",{},{"id":24,"text":2114,"url":24,"identifiers":2115},"10.1177\u002F016146811211401109",{"doi":2114},{"id":24,"text":2117,"url":24,"identifiers":2118},"10.1007\u002F978-3-319-04690-7_4",{"doi":2117},{"id":24,"text":2120,"url":24,"identifiers":2121},"10.1111\u002Fj.1744-6163.2010.00265.x",{"doi":2120},{"id":24,"text":2123,"url":24,"identifiers":2124},"Hubbard L., 2010, Research and practice in education: Building alliances, bridging the divide, 55",{},{"id":24,"text":2126,"url":24,"identifiers":2127},"10.1146\u002Fannurev.publhealth.19.1.173",{"doi":2126},{"id":24,"text":2129,"url":24,"identifiers":2130},"10.1037\u002Fa0017784",{"doi":2129},{"id":24,"text":2132,"url":24,"identifiers":2133},"10.1207\u002Fs15327809jls1301_6",{"doi":2132},{"id":24,"text":2135,"url":24,"identifiers":2136},"10.1086\u002F505057",{"doi":2135},{"id":24,"text":2138,"url":24,"identifiers":2139},"King G., 2010, Health and Social Care in the Community, 18, 59",{},{"id":24,"text":2141,"url":24,"identifiers":2142},"10.1177\u002F0895904813515329",{"doi":2141},{"id":24,"text":2144,"url":24,"identifiers":2145},"10.1177\u002F1049731511406740",{"doi":2144},{"id":24,"text":2147,"url":24,"identifiers":2148},"10.1177\u002F1049731509360976",{"doi":2147},{"id":24,"text":2150,"url":24,"identifiers":2151},"10.2105\u002FAJPH.93.5.803",{"doi":2150},{"id":24,"text":2153,"url":24,"identifiers":2154},"National Academy of Education, 1999, Recommendations regarding research priorities: An advisory report to the National Educational Research Policy and Priorities Board",{},{"id":24,"text":2156,"url":24,"identifiers":2157},"National Research Council, 2012, Using science as evidence in public policy",{},{"id":24,"text":2159,"url":24,"identifiers":2160},"Penuel W. R., 2013, Design-based implementation research: Theories, methods, and exemplars. National Society for the Study of Education Yearbook, 237",{},{"id":24,"text":2162,"url":24,"identifiers":2163},"Penuel W. R., Journal of Research in Science Teaching",{},{"id":24,"text":2165,"url":24,"identifiers":2166},"10.1142\u002FS1793206807000300",{"doi":2165},{"id":24,"text":2168,"url":24,"identifiers":2169},"Roderick M., 2007, Developing new roles for research in new policy environments: The Consortium on Chicago School Research",{},{"id":24,"text":2171,"url":24,"identifiers":2172},"Rosen L., 2010, Research and practice in education: Building alliances, bridging the divide, 55",{},{"id":24,"text":2174,"url":24,"identifiers":2175},"10.1080\u002F10824669.2014.988335",{"doi":2174},{"id":24,"text":2177,"url":24,"identifiers":2178},"10.1007\u002F978-3-319-04690-7_6",{"doi":2177},{"id":24,"text":2180,"url":24,"identifiers":2181},"Sirotnik K. A., 1998, School–university partnerships in action: Concepts, cases and concerns",{},{"id":24,"text":2183,"url":24,"identifiers":2184},"10.1080\u002F19345740903167042",{"doi":2183},{"id":24,"text":2186,"url":24,"identifiers":2187},"10.3102\u002F00028312035001033",{"doi":2186},{"id":24,"text":2189,"url":24,"identifiers":2190},"Tseng V., 2012, Partnerships: Shifting the dynamics between research and practice",{},{"id":24,"text":2192,"url":24,"identifiers":2193},"Vozzo L., 2001, The many faces of school–university collaboration: Characteristics of successful partnerships, 223",{},{"id":24,"text":2195,"url":24,"identifiers":2196},"10.2105\u002FAJPH.2009.184036",{"doi":2195},{"id":24,"text":2198,"url":24,"identifiers":2199},"10.1007\u002Fs10956-006-9008-4",{"doi":2198},{"id":2201,"createTime":2202,"updateTime":2202,"relativeEntities":2203,"slug":2204,"properties":2205,"entityType":97,"verifyStatus":98,"verifyTime":2220,"verifyNote":99,"languages":2221,"translateLanguages":24,"viewCount":25,"primaryUrl":2222,"fullTextUrl":24,"authors":2223,"publicationType":123,"publisherRelationship":2243,"citationCount":2284,"citationInfo":2285,"publishDate":2292,"publishYear":2286,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":2293,"openAccess":24,"references":2294,"isForceReanalyzing":174},"1e306a2f-1fe9-4ff9-a6e5-7b851dae3dd7","2024-10-16T08:47:36.150+00:00",[],"Diversity-Inclusion",{"mag":2206,"pmc":2208,"openalex":2210,"abstract":2212,"title":2214,"pm":2216,"doi":2218},{"VOID":2207},"2066703965",{"VOID":2209},"4530621",{"VOID":2211},"W2066703965",{"EN":2213},"\u003Cjats:p> I argue that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of inclusion and ask whether motives for campus diversification are aligned with pedagogic goals. I address this question by focusing on inclusion, namely, organizational strategies and practices that promote meaningful social and academic interactions among students who differ in their experiences, views, and traits. After illustrating the contours and pace of diversification, I discuss challenges to achieving meaningful integration as campuses become more racially diverse by focusing on ethnic programming and evidence about students’ social interaction patterns. Integration is not an automatic by-product of campus diversity; therefore, to harness the benefits of diverse student bodies, institutional leaders must pursue deliberate strategies that promote inclusion. \u003C\u002Fjats:p>",{"EN":2215},"Diversity ≠ Inclusion",{"VOID":2217},"26269658",{"VOID":2219},"10.3102\u002F0013189x13516164","2024-10-16T08:47:36.149+00:00",[101],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0013189X13516164",[2224],{"id":2225,"sortIndex":25,"researcher":24,"roles":2226,"affiliations":2227,"properties":2236},"e400f876-812d-43f8-8cd2-db33f3888d47",[],[2228],{"id":2229,"sortIndex":25,"affiliation":2230,"properties":24},"ca4882fe-665a-492f-b2f0-482f8d26451a",{"id":2229,"createTime":24,"updateTime":24,"relativeEntities":2231,"slug":24,"properties":2232,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2235,"statistic":24},[],{"title":2233},{"EN":2234},"#N# 1Princeton University, Princeton, NJ",[],{"orcid":2237,"title":2239,"openalex":2241},{"VOID":2238},"https:\u002F\u002Forcid.org\u002F0000-0001-9660-8616",{"EN":2240},"Marta Tienda",{"VOID":2242},"A5031959946",{"url":24,"publisher":2244,"properties":2277},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":2245,"slug":10,"properties":2246,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":2251,"manageAffiliations":2256,"indexDatabases":2262,"url":77,"thumbnailPath":24,"statistic":24,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":2247,"eissn":2248,"issn":2249,"title":2250},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[2252],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":2253,"label":2254,"description":2255,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31,"VI":32},{},[2257],{"id":36,"createTime":24,"updateTime":24,"relativeEntities":2258,"slug":24,"properties":2259,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2261,"statistic":24},[],{"title":2260},{"EN":40},[],[2263,2270],{"id":44,"indexDatabase":2264,"url":55,"indexYears":56,"academicFieldIds":2269,"indexDatabaseRanking":59},{"id":46,"createTime":24,"updateTime":24,"relativeEntities":2265,"label":2266,"description":2267,"key":52,"publicationTags":2268,"standard":24},[],{"EN":49,"VI":49},{"EN":49,"VI":51},[54],[58],{"id":61,"indexDatabase":2271,"url":74,"indexYears":24,"academicFieldIds":2276,"indexDatabaseRanking":24},{"id":63,"createTime":24,"updateTime":24,"relativeEntities":2272,"label":2273,"description":2274,"key":70,"publicationTags":2275,"standard":24},[],{"EN":66,"VI":66},{"EN":68,"VI":69},[72,73],[76],{"issue":2278,"pages":2280,"volume":2282},{"VOID":2279},"9",{"VOID":2281},"467-475",{"VOID":2283},"42",145,{"total":2284,"publishYear":2286,"statisticByYear":2287},2013,{"2014":1288,"2015":165,"2016":165,"2017":2288,"2018":1827,"2019":298,"2020":1350,"2021":2289,"2022":2290,"2023":2290,"2024":2291},5,27,15,13,"2013-12-01",[72,59],[2295,2298,2301,2304,2307,2310,2313,2316,2319,2322,2325,2328,2331,2334,2337,2340,2343,2346,2349,2352,2355,2358,2361,2364,2367,2370,2373,2376,2379,2382,2385,2388],{"id":24,"text":2296,"url":24,"identifiers":2297},"Aud S., 2012, The condition of education 2012",{},{"id":24,"text":2299,"url":24,"identifiers":2300},"Aud S., 2010, The condition of education 2010",{},{"id":24,"text":2302,"url":24,"identifiers":2303},"10.2202\u002F1553-3832.1097",{"doi":2302},{"id":24,"text":2305,"url":24,"identifiers":2306},"10.3102\u002F0034654310383047",{"doi":2305},{"id":24,"text":2308,"url":24,"identifiers":2309},"Brown v. Board of Education, 347 U.S. 483 (1954).",{},{"id":24,"text":2311,"url":24,"identifiers":2312},"Brown R., 2013, New York Times",{},{"id":24,"text":2314,"url":24,"identifiers":2315},"10.1126\u002Fscience.1219009",{"doi":2314},{"id":24,"text":2317,"url":24,"identifiers":2318},"10.1037\u002Fa0021840",{"doi":2317},{"id":24,"text":2320,"url":24,"identifiers":2321},"10.1353\u002Fjhe.2011.0025",{"doi":2320},{"id":24,"text":2323,"url":24,"identifiers":2324},"10.1515\u002F9781400831531",{"doi":2323},{"id":24,"text":2326,"url":24,"identifiers":2327},"Fisher v. University of Texas at Austin, 133 S. Ct. 2411 (2013).",{},{"id":24,"text":2329,"url":24,"identifiers":2330},"Gibson C., 2002, Historical Census Statistics on Population Totals by Race, 1790 to 1990, and by Hispanic Origin, 1970 to 1990, for the United States, Regions, Divisions, and States",{},{"id":24,"text":2332,"url":24,"identifiers":2333},"Grutter v. Bollinger, 539 U.S. 306 (2003).",{},{"id":24,"text":2335,"url":24,"identifiers":2336},"Haring-Smith T., 2012, Liberal Education, 98, 6",{},{"id":24,"text":2338,"url":24,"identifiers":2339},"Hinrichs P., 2012, An empirical analysis of racial segregation in higher education",{},{"id":24,"text":2341,"url":24,"identifiers":2342},"10.1353\u002Frhe.2006.0070",{"doi":2341},{"id":24,"text":2344,"url":24,"identifiers":2345},"Hurtado S., 2012, Liberal Education, 98",{},{"id":24,"text":2347,"url":24,"identifiers":2348},"Iceland J., 2002, Racial and ethnic residential segregation in the United States: 1980–2000",{},{"id":24,"text":2350,"url":24,"identifiers":2351},"Jank S., 2012, Inequality in the United States: Understanding inequality with data",{},{"id":24,"text":2353,"url":24,"identifiers":2354},"Krueger Alan B., 2012, The rise and consequences of inequality, 12",{},{"id":24,"text":2356,"url":24,"identifiers":2357},"Lehman J. S., 2004, Bakke, 61",{},{"id":24,"text":2359,"url":24,"identifiers":2360},"Lum L., 2008, Diverse Issues in Higher Education, 25, 11",{},{"id":24,"text":2362,"url":24,"identifiers":2363},"Mather M., 2011, First results from the 2010 census",{},{"id":24,"text":2365,"url":24,"identifiers":2366},"10.1146\u002Fannurev.soc.27.1.415",{"doi":2365},{"id":24,"text":2368,"url":24,"identifiers":2369},"National Center for Education Statistics (NCES). (2012). Digest of Education Statistics, 2011. Table 349. Retrieved from http:\u002F\u002Fnces.ed.gov\u002Ffastfacts\u002Fdisplay.asp?id=76.",{},{"id":24,"text":2371,"url":24,"identifiers":2372},"Noden M., 2007, Princeton Alumni Weekly",{},{"id":24,"text":2374,"url":24,"identifiers":2375},"Page Scott E., 2009, The difference: How the power of diversity creates better groups, firms, schools and societies",{},{"id":24,"text":2377,"url":24,"identifiers":2378},"10.2307\u002F3094807",{"doi":2377},{"id":24,"text":2380,"url":24,"identifiers":2381},"Prewitt Kenneth., 2001, Carnegie Reporter, 1",{},{"id":24,"text":2383,"url":24,"identifiers":2384},"Reardon S. F., 2013, The New York Times",{},{"id":24,"text":2386,"url":24,"identifiers":2387},"Stiglitz J. E., 2013, The New York Times",{},{"id":24,"text":2389,"url":24,"identifiers":2390},"Tienda M., Zhao L. (2013). Bumpy road: Institutional and ethnic variations in postgraduate enrollment. Unpublished manuscript.",{},{"id":2392,"createTime":2393,"updateTime":2393,"relativeEntities":2394,"slug":2395,"properties":2396,"entityType":97,"verifyStatus":98,"verifyTime":2393,"verifyNote":99,"languages":2407,"translateLanguages":24,"viewCount":25,"primaryUrl":2408,"fullTextUrl":24,"authors":2409,"publicationType":123,"publisherRelationship":2446,"citationCount":2486,"citationInfo":2487,"publishDate":2503,"publishYear":2488,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":2504,"openAccess":24,"references":2505,"isForceReanalyzing":174},"af67e8e5-a921-4f3e-b720-4a827307affd","2024-10-10T07:39:20.099+00:00",[],"Mixed-Methods-Research-A-Research-Paradigm-Whose-Time-Has-Come",{"openalex":2397,"mag":2399,"abstract":2401,"title":2403,"doi":2405},{"VOID":2398},"W2122838852",{"VOID":2400},"2122838852",{"EN":2402},"\u003Cjats:p> The purposes of this article are to position mixed methods research ( mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research ( mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it. \u003C\u002Fjats:p>",{"EN":2404},"Mixed Methods Research: A Research Paradigm Whose Time Has Come",{"VOID":2406},"10.3102\u002F0013189x033007014",[101],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.3102\u002F0013189X033007014",[2410,2427],{"id":2411,"sortIndex":25,"researcher":24,"roles":2412,"affiliations":2413,"properties":2422},"4f1a7822-55be-4931-86c2-158857142d6c",[],[2414],{"id":2415,"sortIndex":25,"affiliation":2416,"properties":24},"ae4ce611-99c8-4bbb-872e-e911c07dd436",{"id":2415,"createTime":24,"updateTime":24,"relativeEntities":2417,"slug":24,"properties":2418,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2421,"statistic":24},[],{"title":2419},{"EN":2420},"University of South Alabama, College of Education, BSET, 3700 UCOM, Mobile, AL 36688;\r. His area of specialization is research methodology",[],{"title":2423,"openalex":2425},{"EN":2424},"R. Burke Johnson",{"VOID":2426},"A5082733695",{"id":2428,"sortIndex":169,"researcher":24,"roles":2429,"affiliations":2430,"properties":2439},"f4cb3601-fbf0-4b69-9a2d-1e361c6eda7b",[],[2431],{"id":2432,"sortIndex":25,"affiliation":2433,"properties":24},"36f752d9-e8eb-49f9-857c-375e86f59871",{"id":2432,"createTime":24,"updateTime":24,"relativeEntities":2434,"slug":24,"properties":2435,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2438,"statistic":24},[],{"title":2436},{"EN":2437},"Department of Educational Measurement and Research, University of South Florida, 4202 East Fowler Avenue, EDU 162, Tampa, FL 33620-7750;\r. His areas of specialization are disadvantaged and under-served populations (e.g., minorities and juvenile delinquents) and methodological topics in the areas of quantitative, qualitative, and mixed methods",[],{"orcid":2440,"title":2442,"openalex":2444},{"VOID":2441},"https:\u002F\u002Forcid.org\u002F0000-0002-4569-5796",{"EN":2443},"Anthony J. Onwuegbuzie",{"VOID":2445},"A5011074768",{"url":24,"publisher":2447,"properties":2480},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":2448,"slug":10,"properties":2449,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":2454,"manageAffiliations":2459,"indexDatabases":2465,"url":77,"thumbnailPath":24,"statistic":24,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":2450,"eissn":2451,"issn":2452,"title":2453},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[2455],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":2456,"label":2457,"description":2458,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31,"VI":32},{},[2460],{"id":36,"createTime":24,"updateTime":24,"relativeEntities":2461,"slug":24,"properties":2462,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":2464,"statistic":24},[],{"title":2463},{"EN":40},[],[2466,2473],{"id":44,"indexDatabase":2467,"url":55,"indexYears":56,"academicFieldIds":2472,"indexDatabaseRanking":59},{"id":46,"createTime":24,"updateTime":24,"relativeEntities":2468,"label":2469,"description":2470,"key":52,"publicationTags":2471,"standard":24},[],{"EN":49,"VI":49},{"EN":49,"VI":51},[54],[58],{"id":61,"indexDatabase":2474,"url":74,"indexYears":24,"academicFieldIds":2479,"indexDatabaseRanking":24},{"id":63,"createTime":24,"updateTime":24,"relativeEntities":2475,"label":2476,"description":2477,"key":70,"publicationTags":2478,"standard":24},[],{"EN":66,"VI":66},{"EN":68,"VI":69},[72,73],[76],{"issue":2481,"pages":2482,"volume":2484},{"VOID":1818},{"VOID":2483},"14-26",{"VOID":2485},"33",10063,{"total":2486,"publishYear":2488,"statisticByYear":2489},2004,{"2012":2490,"2013":2491,"2014":2492,"2015":2493,"2016":2494,"2017":2495,"2018":2496,"2019":2497,"2020":2498,"2021":2499,"2022":2500,"2023":2501,"2024":2502},620,685,787,718,720,638,696,692,736,635,552,478,361,"2004-10-01",[72,59],[2506,2509,2512,2515,2518,2520,2523,2526,2529,2532,2535,2538,2541,2544,2547,2550,2553,2556,2559,2562,2565,2568,2571,2574,2577,2580,2583,2586,2589,2592,2595,2598,2601,2604,2607,2610,2613,2616,2619,2622,2625,2628,2631,2634,2637,2640,2643,2646,2649,2652,2655,2658,2661,2664,2667,2670,2673,2676,2679,2682,2685,2688,2691,2694,2697,2700,2703,2706,2709],{"id":24,"text":2507,"url":24,"identifiers":2508},"Ayer AJ, 1959, Logical positivism",{},{"id":24,"text":2510,"url":24,"identifiers":2511},"Biesta GJJ, 2003, Pragmatism and educational research",{},{"id":24,"text":2513,"url":24,"identifiers":2514},"Brewer J, 1989, Multimethod research: A synthesis of styles",{},{"id":24,"text":2516,"url":24,"identifiers":2517},"10.2307\u002F590553",{"doi":2516},{"id":24,"text":685,"url":24,"identifiers":2519},{"doi":685},{"id":24,"text":2521,"url":24,"identifiers":2522},"Campbell DT, 1963, Experimental and quasi-experimental designs for research",{},{"id":24,"text":2524,"url":24,"identifiers":2525},"10.3102\u002F00028312029002253",{"doi":2524},{"id":24,"text":2527,"url":24,"identifiers":2528},"Creswell JW, 1994, Research design: Qualitative and quantitative approaches",{},{"id":24,"text":2530,"url":24,"identifiers":2531},"Creswell JW, 2003, Research design: Qualitative, quantitative, and mixed approaches",{},{"id":24,"text":2533,"url":24,"identifiers":2534},"Creswell JW, 2003, Handbook of mixed methods in social and behavioral research, 209",{},{"id":24,"text":2536,"url":24,"identifiers":2537},"10.1177\u002F0959354303013003001",{"doi":2536},{"id":24,"text":2539,"url":24,"identifiers":2540},"de Waal C, 2001, On Peirce",{},{"id":24,"text":2542,"url":24,"identifiers":2543},"10.1037\u002F14162-000",{"doi":2542},{"id":24,"text":2545,"url":24,"identifiers":2546},"10.1097\u002F00012272-199309000-00009",{"doi":2545},{"id":24,"text":2548,"url":24,"identifiers":2549},"10.3102\u002F01623737011003255",{"doi":2548},{"id":24,"text":2551,"url":24,"identifiers":2552},"Guba EG, 1990, The paradigm dialog, 17",{},{"id":24,"text":2554,"url":24,"identifiers":2555},"Guba EG, 1989, Fourth generation evaluation",{},{"id":24,"text":2557,"url":24,"identifiers":2558},"10.1177\u002F0959354303131003",{"doi":2557},{"id":24,"text":2560,"url":24,"identifiers":2561},"10.3102\u002F0013189X017008010",{"doi":2560},{"id":24,"text":2563,"url":24,"identifiers":2564},"10.1086\u002F444015",{"doi":2563},{"id":24,"text":2566,"url":24,"identifiers":2567},"James W, 1907, Pragmatism",{},{"id":24,"text":2569,"url":24,"identifiers":2570},"Johnson RB, 2004, Educational research: Quantitative, qualitative, and mixed approaches",{},{"id":24,"text":2572,"url":24,"identifiers":2573},"Johnson RB, 2004, Paper presented at the annual meeting of the American Educational Research Association",{},{"id":24,"text":2575,"url":24,"identifiers":2576},"Johnson RB, 2003, Handbook of mixed methods in social and behavioral research, 297",{},{"id":24,"text":2578,"url":24,"identifiers":2579},"Kuhn TS, 1962, The structure of scientific 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Retrieved September 2, 2004 fromhttp:\u002F\u002Fwww.aom.pace.edu\u002Frmd\u002F2002forum.html.",{}]