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Journal articles on the topic 'Educational practice'

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Published: 4 June 2021
Last updated: 9 March 2023

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1

Kutz, Eleanor. "Reframing Educational Practice." Journal of Education 174, no. 1 (January 1992): 122–29. http://dx.doi.org/10.1177/002205749217400109.

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2

Kalinina, Tetiana S. "Early Childhood Inclusive Education: The Role and Practice of Educational Institutions." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 911–29. http://dx.doi.org/10.47059/revistageintec.v11i3.1986.

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3

Bloomer, Martin, and David James. "Educational research in educational practice [1]." Journal of Further and Higher Education 27, no. 3 (August 2003): 247–56. http://dx.doi.org/10.1080/0309877032000098671.

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4

Steiner, David. "Political Theory, Educational Practice." PS: Political Science and Politics 24, no. 3 (September 1991): 498. http://dx.doi.org/10.2307/420097.

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5

Hendry, Graham D. "Constructivism and Educational Practice." Australian Journal of Education 40, no. 1 (April 1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.
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6

HOGAN, PADRAIG. "What Makes Practice Educational?" Journal of Philosophy of Education 24, no. 1 (July 1990): 15–27. http://dx.doi.org/10.1111/j.1467-9752.1990.tb00220.x.

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7

Lown, Jackie, Glenys Fox, Irvine Gersch, Sue Morris, and Rob Stoker. "Reconstructing educational psychology practice." Support for Learning 16, no. 3 (August 2001): 135–39. http://dx.doi.org/10.1111/1467-9604.00205.

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8

Elton, Lewis. "Educational Research and Practice." PLET: Programmed Learning & Educational Technology 23, no. 1 (February 1986): 91–92. http://dx.doi.org/10.1080/0033039860230112.

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9

Steiner, David. "Political Theory, Educational Practice." PS: Political Science & Politics 24, no. 03 (September 1991): 498–501. http://dx.doi.org/10.1017/s1049096500051350.

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10

Schoenfeld-Tacher, Regina, and Henry J. Baker. "Educational Theory and Practice." Journal of Veterinary Medical Education 40, no. 2 (June 2013): 94–95. http://dx.doi.org/10.3138/jvme.0313-051.

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11

Frowe, Ian. "Language and Educational Practice." Cambridge Journal of Education 31, no. 1 (March 2001): 89–101. http://dx.doi.org/10.1080/03057640125441.

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12

McClenney, Kay M. "Benchmarking effective educational practice." New Directions for Community Colleges 2006, no. 134 (2006): 47–55. http://dx.doi.org/10.1002/cc.236.

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13

Reason, Rea. "Dyslexia in Educational Practice." DECP Debate 1, no. 98 (June 2001): 30.1–30. http://dx.doi.org/10.53841/bpsdeb.2001.1.98.30.

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14

Bunkar, Kamal. "Educational Data Mining in Practice Literature Review." Journal of Advanced Research in Embedded System 07, no. 01 (March 26, 2020): 1–7. http://dx.doi.org/10.24321/2395.3802.202001.

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Educational Data Mining (EDM) is an evolving field with a suite of computational and psychological methods for understanding how students learn. Applying Data Mining methods to education data help us to resolve educational investigation issues. The growth of education data offers some unique advantages as well as some new challenges for education study. Some of the challenges are an improvement of student models, identify domain structure model, pedagogical support and extend educational theories. The main objective of this paper is to present the capabilities of data mining in the context of the higher educational system and their applications and progress, through a survey of literature and the classification of articles. We observed the works on investigational situation studies showed in the EDM during the recent past, in addition, we have introduced three data models based on descriptive and predictive data mining techniques. This is oriented towards students in order to recommend learners’ activities, resources, suggest path pruning and shortening or simply links that would favor and improve their learning or to educators in order to get more objective feedback for instruction.
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15

Contardi, Anna. "The Educational Course in the Acquisition of the Autonomy of Associazone Italiana Persone Down." Down Syndrome Research and Practice 5, no. 2 (1998): 93–98. http://dx.doi.org/10.3104/practice.82.

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16

Brundrett, Mark. "Educational research and its implications for educational practice." Education 3-13 34, no. 2 (June 2006): 99–101. http://dx.doi.org/10.1080/03004270600670227.

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17

Johnston, J. R. V., Joan V. Marder, and Philip W. Sheffield. "Educational Research and Educational Practice: bridging the gap." Journal of Education for Teaching 16, no. 1 (January 1990): 83–90. http://dx.doi.org/10.1080/0260747900160106.

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18

HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.

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19

MATSUI, Nobuyuki. "Flexible Educational Practice for Engineering." Journal of JSEE 54, no. 6 (2006): 2. http://dx.doi.org/10.4307/jsee.54.6_2.

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20

Tubes, Nigel. "Hegel's Educational Theory and Practice." British Journal of Educational Studies 44, no. 2 (June 1996): 181. http://dx.doi.org/10.2307/3121731.

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21

Carmo, Carolina Jacomini do, and Maria de Jesus C. S. Harada. "Physical violence as educational practice." Revista Latino-Americana de Enfermagem 14, no. 6 (December 2006): 849–56. http://dx.doi.org/10.1590/s0104-11692006000600004.

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This descriptive and correlational study, carried out at a teaching hospital in 2004, aimed to get to know if, in the context of domestic violence, parents use physical violence as an educational practice. Semistructured interviews were used to characterize the population, and situations of daily family life to identify parents' attitude in the education process. Results: the most vulnerable situation to use physical punishment was disobedience to parents' predetermined orders (40%), followed by the situation when the child steals something (31.7%). The use of physical violence as a disciplinary practice was significant (p=0.020), associated with unemployment. Forty percent of the population reported they imposed their will on their child, and 57% mentioned they had been physically punished by their parents in limit-imposing situations. Knowledge and reflection on factors involving domestic violence are very important to consolidate prevention programs and which could generate a collective consciousness.
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22

Aberšek, Boris. "CHANGING EDUCATIONAL THEORY AND PRACTICE." Problems of Education in the 21st Century 66, no. 1 (August 25, 2015): 4–6. http://dx.doi.org/10.33225/pec/15.66.04.

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How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way – by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.
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23

Lewkonia, Ray. "Educational implications of practice isolation." Medical Education 35, no. 6 (June 2001): 528–29. http://dx.doi.org/10.1046/j.1365-2923.2001.00962.x.

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24

Elmore, Richard F. "Structural Reform and Educational Practice." Educational Researcher 24, no. 9 (December 1995): 23–26. http://dx.doi.org/10.3102/0013189x024009023.

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25

Hatzenbuhler, Nicole J., and Julie E. Klein. "Educational Preparation for Clinical Practice." Nurse Educator 44, no. 2 (2019): 93–97. http://dx.doi.org/10.1097/nne.0000000000000550.

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26

Horsthemke, Kai, and Mike Kissack. "Vorleben: educational practice beyond prescription." Journal of Curriculum Studies 40, no. 3 (June 2008): 277–88. http://dx.doi.org/10.1080/00220270701501630.

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27

CARR, WILFRED. "What is an Educational Practice?" Journal of Philosophy of Education 21, no. 2 (December 1987): 163–75. http://dx.doi.org/10.1111/j.1467-9752.1987.tb00155.x.

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28

Ming Chen, Ivan Pulinkala, and Karen Robinson. "Polyphonic Dynamics as Educational Practice." Theatre Topics 20, no. 2 (2010): 113–31. http://dx.doi.org/10.1353/tt.2010.0094.

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29

van den Berg, Rudolf. "Teachers’ Meanings Regarding Educational Practice." Review of Educational Research 72, no. 4 (December 2002): 577–625. http://dx.doi.org/10.3102/00346543072004577.

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30

Cohen, David K. "Educational Technology, Policy, and Practice." Educational Evaluation and Policy Analysis 9, no. 2 (June 1987): 153–70. http://dx.doi.org/10.3102/01623737009002153.

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31

Milutinovic, Jovana. "Educational progressivism: Theory and practice." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 264–83. http://dx.doi.org/10.2298/zipi0902264m.

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The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice.
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32

Cardoso, Daniela, Manuel A. Rodrigues, and João Apóstolo. "Evidence-based practice educational program." International Journal of Evidence-Based Healthcare 17 (June 2019): S72—S74. http://dx.doi.org/10.1097/xeb.0000000000000193.

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33

Bozic, Nick. "An Educational Psychologist in practice." Educational Psychology in Practice 14, no. 4 (January 1999): 240–42. http://dx.doi.org/10.1080/0266736990140408.

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34

Vries, Sjoerdde, and Italo de Diana. "Adaptable Courseware and Educational Practice." Computers in the Schools 15, no. 2 (September 30, 1999): 25–36. http://dx.doi.org/10.1300/j025v15n02_04.

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35

Hart, Tobin. "The Trinity of Educational Practice." Kappa Delta Pi Record 38, no. 4 (July 2002): 174–79. http://dx.doi.org/10.1080/00228958.2002.10516369.

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36

Tubbs, Nigel. "Hegel's educational theory and practice." British Journal of Educational Studies 44, no. 2 (June 1996): 181–99. http://dx.doi.org/10.1080/00071005.1996.9974067.

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37

Vain, Magister Pablo Daniel. "School Rituals and Educational Practice." education policy analysis archives 10 (February 13, 2002): 13. http://dx.doi.org/10.14507/epaa.v10n13.2002.

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This study on school rituals, based on an socio-anthropology view, has arisen from the hypothesis of the anthropologist Roberto Da Matta. This hypothesis supports the theory that rituals are useful, particularly in a complex society, to promote its social identity and develop its character. Da Matta observes that it is as if the ritual domain were a privileged area from whence to enter the cultural kernel of a society, its main ideology, its system of values. This is the reason why we have put forward the proposal that to enquire about rituals at schools can result in a useful contribution to the analysis of this institution in its reproductive dimension or in the construction of a determined social structure. This research was carried out in three schools in the city of Posadas, Misiones, Argentina. In two of them, the research was pursued as a sustained, long-term and ethnographic observation: students, parents, teachers and the managing staff were interviewed. In the third school, just the teachers and the managing staff were interviewed by means of a probing survey; in both cases, strategies, sources and techniques were combined.
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38

Greenhalgh-Spencer, Heather, and Zofia Zaliwska. "Storying Ruptures as Educational Practice." Studies in Philosophy and Education 38, no. 1 (September 15, 2018): 1–6. http://dx.doi.org/10.1007/s11217-018-9631-6.

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39

Greig, P. R., and J. L. Darbyshire. "Medical educational theory in practice." BJA Education 19, no. 2 (February 2019): 40–46. http://dx.doi.org/10.1016/j.bjae.2018.10.003.

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40

Elliott, John. "Making Evidence-based Practice Educational." British Educational Research Journal 27, no. 5 (December 2001): 555–74. http://dx.doi.org/10.1080/01411920120095735.

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41

MEDEIROS, Cláudia Christianne Barros de Melo, Maria do Socorro Costa Feitosa ALVES, Antônio MEDEIROS JÚNIOR, Mônica Karina Santos REIS, Lucas José de Azevedo SILVA, and Matheus Dantas TERTULINO. "Educational opportunities for reflective practice." RGO - Revista Gaúcha de Odontologia 63, no. 4 (December 2015): 418–25. http://dx.doi.org/10.1590/1981-863720150003000072938.

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Objective: This paper aims to identify, during the educational process, the development of the ability to work in multidisciplinary team, during regular or electives disciplines, in the view of students. Methods: This is a descriptive study that used the procedure collects a semi-structured questionnaire directed to graduates of the School of Dentistry, Federal University of Rio Grande do Norte. The data were evaluated based on descriptive statistics. Results: The results indicate that interactions with the community in real-world scenarios, in the construction of everyday experiences and significant help in the reflective learning process. Conclusion: These practices are found in the Health and Citizenship discipline (SACI). It is an activity performed since 2000.2 and integrates actions of teaching, research and extension, based on dialogue between traditional and systematized knowledge, equally important in the relationship between education, health and citizenship.
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42

Mintrom, Michael. "Educational Governance and Democratic Practice." Educational Policy 15, no. 5 (November 2001): 615–43. http://dx.doi.org/10.1177/0895904801015005001.

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43

Sweeney, Jo Ann Cutler, and Alan W. Garrett. "Classroom Practice and Educational Research." Social Studies 81, no. 6 (December 1990): 278–82. http://dx.doi.org/10.1080/00377996.1990.9957538.

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44

Smeyers, Paul, and Nicholas C. Burbules. "“Practice”: A Central Educational Concept." Philosophy of Education 61 (2005): 336–43. http://dx.doi.org/10.47925/2005.336.

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45

Knight Abowitz, Kathleen. "Educational Administration as (Public) Practice?" Philosophy of Education 68 (2012): 231–34. http://dx.doi.org/10.47925/2012.231.

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46

류재철. "The Nature of Educational Practice in Oakeshott’s Educational Theory." Journal of Educational Idea 21, no. 2 (August 2007): 189–213. http://dx.doi.org/10.17283/jkedi.2007.21.2.189.

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47

이천일. "Study on the gilyounghui educational ideas through educational practice." Journal of Educational Idea 29, no. 1 (February 2015): 73–106. http://dx.doi.org/10.17283/jkedi.2015.29.1.73.

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48

Murphy, Roger. "Using Educational Research to Inform Educational Policy and Practice." Management in Education 10, no. 4 (September 1996): 24–25. http://dx.doi.org/10.1177/089202069601000410.

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49

Couture, Danielle, Judith McBride, Sujata Saha, Denise Schellhase, and Kelly Von Eschen. "Teacher Inquiry for Educational Change." LEARNing Landscapes 4, no. 2 (April 2, 2011): 125–44. http://dx.doi.org/10.36510/learnland.v4i2.391.

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The inquiries of professionals involved in the development of a centre for inquiry into educational practice in a secondary school are fostered through professional conversation among teachers, support and professional staff undertaking research on practice. A framework for the development of the work done in the centre is briefly reviewed. Snapshots of various experiences and products illustrate evolving understandings of inquiry and evidence of ways in which it supports student learning and developing teaching practices in light of local curricular reforms.
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50

Houchens, Gary W., and John L. Keedy. "Theories of Practice: Understanding the Practice of Educational Leadership." Journal of Thought 44, no. 3-4 (2009): 49. http://dx.doi.org/10.2307/jthought.44.3-4.49.

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