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The role of evidence in teaching practice from the point of view of the main actors
13 references·0 citing·53 second hopsampled
The role of evidence in teaching practice from the point of view of the main actors (2023)The role of evidence in teaching practice…La Administración y el profesorado: prácticas educativas basadas en la evidencia (2021)La Administración y el profes…Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation. (2018)Perspectives on evidence-base…Barriers and conditions for teachers’ utilisation of academic knowledge (2018)Barriers and conditions for t…¿Por qué la investigación educativa no impacta en la práctica docente? (2018)¿Por qué la investigación edu…The invisible impact of educational research (2017)The invisible impact of educa…Evidence-informed practice in education: meanings and applications (2017)Evidence-informed practice in…Improving trust, improving schools (2016)Improving trust, improving sc…Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use (2015)Teachers’ engagement with res…Teacher quality and school improvement: what is the role of research? (2015)Teacher quality and school im…What influences the utilisation of educational research by policy-makers and practitioners?: The perspectives of academic educational researchers (2012)What influences the utilisati…Teachers’ funds of knowledge: a challenge to evidence-based practice (2012)Teachers’ funds of knowledge:…The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective (2010)The e-capacity of primary sch…Evidence‐based practice in teaching: an information perspective (2007)Evidence‐based practice in te…Using evidenceHow research can inform public services (2007)WHY “WHAT WORKS” WON’T WORK: EVIDENCE‐BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH (2007)Three Lenses of Evidence‐Based Policy (2008)Research Utilization in the Social Sciences (2013)The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future (2022)Who Cares about Using Education Research in Policy and Practice? (2022)The Many Meanings of Research Utilization (1979)Modeling the Information Seeking of Professionals: A General Model Derived from Research on Engineers, Health Care Professionals, and Lawyers (1996)What works?Evidence-based policy and practice in public services (2000)How high-school students find and evaluate scientific information: A basis for information literacy skills development (2009)Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs (2011)Misconceptions die hard: prevalence and reduction of wrong beliefs in topics from educational psychology among preservice teachers (2020)Those Who Understand: Knowledge Growth in Teaching (1986)Qualitative Data Analysis (2008)Transforming teacher–family relationships: shifting roles and perceptions of home visits through the Funds of Knowledge approach (2016)A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships (2017)“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning (2021)An Introduction to Qualitative Research (2023)Coefficient Alpha and the Internal Structure of Tests (1951)Alternative Ways of Assessing Model Fit (1992)Testing Structural Equation Models. (1994)The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors (2015)On the issues of digital competence in educational contexts – a review of literature (2017)Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms (2018)Teacher Quality and Student Achievement (2000)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)The New Meaning of Educational Change (2010)Building teachers’ research literacy: integrating practice and research (2017)Teacher collaboration as a core objective of school development (2020)Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts (2022)Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities (1995)Assessment for Learning- putting it into practice (2003)Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice (2018)Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching (2019)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)The Knowledge-creating company: How Japanese companies create the dynamics of innovation (1997)The role of social capital for teacher professional learning and student achievement: A systematic literature review (2021)The Knowledge-Creating Company (1995)Constructing grounded theory : a practical guide through qualitative analysis (2006)Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities (2022)Unpacking the discourse surrounding the impact agenda in the Hong Kong Research Assessment Exercise 2020 (2024)Assessing the societal influence of academic research with ChatGPT : Impact case study evaluations (2025)Handbook of Complementary Methods in Education Research (2012)Fostering the skills of critical thinking and question-posing in a project-based learning environment (2018)Bridging the Gap Between Research and Practice: Predicting What Will Work Locally (2019)Systematic Reviews in Educational Research: Methodology, Perspectives and Application (2019)A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One? (2002)English Language Teachers' Conceptions of Research (2009)The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers (2009)“It's important, but I'm not going to keep doing it!”: Perceived purposes, learning outcomes, and value of pre-service teacher research among educators and pre-service teachers (2019)Approaches to co-construction of knowledge in teacher learning groups (2019)What influences teachers’ “buy-in” of research? Teachers’ beliefs about the applicability of educational research to their practice (2019)
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References

  • 2010The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective185 cited
  • 2018Barriers and conditions for teachers’ utilisation of academic knowledge156 cited
  • 2017Evidence-informed practice in education: meanings and applications147 cited
  • 2015Teacher quality and school improvement: what is the role of research?118 cited
  • 2012Teachers’ funds of knowledge: a challenge to evidence-based practice106 cited
  • 2016Improving trust, improving schools105 cited
  • 2015Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use102 cited
  • 2012What influences the utilisation of educational research by policy-makers and practitioners?: The perspectives of academic educational researchers84 cited
  • 2017The invisible impact of educational research70 cited
  • 2007Evidence‐based practice in teaching: an information perspective64 cited
  • 2018¿Por qué la investigación educativa no impacta en la práctica docente?58 cited
  • 2018Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.45 cited
  • 2021La Administración y el profesorado: prácticas educativas basadas en la evidencia10 cited

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