Cultivating knowledge: promoting research to enrich everyday practice
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam ; Boston ; Taipei
Sense Publishers
[2016]
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| Schlagworte: | |
| Beschreibung: | Print version record |
| Beschreibung: | 1 online resource (xi, 456 pages) |
| ISBN: | 9789463006033 9463006036 |
Internformat
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| 245 | 1 | 0 | |a Cultivating knowledge |b promoting research to enrich everyday practice |c Scott Tunison, University of Saskatchewan & Saskatoon Public Schools, Canada |
| 264 | 1 | |a Rotterdam ; Boston ; Taipei |b Sense Publishers |c [2016] | |
| 264 | 4 | |c © 2016 | |
| 300 | |a 1 online resource (xi, 456 pages) | ||
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| 505 | 8 | |a "Over the last decade or two, there has been increasing consensus that academic research, if used judiciously to guide practice, improves both educational policy and pedagogy ultimately leading to better outcomes for students. Yet, despite this potential, there remains a deep ravine between the body of knowledge built through research especially at the intersection between specific interventions and improved student achievement and the actions taken by policy makers, administrators, and classroom teachers in their regular practice. There are myriad reasons for this research-practice divide. Among them is that it is difficult for district-based people to access primary research. Furthermore, multiple waves of well-intentioned research-based but largely unsuccessful school reform efforts have resulted in skepticism among practitioners about research and, at the same time, damaged researchers credibility in the field. This book is divided into three broad areas. First, it develops an engaging analysis of the root causes for the research-practice gap in education. Second, it describes the framework developed and used in a public school district by the author to address the root causes and provides evidence of its efficacy to facilitate greater incorporation of research into school- and district-level practice. Through a process the author calls Knowledge Cultivation, the framework uses weekly research summaries for district leaders that are relevant to their real-time issues along with suggestions about ways in which the research might be useful. The final section of the book includes the actual research summaries used by the author over a five-year period"--Back cover | |
| 505 | 8 | |a Setting the headlands : defining the shape of the field -- Give the people what they want!: (or figure out what they need and give them that) -- "Making the jump": clearing the gap between research and practice -- What organisational strategies might make knowledge cultivation more successful? -- Knowledge cultivation in a public school district: what does it look like in practice? -- Simple jumps -- Adding complexity and "danger": the embedded KC model -- Reflections of knowledge cultivation: have we enriched everyday practice with research? -- Professional reading series issues | |
| 546 | |a Text in English | ||
| 650 | 7 | |a Education / Research |2 fast | |
| 650 | 7 | |a Educational leadership |2 fast | |
| 650 | 7 | |a EDUCATION / Essays |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Reference |2 bisacsh | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Educational leadership |a Education |x Research | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Tunison, Scott |t Cultivating knowledge |d Rotterdam ; Boston ; Taipei : Sense Publishers, [2016] |z 9789463006026 |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029763962 | ||
Datensatz im Suchindex
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| any_adam_object | |
| author | Tunison, Scott |
| author_facet | Tunison, Scott |
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| author_sort | Tunison, Scott |
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| building | Verbundindex |
| bvnumber | BV044361331 |
| collection | ZDB-4-NLEBK |
| contents | "Over the last decade or two, there has been increasing consensus that academic research, if used judiciously to guide practice, improves both educational policy and pedagogy ultimately leading to better outcomes for students. Yet, despite this potential, there remains a deep ravine between the body of knowledge built through research especially at the intersection between specific interventions and improved student achievement and the actions taken by policy makers, administrators, and classroom teachers in their regular practice. There are myriad reasons for this research-practice divide. Among them is that it is difficult for district-based people to access primary research. Furthermore, multiple waves of well-intentioned research-based but largely unsuccessful school reform efforts have resulted in skepticism among practitioners about research and, at the same time, damaged researchers credibility in the field. This book is divided into three broad areas. First, it develops an engaging analysis of the root causes for the research-practice gap in education. Second, it describes the framework developed and used in a public school district by the author to address the root causes and provides evidence of its efficacy to facilitate greater incorporation of research into school- and district-level practice. Through a process the author calls Knowledge Cultivation, the framework uses weekly research summaries for district leaders that are relevant to their real-time issues along with suggestions about ways in which the research might be useful. The final section of the book includes the actual research summaries used by the author over a five-year period"--Back cover Setting the headlands : defining the shape of the field -- Give the people what they want!: (or figure out what they need and give them that) -- "Making the jump": clearing the gap between research and practice -- What organisational strategies might make knowledge cultivation more successful? -- Knowledge cultivation in a public school district: what does it look like in practice? -- Simple jumps -- Adding complexity and "danger": the embedded KC model -- Reflections of knowledge cultivation: have we enriched everyday practice with research? -- Professional reading series issues |
| ctrlnum | (ZDB-4-NLEBK)ocn954493074 (OCoLC)954493074 (DE-599)BVBBV044361331 |
| dewey-full | 370.72 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.72 |
| dewey-search | 370.72 |
| dewey-sort | 3370.72 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | DE-604.BV044361331 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:50:48Z |
| institution | BVB |
| isbn | 9789463006033 9463006036 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029763962 |
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| spelling | Tunison, Scott Verfasser aut Cultivating knowledge promoting research to enrich everyday practice Scott Tunison, University of Saskatchewan & Saskatoon Public Schools, Canada Rotterdam ; Boston ; Taipei Sense Publishers [2016] © 2016 1 online resource (xi, 456 pages) txt rdacontent c rdamedia cr rdacarrier Print version record "Over the last decade or two, there has been increasing consensus that academic research, if used judiciously to guide practice, improves both educational policy and pedagogy ultimately leading to better outcomes for students. Yet, despite this potential, there remains a deep ravine between the body of knowledge built through research especially at the intersection between specific interventions and improved student achievement and the actions taken by policy makers, administrators, and classroom teachers in their regular practice. There are myriad reasons for this research-practice divide. Among them is that it is difficult for district-based people to access primary research. Furthermore, multiple waves of well-intentioned research-based but largely unsuccessful school reform efforts have resulted in skepticism among practitioners about research and, at the same time, damaged researchers credibility in the field. This book is divided into three broad areas. First, it develops an engaging analysis of the root causes for the research-practice gap in education. Second, it describes the framework developed and used in a public school district by the author to address the root causes and provides evidence of its efficacy to facilitate greater incorporation of research into school- and district-level practice. Through a process the author calls Knowledge Cultivation, the framework uses weekly research summaries for district leaders that are relevant to their real-time issues along with suggestions about ways in which the research might be useful. The final section of the book includes the actual research summaries used by the author over a five-year period"--Back cover Setting the headlands : defining the shape of the field -- Give the people what they want!: (or figure out what they need and give them that) -- "Making the jump": clearing the gap between research and practice -- What organisational strategies might make knowledge cultivation more successful? -- Knowledge cultivation in a public school district: what does it look like in practice? -- Simple jumps -- Adding complexity and "danger": the embedded KC model -- Reflections of knowledge cultivation: have we enriched everyday practice with research? -- Professional reading series issues Text in English Education / Research fast Educational leadership fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Erziehung Educational leadership Education Research Erscheint auch als Druck-Ausgabe Tunison, Scott Cultivating knowledge Rotterdam ; Boston ; Taipei : Sense Publishers, [2016] 9789463006026 |
| spellingShingle | Tunison, Scott Cultivating knowledge promoting research to enrich everyday practice "Over the last decade or two, there has been increasing consensus that academic research, if used judiciously to guide practice, improves both educational policy and pedagogy ultimately leading to better outcomes for students. Yet, despite this potential, there remains a deep ravine between the body of knowledge built through research especially at the intersection between specific interventions and improved student achievement and the actions taken by policy makers, administrators, and classroom teachers in their regular practice. There are myriad reasons for this research-practice divide. Among them is that it is difficult for district-based people to access primary research. Furthermore, multiple waves of well-intentioned research-based but largely unsuccessful school reform efforts have resulted in skepticism among practitioners about research and, at the same time, damaged researchers credibility in the field. This book is divided into three broad areas. First, it develops an engaging analysis of the root causes for the research-practice gap in education. Second, it describes the framework developed and used in a public school district by the author to address the root causes and provides evidence of its efficacy to facilitate greater incorporation of research into school- and district-level practice. Through a process the author calls Knowledge Cultivation, the framework uses weekly research summaries for district leaders that are relevant to their real-time issues along with suggestions about ways in which the research might be useful. The final section of the book includes the actual research summaries used by the author over a five-year period"--Back cover Setting the headlands : defining the shape of the field -- Give the people what they want!: (or figure out what they need and give them that) -- "Making the jump": clearing the gap between research and practice -- What organisational strategies might make knowledge cultivation more successful? -- Knowledge cultivation in a public school district: what does it look like in practice? -- Simple jumps -- Adding complexity and "danger": the embedded KC model -- Reflections of knowledge cultivation: have we enriched everyday practice with research? -- Professional reading series issues Education / Research fast Educational leadership fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Erziehung Educational leadership Education Research |
| title | Cultivating knowledge promoting research to enrich everyday practice |
| title_auth | Cultivating knowledge promoting research to enrich everyday practice |
| title_exact_search | Cultivating knowledge promoting research to enrich everyday practice |
| title_full | Cultivating knowledge promoting research to enrich everyday practice Scott Tunison, University of Saskatchewan & Saskatoon Public Schools, Canada |
| title_fullStr | Cultivating knowledge promoting research to enrich everyday practice Scott Tunison, University of Saskatchewan & Saskatoon Public Schools, Canada |
| title_full_unstemmed | Cultivating knowledge promoting research to enrich everyday practice Scott Tunison, University of Saskatchewan & Saskatoon Public Schools, Canada |
| title_short | Cultivating knowledge |
| title_sort | cultivating knowledge promoting research to enrich everyday practice |
| title_sub | promoting research to enrich everyday practice |
| topic | Education / Research fast Educational leadership fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Erziehung Educational leadership Education Research |
| topic_facet | Education / Research Educational leadership EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Erziehung Educational leadership Education Research |
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