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Bridging the Research-to-Practice Divide: Improving Outcomes for Students

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Title: Bridging the Research-to-Practice Divide: Improving Outcomes for Students
Language: English
Authors: Butler, Deborah L., Schnellert, Leyton
Source: Education Canada. Nov 2008 48(5):36-40.
Availability: Canadian Education Association. 317 Adelaide Street West #300, Toronto, ON M5V 1P9, Canada. Tel: 416-591-6300; Fax: 416-591-5345; e-mail: publications@cea-ace-ca; Web site: http://www.cea-ace.ca/home.cfm
Peer Reviewed: N
Page Count: 5
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Urban Schools, Educational Research, Foreign Countries, Teachers, Professional Development, Teaching Methods, Research and Development, Theory Practice Relationship, Outcomes of Education, Longitudinal Studies, Academic Achievement, Secondary Schools
Geographic Terms: Canada
ISSN: 0013-1253
Abstract: An ever increasing body of research explores how teaching practice can foster more positive outcomes for students. Yet, despite countless professional development initiatives intended to help teachers develop research-based practices associated with student learning, for the most part research and practice remain disconnected. What gets in the way of teachers using research-based approaches that make a difference for students? What kinds of professional development activities can help teachers reflect on and "integrate" educational research into classrooms? To address these questions, the authors conducted a longitudinal study with teachers in an urban school district in British Columbia. The authors investigated how professional development activities can be constructed to support teachers' learning, shifts in practice, and positive outcomes for students. Findings from the authors' study are discussed. (Contains 1 figure and 5 notes.)
Abstractor: ERIC
Entry Date: 2008
Access URL: https://www.cea-ace.ca/pub.cfm?subsection=edu&page=cur
Accession Number: EJ820252
Database: ERIC
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  Data: An ever increasing body of research explores how teaching practice can foster more positive outcomes for students. Yet, despite countless professional development initiatives intended to help teachers develop research-based practices associated with student learning, for the most part research and practice remain disconnected. What gets in the way of teachers using research-based approaches that make a difference for students? What kinds of professional development activities can help teachers reflect on and "integrate" educational research into classrooms? To address these questions, the authors conducted a longitudinal study with teachers in an urban school district in British Columbia. The authors investigated how professional development activities can be constructed to support teachers' learning, shifts in practice, and positive outcomes for students. Findings from the authors' study are discussed. (Contains 1 figure and 5 notes.)
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      – SubjectFull: Foreign Countries
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