Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 
Research Methods


Articles
by David Phelps - 2019
The research–practice gap is an enduring problem in the field of education. The gap refers to educational research that is not practice informed, and educational practice that is not research informed. A popular approach to bridge the research–practice gap in education is to build partnerships between schools and universities that are active within the context of a school setting (rather than exclusively in a laboratory school or through college courses).

by Leslie Herrenkohl, Kate Napolitan, Todd Herrenkohl, Elham Kazemi, Logan McAuley & David Phelps - 2019
Washington State’s grant for school–university partnerships provided a large research university and Blakeview Elementary School (pseudonym) an opportunity to engage in a shared visioning process that led to establishing a full-service community school. This article presents a case study of work that was conducted across five years: a planning year and four years of implementation.

by Joanne Carney, Marilyn Chu, Jennifer Green, William Nutting, Susan Donnelly, Andrea Clancy, Marsha Buly & David Carroll - 2019
Achieving educational social justice requires teachers, administrators, teacher education programs, and community organizations to work together to meet the needs of students and their families as teachers—both novice and experienced—develop the skills and dispositions to teach all children. This case study uses mixed-methods research to analyze how one school-university partnership navigated the challenges inherent in such collaborative work.

by John Traynor & Deborah Tully - 2019
Using a mixed-method research design, this case study explores the impact of a six-year partnership between a public K–6 school and two private institutions of higher education. In this article, the partners describe the activities and progress toward stated goals over the life span of the partnership (2012–2018).

by Kate Napolitan, John Traynor, Deborah Tully, Joanne Carney, Susan Donnelly & Leslie Herrenkohl - 2019
This article describes how four teacher education programs took up a legislative initiative to better partner with local schools, families, and communities. It illustrates the impacts that these collaborations had on preservice teachers.

by Hamid Karimi, Tyler Derr, Kaitlin Torphy, Kenneth Frank & Jilaing Tang - 2019
This article presents a roadmap on how to incorporate online social media data in education research from data mining and machine learning perspectives.

by Martin Rehm, Stefania Manca, Diana Brandon & Christine Greenhow - 2019
This chapter analyzes 80,267 articles from the Web of Science Core Collection database, using a combination of co-citation and bibliometric analyses using a mixed-methods approach. Our results show that there has been a constant increase in the number of publications concerned with social media, both as a transversal topic and within the educational sector.

by Lois Weis, Margaret Eisenhart, Greg Duncan, Elizabeth Albro, Andrea Conklin Bueschel, Paul Cobb, Jacquelynne Eccles, Ruby Mendenhall, Pamela Moss, William Penuel, Robert Ream, Rubén Rumbaut, Finbarr Sloane, Thomas Weisner & James Wilson - 2019
This special report of the Mixed Methods Working Group is edited by Lois Weis, Margaret Eisenhart, and Greg J. Duncan.

by Mike Rose - 2018
This article is an appeal born out of my writing and teaching experience for a publicly engaged education scholarship.

by Jessica Hardie - 2018
This article uses data from 61 in-person interviews and data drawn from the Education Longitudinal Study to examine how social class stratifies adolescents’ use of school-based social ties and the resources they receive from these school-based ties.

by Thomas Smith, Laura Neergaard Booker, Eric Hochberg & Laura Desimone - 2018
The authors of this article investigate the relationships among organizational supports, including mentoring, professional development, collaboration, and leadership support, provided to beginning middle school mathematics teachers; authors also explore the extent to which these teachers implement reform-oriented math instruction.

by Corbin Campbell & Deniece Dortch - 2018
This study reconsiders academic rigor by using a new conceptual framework that focuses on rigorous course practices and by using quantitative observational methods at two selective research institutions.

by Tricia Niesz, Aaron Korora, Christy Burke Walkuski & Rachel Foot - 2018
This article explores how educational researchers have addressed social movements in their scholarship. Reporting on an extensive review of the literature, it argues for a more united field of research on social movements and education, one that networks researchers from multiple fields of educational research who are not currently in conversation.

by Raymond Brown, Deborah Heck, Donna Pendergast, Harry Kanasa & Ann Morgan - 2018
This article describes a four-year project spanning the development and trialing of the School Renewal Profiling Tool. The development was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.

by Margaret Troyer - 2017
The authors of this article examine profiles of reading achievement and motivation among seventh graders and discuss key levers that may foster reading motivation.

by Jolley Christman, Caroline Ebby & Kimberly Edmunds - 2016
This article focuses on how teachers make sense of classroom-embedded data in professional learning communities in ways that lead to improvement in mathematics instruction. The case study illustrates the developmental nature of one teacher’s growth and the important roles of dissonance, collegial discussion, and productive dissonance in that process.

by Thomas Smith, Marisa Cannata & Katherine Haynes - 2016
This article details a mixed methods project focused on identifying the combination of programs, practices, processes, and policies that make some high schools in large urban districts particularly effective with low income students, minority students, and English language learners.

by Manuelito Biag & Monika Sanchez - 2016
This article examines the challenges and limitations of a research alliance—between a university research center, a high school, and one of its feeder K–8 school districts—focused on improving school climate.

by Amanda Datnow & Lea Hubbard - 2015
This article provides a review of literature on teachers’ use of assessment data to inform instruction. The article reviews research on the types assessment data teachers use to inform instruction, how teachers analyze data, and how their instruction is impacted. Although teachers are often asked to analyze data in a consistent way, agendas for data use, the nature of the assessments, and teacher beliefs all come into play, leading to variability in how they use data.

by Julie Marsh, Melanie Bertrand & Alice Huguet - 2015
Drawing on data collected in six middle schools, this article finds that coaches and professional learning communities (PLCs) played an important role in mediating teachers’ responses to data. We find that dialogue and the dynamic relationship between two types of expertise may help explain the ways in which PLCs and coaches facilitated deeper-level changes in pedagogy, and that school leadership and district-level context shaped the possibility for such changes.

by Kim Schildkamp & Cindy Poortman - 2015
This study focuses on the factors influencing a professional development intervention for data-based decision making: the data team procedure. In this article, authors discuss how data characteristics (e.g., access to data), school organizational characteristics (e.g., shared goal), and individual/team characteristics (e.g., pedagogical content knowledge) influence the use of data in data teams, and how these factors are interrelated.

by Candice Bocala & Kathryn Boudett - 2015
This essay describes the habits of mind that underlie data literacy courses offered by the Data Wise Project at the Harvard Graduate School of Education, and how those preparing educators can incorporate these habits into instructional design.

by Nancy Gerzon - 2015
This article proposes a conceptual framework for school and district data use practices based on an analysis of current research. The author outlines considerations for professional learning for each of the five framework elements and closes with a set of questions that may help to highlight future research needs in the area of school-level data use.

by Jo Beth Jimerson & Jeffrey Wayman - 2015
In this article, authors draw from document analysis as well as interview and focus group data in three school districts to examine teacher needs specific to building data use capacity.

by Edith Gummer & Ellen Mandinach - 2015
This article presents a conceptual framework for a new construct, data literacy for teachers, laying out the knowledge and skills teachers need to use data effectively and responsibly. The framework emerges from a domain analysis, but the complex construct requires additional discussions to refine and reorganize it.

by Martin Orland - 2015
This article summarizes some significant insights of articles in this issue from the perspective of public policy, emphasizing their potential resonance in today's policy environment in using data for program improvement as well as accountability purposes.

by Ellen Mandinach & Edith Gummer - 2015
Introduction to the special issue on data-driven decision making and the components needed to enculturate data use in education. The article briefly examines the landscape of existing literature and positions the papers for the special issue.

by Vanessa Jones, Carmine Stewart, Anne Galletta & Jennifer Ayala - 2015
The chapter examines youth participation within three intergenerational collectives using participatory action research (PAR) to address educational policies youth viewed as counterproductive to their education. Outlining the complexity of youth voice, the multiple vehicles within the arts through which youth voice is expressed, and the different ways in which youth voice is received by educators and policy makers, the chapter underscores the promise of youth involvement in developing, assessing, and fundamentally altering educational policy.

by Dana Mitra - 2015
This concluding chapter examines how this book on student voice intersects with previous research about policy, especially policy implementation and sustainability. Mapping onto the themes of this volume, Discovering, Developing, and Demonstrating the power of student voice, I focus on three issues—legitimizing the role of young people in the policy and reform process; preparing adults to work with young people; and sustaining ongoing student voice work.

by Kadriye Ercikan & Wolff-Michael Roth - 2014
Commonly applied criteria for generalizing that focus on experimental design or representativeness of samples of the population of units neglect considering the diversity in the targeted populations of interest and uses of knowledge generated from the generalization. This paper (a) articulates the structure and discusses limitations of different forms of generalizations across the spectrum of quantitative and qualitative research; and it (b) argues for an overarching framework that includes population heterogeneity and uses of knowledge claims as part of the rationale for generalizations from educational research.

Found 259
Displaying 1 to 30
<Back | Next>
 
Recent Posts
 
Book Reviews
by Katie O. Arosteguy, Alison Bright, & Brenda J. Rinard
reviwed by James Fredricksen - 2019

by Xin Ma
reviwed by Youmi Suk, Weicong Lyu & Peter Steiner - 2019

by M. Francyne Huckaby
reviwed by Marilyn Hillarious - 2019

by Jonathan S. Gagliardi, Amelia Parnell, & Julia Carpenter-Hubin (Eds.)
reviwed by Carrie Klein & Jaime Lester - 2019

by Lorna Hamilton & John Ravenscroft (Eds.)
reviwed by Janice Fournillier - 2019

by Merilyn Buchanan & Michael Cosenza (Eds.)
reviwed by Maria Ruiz-Martinez & Ashley Cartun - 2018

by Jessie Daniels, Karen Gregory, & Tressie McMillan Cottom (Eds.)
reviwed by Sean Arseo & Jacob Hibel - 2018

by Frank L. Cioffi
reviwed by Sarah Beck & Scott Storm - 2018

by JoAnne Ferrara, Janice L. Nath, & Irma N. Guadarrama (Eds.)
reviwed by Aaron Zimmerman - 2018

Found 112
Displaying 1 to 10
<Back | Next>

Resources
  • The Deep Web: Surfacing Hidden Value
    An examination of the wealth of information that is available only on dynamically created Web sites, those that don't exist except as relational databases until someone seeks information from them.
  • Portal: Libraries and the Academy
    A journal that presents research findings and provides regular coverage of issues in technology, publishing, and periodicals, Portal is written by librarians for librarians. Peer-reviewed articles address subjects such as library administration, information technology, and information policy. The journal examines the role of libraries in meeting institutional missions, explores how technology affects librarianship and scholarship, and conveys this research to academic librarians in a timely manner.
  • University of Wisconsin Writing Center
    The Writing Center at Madison has helped literally tens of thousands of University of Wisconsin students, both undergraduate and graduate, learn more about writing and has helped them successfully complete course papers, theses, dissertations, and articles for publication--in all sorts of academic disciplines.
  • Declaring Independence: Returning Scientific Publishing to Scientists
    A discussion of SPARC's "Declaring Independence" project and the resulting manifesto for scientists who are tired of rising journal prices.
  • Information Technology and Libraries
    Information Technology and Libraries is a refereed journal published quarterly by the Library and Information Technology Association, a division of the American Library Association.
  • Urban Libraries Council
    The Urban Libraries Council (ULC) is an association of large public libraries and corporations which serve them, organized to solve common problems, better understand new opportunities and conduct applied research which improves professional practice.
  • Reflecting on Our Future
    This paper considers the future of libraries and ponders changes in technology, philosophy, the way things get done.
  • School Library Journal
    School Library Journal, the print magazine, and now, School Library Journal Online, the web site, serve librarians who work with young people in school and public libraries. The two publications give librarians indispensable information needed to manage libraries, from creating high-quality collections to understanding how technology can assist (or hinder) learning.
  • Special Libraries Association
    Headquartered in Washington, D.C., the Special Libraries Association (SLA) is the international association representing the interests of thousands of information professionals in sixty countries.
  • Digital Object Library Products
  • Ariadne
    Ariadne magazine is targeted principally at information science professionals in academia, and also to interested lay people both in and beyond the Higher Education community. Its main geographic focus is the UK, but it is widely read in the US and worldwide.
  • Library and Information Technology Association
    LITA educates, serves, and reaches out to its members, other ALA members and divisions, and the entire library and information community through its publications, programs, and other activities designed to promote, develop, and aid in the implementation of library and information technology.
Found 83Displaying 1 to 10 Next>
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS