Leopold E Klopfer
Biographic Data
| ID | 1584266 |
|---|---|
| NAME | Leopold E Klopfer |
| GIVEN NAMES | Leopold E |
| FAMILY NAME | Klopfer |
| SIGNATURE | KLOPFER L E |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 1 |
Choices in conceptualizing classroom‐anchored research and linking it to policy/practice to improve educational quality in ‘developing’ countries
This paper discusses three scientific traditions (positivist, interpretivist and critical) as they inform methodological and strategic choices within a USAID‐funded ‘Improving Educational Quality’ project in Ghana, Guatemala and Mali. These scientific traditions are shown not only to frame choices in posing research questions and selecting data‐gathering and analysis strategies, but also to orient decisions about approaches for linking research t…
An individualized elementary school science program
1974). An individualized elementary school science program. Theory Into Practice: Vol. 13, Learning: An Individual Experience, pp. 136-148
Choices in conceptualizing classroom‐anchored research and linking it to policy/practice to improve educational quality in ‘developing’ countries
This paper discusses three scientific traditions (positivist, interpretivist and critical) as they inform methodological and strategic choices within a USAID‐funded ‘Improving Educational Quality’ project in Ghana, Guatemala and Mali. These scientific traditions are shown not only to frame choices in posing research questions and selecting data‐gathering and analysis strategies, but also to orient decisions about approaches for linking research t…
An individualized elementary school science program
1974). An individualized elementary school science program. Theory Into Practice: Vol. 13, Learning: An Individual Experience, pp. 136-148
Choices in conceptualizing classroom‐anchored research and linking it to policy/practice to improve educational quality in ‘developing’ countries
This paper discusses three scientific traditions (positivist, interpretivist and critical) as they inform methodological and strategic choices within a USAID‐funded ‘Improving Educational Quality’ project in Ghana, Guatemala and Mali. These scientific traditions are shown not only to frame choices in posing research questions and selecting data‐gathering and analysis strategies, but also to orient decisions about approaches for linking research t…
Pedagogy (2 works) · Developing country (1 work) · Early Childhood Education and Development (1 work) · Economic growth (1 work) · Economics (1 work) · Education Methods and Practices (1 work) · Educational Assessment and Improvement (1 work) · Educational research (1 work) · Engineering (1 work) · Engineering ethics (1 work)