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Research, Knowledge and the Teaching Profession


by Ben Levin August 29, 2011

The central argument in this short essay is that teaching practice in all schools should be grounded in evidence of effective practices based on both professional knowledge and external research, and that the development of a system to do this is a central need in education.


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Cite This Article as: Teachers College Record, Date Published: August 29, 2011
http://www.tcrecord.org ID Number: 16521, Date Accessed: 10/17/2017 10:05:59 PM

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About the Author
  • Ben Levin
    Ontario Institute for Studies in Education
    E-mail Author
    BEN LEVIN is a Professor and Canada Research Chair in Education Leadership and Policy at the Ontario Institute for Studies in Education, University of Toronto. He has worked with private research organizations, school districts, provincial governments, and national and international agencies, as well as developing an academic and research career. Additionally, he served as Deputy Minister (chief civil servant) for Education for the Province of Ontario, leading a major successful improvement effort, and earlier held the same role for the Province of Manitoba. He has published seven books and more than 200 other articles on education, conducted many research studies, and has spoken and consulted on education issues around the world. His current interests are in large-scale change, poverty and inequity, and finding better ways to connect research to policy and practice in education.
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