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Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions
Explores writing, applications of thought and theory, solutions, engineering, design, DIY, Interesting approaches to problems, examples of interdisciplinary explorations and solutions.
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Overloaded with information, students need critical thinking skills - University World News

We must accept that we can no longer afford the luxury of believing that higher education exists in a ‘content delivery’ model. As Keeling articulated in Learning Reconsidered: A campus-wide focus on the student experience: “…knowledge is no longer a scarce – or stable – commodity. [It] is changing so rapidly that specific information may become obsolete before a studentgraduates and has the opportunity to apply it.”

Sharrock's insight:

excerpt: "Based on the work of George Kuh and others, many institutions are placing an emphasis on ‘high-impact practices’. According to the report, College Learning for the New Global Century, these are “…teaching and learning practices that have been widely tested and have been shown to be beneficial for college students from many backgrounds”.

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Research Update: The Current State of Research Use in Education - SEDL Letter, Linking Research and Practice, Volume XXII, Number 2

Research Update: The Current State of Research Use in Education - SEDL Letter, Linking Research and Practice, Volume XXII, Number 2 | Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions | Scoop.it

Since the passage of the No Child Left Behind Act of 2001 (NCLB), there has been an increased focus on using evidence-based practice to improve education and student learning. This movement encourages educators to use instructional strategies backed by scientifically based research—specifically, randomized controlled trials and other types of rigorous research that address questions of effectiveness. Educators are also encouraged to use student and other types of data to guide decisions. In short, educators are being asked to do “what works.”

Researchers are examining the circumstances under which educators use evidence, what factors encourage and discourage the use of evidence, and how to create a school environment conducive to the use of evidence. 

Because of the increased demand for evidence-based practices in education, the amount of rigorous education research has increased. Taking the next step, researchers have now begun looking at educators’ use of this research. Specifically, researchers are examining the circumstances under which educators use evidence, what factors encourage and discourage the use of evidence, and how to create a school environment conducive to the use of evidence.

Sharrock's insight:

excerpt: "Educators have reported a number of factors that influenced whether they were likely to use research. The factors listed here, although not comprehensive, include those mentioned in several research studies or literature reviews."

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