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Research and Practice in Education: Building Alliances, Bridging the Divide by C
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- Compralo SubitoResearch and Practice in Education: Building Alliances, Bridging the Divide by C
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Specifiche dell'oggetto
- Condizione
- ISBN-13
- 9780742564077
- Book Title
- Research and Practice in Education
- ISBN
- 9780742564077
Informazioni su questo prodotto
Product Identifiers
Publisher
Rowman & Littlefield Publishers, Incorporated
ISBN-10
074256407X
ISBN-13
9780742564077
eBay Product ID (ePID)
17038683354
Product Key Features
Number of Pages
256 Pages
Publication Name
Research and Practice in Education : Building Alliances, Bridging the Divide
Language
English
Subject
General, Research, Aims & Objectives
Publication Year
2010
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
13.2 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Trade
LCCN
2009-050221
Reviews
Whether you're thinking about implementing a new program, building a researcher-practitioner partnership, or having productive ideas travel to new sites, "What works?" turns out to be the wrong question. The right one is: What helps collaborative programs develop and take hold, and what causes problems? That's the question Coburn, Stein, and their colleagues explore. This book contains valuable lessons for researchers and administrators who want to make things better in our schools. You'll think differently about making change happen after reading it., Coburn (Univ. of California, Berkeley) and Stein (Univ. of Pittsburgh), both education policy scholars, offer an insightful collection of empirical examples in which social and education theory has informed educational policy. This book's strength is its critical account of contexts where theory succeeded or failed to make long-lasting educational change. Vignettes contribute to the four useful policy perspectives: innovation-focused partnerships, tools for enabling theory into practice, conditions for knowledge development, and approaches for school districts to use research in decision making. The focus is a practical one....A useful entry point for theory-focused researchers wishing to join policy conversations. The strongest section deals with approaches to introducing theory into school district decision making. Yet, readers will find value throughout, as the book's central aim is to identify situations in which researchers' findings have resonated with educational decision makers so that theoretical perspective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended., I applaud Coburn and Stein and the contributions to this edited volume for systematically investigating an issue of utmost importance and relevance and recommend this book to innovators and designers (those whom Coburn and Stein identified as the new players in research -- practice perhaps), researchers interested in impacting educational outcomes, and university leaders hoping to move their institutions toward locally embedded research. The book may also be helpful to school superintendents and principals, those whom the authors identified as increasingly bridging research-theory relationships, and funders, as a source of ideas for evaluating grant proposals that extol research-practice partnerships., Coburn (Univ. of California, Berkeley) and Stein (Univ. of Pittsburgh), both education policy scholars, offer an insightful collection of empirical examples in which social and education theory has informed educational policy. This book's strength is its critical account of contexts where theory succeeded or failed to make long-lasting educational change. Vignettes contribute to the four useful policy perspectives: innovation-focused partnerships, tools for enabling theory into practice, conditions for knowledge development, and approaches for school districts to use research in decision making. The focus is a practical one....A useful entry point for theory-focused researchers wishing to join policy conversations. The strongest section deals with approaches to introducing theory into school district decision making. Yet, readers will find value throughout, as the book's central aim is to identify situations in which researchers' findings have resonated with educational decision makers so that theoretical perspective became part of pspective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended.spective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended., Coburn (Univ. of California, Berkeley) and Stein (Univ. of Pittsburgh), both education policy scholars, offer an insightful collection of empirical examples in which social and education theory has informed educational policy. This book's strength is its critical account of contexts where theory succeeded or failed to make long-lasting educational change. Vignettes contribute to the four useful policy perspectives: innovation-focused partnerships, tools for enabling theory into practice, conditions for knowledge development, and approaches for school districts to use research in decision making. The focus is a practical one....A useful entry point for theory-focused researchers wishing to join policy conversations. The strongest section deals with approaches to introducing theory into school district decision making. Yet, readers will find value throughout, as the book's central aim is to identify situations in which researchers' findings have resonated with educational decision makers so that theoretical perspective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended.spective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended.spective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended.spective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended., For all the rhetoric of linking research to practice, Coburn and Stein et al help us understand clearly how research and practice can come together to improve education in the United States. This book will set the agenda for future collaborations between researchers and practitioners committed to education reform and improvement., This book is essential reading for all who work with schools to support improvement in the quality of instruction. The authors frame the question of how productive relations can be forged between research and practice as an empirical issue. Their findings are comprehensive and encompass the development of sustainable, long-term partnerships, the design of tools that bridge research and practice, and the development of school conditions that support teachers' learning. The image that emerges of successful researcher-practitioner partnerships is of complex, two-way relationships in which intermediary organizations frequently play a critical role. The work reported in this book has far-reaching implications for funders, for researchers and the type of work they conduct, and for intermediary organizations., Cynthia Coburn and Mary Kay Stein take aim at the idea that researchers can develop a set of plans or prescriptions that, if followed by practitioners, can transform teaching and learning....Although Coburn and Stein argue that the principal aim of their volume is to make visible the inner workings of research-practice partnerships, perhaps just as significant is the image these cases provide for what it means to bring about improvements to teaching and learning at scale.
Dewey Edition
22
Dewey Decimal
370.7/2
Table Of Content
1 Foreword 2 1. Reframing the Problem of Research and Practice 3 Part I: Fostering Partnerships for Educational Innovation 4 2. The Middle School Mathematics through Applications Project: Supporting Productive Collaborations During Two Different Phases of Curriculum Design 5 3. The Center for Learning Technologies in Urban Schools: Evolving Relationships in Design-based Research 6 4. Examining a Novel Partnership for Educational Innnovation: Promises and Complexities of Cross-institutional Collaboration 7 Part II: Role of Tools in the Relationship Between Research and Practice 8 5. Success for All: Using Tools to Transport Research-based Practices to the Classroom 9 6. Tools to Deepen Practitioner's Engagement with Research: The Case of the Institute for Learning 10 7. QUASAR: The Evolution of Tools to Support Educational Improvement 11 Part III: Developing Conditions to Foster Knowledge Development in Schools 12 8. Building Demand for Research through Lesson Study 13 9. The National Writing Project: Anatomy of an Improvement Infrastructure 14 Part IV: Research and Decision Making in School Districts 15 10. The Partnership for District Change: Challeneges of Evidence Use in a Major Urban District 16 11. Research-to-Practice: A Case Study of Boston Public Schools, Boston Plan for Excellence and Education Matters 17 12. Key Lessons About the Relationship between Research and Practice 18 Appendix A: Research Methodology 19 References 20 Contributors
Synopsis
This book presents findings from a series of interlocking case studies of nationally visible R&D projects, with a unique focus on how researchers and practitioners actually worked together, and the policy, social, and institutional processes that either enabled or hindered their work. By investigating the roles played by research and practice in these efforts, the book illuminates lessons for those who seek to do this kind of work in the future. It suggests implications for designers, funders, school and district leaders, and universities., The divide between research and practice is commonly lamented across policy-oriented disciplines, and education is no exception. Rhetoric abounds about how research should influence practice, but few people have studied the relationship empirically. This book presents findings from a series of ten interlocking case studies of nationally visible RD projects, with a unique focus on how researchers and practitioners actually work together, and the policy, social, and institutional processes that either enable or hinder their work. The lessons from these cases have powerful implications for designers, funders, school and district leaders, and universities seeking to develop such collaborations in the future. Book jacket., That there is a divide between research and practice is a common lament across policy-oriented disciplines, and education is no exception. Rhetoric abounds about the role research plays (or does not play) in the improvement of schools and classrooms, and policy makers push solutions that are rooted in assumptions about the way that research should influence practice. Yet few people have studied the relationship between research and practice empirically. This book presents findings from a series of interlocking case studies of nationally visible R&D projects, with a unique focus on how researchers and practitioners actually worked together, and the policy, social, and institutional processes that either enabled or hindered their work. The book investigates the dynamics of cross-institutional collaboration and the relationship between tool design, teacher learning, and the implementation of research-based approaches. It also explores conditions for learning in schools and the role of evidence in district decision making. By investigating the roles played by research and practice in these ten educational improvement efforts, the book illuminates lessons for those who seek to do this kind of work in the future. It concludes by suggesting implications for designers, funders, school and district leaders, and universities.
LC Classification Number
LB1028.25.U6.R46
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- e***_ (16)- Feedback lasciato dall'acquirente.Ultimi 6 mesiAcquisto verificatoSeller handles a massive inventory so I give them grace on the slow processing and shipping. They were very communicative and prompt with their response when I messaged in asking about it. Book was in good condition as described. Small ding on the page edges which wasn't mentioned, but that's fairly common even at your typical book store. Still a good value and I'd buy from them again.
- r***r (2963)- Feedback lasciato dall'acquirente.Ultimi 6 mesiAcquisto verificatoBook arrived today, 2 days before deadline given by the seller. Well-packaged & in good condition. Price was very competitive, & the book was accurately listed. Great communication. I appreciate the seller getting back to me when I was having trouble tracking the book's delivery progress. Apparently there were 2 different tracking numbers - one in Canada & the other in the U.S., since it was initially shipped from Canada. Thank you very much for your quick response & helpful information.Rethinking Investing: A Very Short Guide to Very Long-Term Investing by Charles (N° 396183075510)