Wallace Foundation Distinguished Lecture
Rigor and Realism: Doing Educational Science in the Real World
Datos Bibliográficos
| ID | 9733740 |
|---|---|
| Autores | Catherine E Snow (0000-0002-6292-1126, Harvard University, Cambridge, MA, autor de correspondencia) |
| Año | 2015 |
| Volumen | 44 |
| Número | 9 |
| Páginas | 460-466 |
| Fecha de publicación | 2015-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x15619166 |
| OpenAlex | W2309589117 |
| Idioma | EN |
| Citas recibidas | 36 |
| Referencias citadas | 9 |
Transcending the low status of educational research will require demonstrating its relevance to improvements in practice. Educational progress is most likely to emerge from approaches to research that create an equal footing for practitioners and researchers, recognizing that though these groups accumulate and curate knowledge in different ways, they both have a role in creating tools (curricula, practices, professional development approaches) that can be used to forge lasting improvements. A brief history of the ongoing shift toward practice-embedded educational research (PEER) demonstrates its increasing acceptance and popularity and suggests modifications to the future selection of research topics, funding mechanisms, and professional preparation of both practitioners and researchers
Curriculum · Educational research · Engineering ethics · Foundation (evidence · Pedagogy · Political science · Popularity · Relevance (law · Selection (genetic algorithm · Sociology · Computer Science · Educational Assessment and Improvement · Engineering · Psychology · Reflective Practices in Education · Social Psychology · Teacher Education and Leadership Studies
Engaging knowledge users in Canadian knowledge mobilisation research
Dialogue, thinking together and digital technology in the classroom
Research-Practice Partnerships in Education
De l’observation des enfants à l’analyse interactionnelle
Joyful Literacy Learning Opportunities for Kindergarten Educators
Co-creating tools to monitor first graders’ progress in reading
Investigación y transferencia del conocimiento en Ciencias de la Educación
Working at the intersection of research and practice
Teachers’ assessment data use
A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities
Absorptive Capacity as a Means of Understanding and Addressing the Disconnects Between Research and Practice
Principles of Collaborative Education Research With Stakeholders
A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories
Conducting research on teacher professional development in partnership with educators
Problematizing and understanding contexts in educational research
Research-practice partnerships “On the Ground”
The conundrum research-practice partnerships face with system variability
Leveraging situated strategies in research–practice partnerships
A systematic review of word selection in early childhood vocabulary instruction
Nature-based instruction for science learning
Culturally responsive positive behavioral interventions and supports
Writing interventions that respond to context
Reflections on Neuroscience in Teacher Education
A Case Study of Novice Bilingual Education Teachers Conducting Action Research and Diffusing Teaching Innovations
Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
Do We Need More Productive Theorizing? A Commentary
Making Every Study Count
Considering Interest and Action
Anatomy of an Evidence Base
Innovating at the Nexus of Impact and Improvement
Aera Presidential Address
Research‐practice partnerships in education
Culturally Responsive School Discipline
Évaluation des premiers effets d’un enseignement fondé sur l’outil didactique Narramus à l’école maternelle
Lutter contre les inégalités
| Obras citantes distintas | 36 |
|---|---|
| Citas por año | 3,6 |
| Intervalo de citas | 2016 - 2026 (11) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 35 |