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The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education
Teachers College Record - Tập 121 Số 12 - Trang 1-28 - 2019
David Phelps
Background Partnerships between schools and universities are increasingly advocated as a way to bridge the research–practice gap in education. Empirical research has revealed a wide variety of benefits that these partnerships can bring to merging research and practice. Yet, empirical studies also demonstrate that merging research and practice through partnerships at local sites is neither straight... hiện toàn bộ
Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships
Teachers College Record - Tập 122 Số 14 - Trang 1-24 - 2020
William R. Penuel, Caitlin C. Farrell, Julia Daniel
Background/Context Research on data and evidence use suggest that productive use depends on interactive processes, including sustained interactions between educators and researchers. Recent research on research-practice partnerships (RPPs) has examined conditions under which these sustained collaborations support evidence use. Findings from these studies can inform research on early warning indica... hiện toàn bộ
Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership
Teachers College Record - Tập 122 Số 9 - Trang 1-30 - 2020
Dana Vedder‐Weiss, Adam Lefstein, Aliza Segal, Itay Pollak
Background Research–practice partnerships (RPPs) are proliferating in education, generating increasing interest and posing many challenges. In this study, we shed light on the challenge of supporting practitioners> leadership and building capacity in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve design development and enactment and as imperati... hiện toàn bộ
Improving Education by Talking: Argument or Conversation?
Teachers College Record - Tập 86 Số 3 - Trang 441-453 - 1985
Margret Buchmann
Staff Development and School Change
Teachers College Record - Tập 80 Số 1 - Trang 1-18 - 1978
Milbrey Wallin McLaughlin, David Marsh
Whose Problem is It? Gender Differences in Faculty Thinking about Campus Service
Teachers College Record - Tập 118 Số 8 - Trang 1-38 - 2016
KerryAnn O’Meara
Background/ContextEmpirical evidence suggests women faculty spend more time in campus service than men, which perpetuates inequality between men and women because research is valued more than service in academic reward systems, especially at research universities.Purpose/Focus of StudyIn this study I apply insights from research on gender inequality to examine whether women and men faculty at a re... hiện toàn bộ
Tạo dựng Tương lai Toán học thông qua Phương pháp Giảng dạy Bình đẳng: Trường Hợp Trường Railside Dịch bởi AI
Teachers College Record - Tập 110 Số 3 - Trang 608-645 - 2008
Jo Boaler, Megan Staples
Thông tin/Ngữ cảnh Các thực hành phân loại trường đã được ghi nhận nhiều lần là có tác động tiêu cực đến sự phát triển bản thân và thành tích của học sinh, đặc biệt là đối với những học sinh được phân vào nhóm thấp hơn. Dù có những ghi chép này, việc phân loại vẫn tồn tại như một thực hành chuẩn mực trong các trường trung học của Mỹ, có thể một phần là bởi vì chúng ta thiếu những mô hình mà các kh... hiện toàn bộ
The More Things Change, the More They Stay the Same: Excavating Race and the Enduring Racisms in U.S. Curriculum
Teachers College Record - Tập 117 Số 14 - Trang 103-130 - 2015
Anthony L. Brown, Keffrelyn D. Brown
Drawing from Omi and Winant's (1994) racial formation theory and Holt's (1995) theory of race marking, in this chapter, we explore the context of race and curriculum for African Americans during post-Reconstruction and the post-civil rights era. Our inquiry focused on the racial discourses located in two sources of curricula knowledge: children's literature and U.S. history textbooks. In this anal... hiện toàn bộ
Moving beyond Celebration: Challenging Curricular Orthodoxy in the Teaching of Brown and Its Legacies
Teachers College Record - Tập 107 Số 9 - Trang 2046-2067 - 2005
Diana Heß
The case of Brown v. Board of Education of Topeka holds an esteemed position in the secondary school curriculum. Given prominent attention in virtually all social studies textbooks and included in more state standards documents than any other Supreme Court ruling, the Brown decision is often presented to secondary school students as a democratic achievement of such magnitude that it deserves iconi... hiện toàn bộ
Strange Fruit Indeed: Interrogating Contemporary Textbook Representations of Racial Violence toward African Americans
Teachers College Record - Tập 112 Số 1 - Trang 31-67 - 2010
Anthony L. Brown, Keffrelyn D. Brown
Background/Context Recent racial incidents on college and high school campuses throughout the United States have catalyzed a growing conversation around issues of race and racism. These conversations exist alongside ongoing concerns about the lack of attention given to race and racism in the official school curriculum. Given that the field of education is generally located as a space to interrogat... hiện toàn bộ
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