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The last decade of education change has been characterized by the rise of evidence-based policy and practice agendas. Internationally, we are witnessing efforts to increase and incorporate research use in public services. This article examines efforts in education to address the research–practice gap through an emerging field we term knowledge mobilization (KM). We explore some of the controversy surrounding the use of ‘evidence’, outline national and international KM initiatives and consider some of the issues and challenges that arise from the increased interest in evidence and research use in education. We also assess the current state and desirable future directions of efforts to strengthen the role of research and evidence in education. 相似文献
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Trends in International Mathematics and Science Study raised the concern that the United States (US) mathematics teachers place less emphasis on topics and teach a variety of content strands (Goldsmith, Mark & Kantrov, 2000; Kerachsky, 2008). The overall pattern in the US mathematics classrooms today is that primary and upper elementary teachers cover numerous topics before students achieve mastery (Cogan & Schmidt, 1999; National Center for Education Statistics, 1997). To solve this problem, US teachers need to find ways to focus fewer curriculum and study topics with a more in-depth agenda. Curriculum Focal Points for pre-kindergarten through grade 8 mathematics: a quest for coherence (National Council of Teachers of Mathematics, 2006) provides a strong framework that may assist teachers in creating a more coherent and focused mathematics program for students. In this article, the authors discuss example lessons that were implemented and observed in pre-kindergarten, fourth grade and sixth grade classrooms during a year-long professional development program. The overarching goal of this program was to provide appropriate instruction for teachers to organize mathematics standards-based curriculum in geometry, algebra and measurement, using a curriculum that emphasizes a strong conceptual framework. As an outcome of this exploratory research agenda, the authors' intentions were to circulate "best practices" and encourage international connections and discussion when using Curriculum Focal Points (CFP) in global classrooms. 相似文献
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Although scholarly articles play an important role in the work life of academics, specific patterns of seeking and reading scholarly articles vary. Subject discipline of the reader influences many patterns, including amount of reading, format of reading, and average time spent per reading. Faculty members in different disciplines exhibit quite distinct patterns of reading. Medical/health faculty read more than others and mainly for current awareness purposes, while engineering faculty spend more time on average per article reading, and they also read more for research. Other factors that influence some reading patterns include work responsibilities (weighted towards more teaching or more research), age (young faculty are more likely to read on-screen from the open Web) and productivity of the reader, and purpose of the reading (readings for research and writing are more likely to be from a library collection). The ability to predict scholarly article seeking and reading patterns will assist journal editors, publishers, and librarians design better, more targeted journal systems and services. 相似文献
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Glenda Margaret Walsh Carol McGuinness Liz Sproule Karen Trew 《Early Years: An International Journal of Research and Development》2010,30(1):53-66
In the United Kingdom tensions have existed for many years between the pedagogical traditions of pre‐school, which tend to adopt developmentally oriented practices, and the more formal or subject‐oriented curriculum framework of primary school. These tensions have been particularly acute in the context of Northern Ireland, which has the earliest school starting age throughout Europe. In response to international research evidence and practice, a play‐based and developmentally appropriate curriculum, known as the Enriched Curriculum (EC), was introduced as a pilot in Year 1 and 2 classes in over 100 primary schools in Northern Ireland between 2000 and 2002 and continued until the Foundation Stage became statutory for all primary schools in 2007. This paper outlines four key lessons that have been learned from the first four years of the evaluation of this experience. These include the value and the meaning of a play‐based curriculum; the importance of teachers’ confidence and knowledge; teaching reading in a play‐based curriculum; and easing transitions in a play‐based curriculum. 相似文献
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Carol Iannone 《Academic Questions》2010,23(3):269-271