Evidence Based Learning and Teaching

In Chapter 17, Peter Anderson and Zane Ma Rhea explore the current education policy landscape around Indigenous ... as a research method for reflective teacher practice and for an evidence base for effective learning and teaching.

Author: Melissa Barnes

Publisher: Routledge

ISBN: 9781351129343

Category: Education

Page: 270

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Education has become a political, economic and social priority for Australia, with the success of schools (and teachers) being an integral part of the economic and social future of the country. As a result, quality assurance for learning and teaching has become increasingly debated among policy-makers and the broader public, with a call for more evidence, data and standards to ensure that schools and teachers are held accountable for students’ learning outcomes. In response, this book provides a snapshot of the types of evidence and data relating to learning outcomes that are being collected in our classrooms within Australia. The chapters in this book seek to interrogate current views of learning and teaching, beyond what is measured in external assessments that only capture a limited view of student learning outcomes. The chapters explore a range of fundamental topics within education, including positive learning environments, student voice and assessment. They explore and articulate the vital knowledge and skills needed for current and future teachers. In addition, these chapters make clear links between teaching, learning and the theories that frame, shape and inform these learning and teaching processes. The research presented in this book provides practical and theoretical insights into learning and teaching in early years, primary, secondary and tertiary education.

Evidence based Teaching

This book provides a critical overview of evidence-based teaching, with balanced and reflective consideration given to arguments supporting various approaches to increasing the use of evidence in teaching and arguments that raise doubts ...

Author: Carey Philpott

Publisher: Critical Publishing

ISBN: 9781911106753

Category: Education

Page: 139

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This book provides a critical overview of evidence-based teaching, with balanced and reflective consideration given to arguments supporting various approaches to increasing the use of evidence in teaching and arguments that raise doubts about, or problems with, these approaches. It offers practical advice on how to implement evidence-based teaching and help with reflectively evaluating its success.

Learning by Teaching

This book provides an essential overview of "learning by teaching", unpacking the underpinning theory, research evidence and practical implications of peer learning in a variety of classroom contexts.

Author: David Duran

Publisher: Routledge

ISBN: 1138122998

Category: Learning

Page: 106

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This book provides an essential overview of "learning by teaching," unpacking the underpinning theory, research evidence and practical implications of peer learning in a variety of classroom contexts. It aims to offer practical guidance for practitioners in structuring effective peer learning - between professionals and between students alike. It locates this phenomenon in current conceptions of learning and teaching, far removed from traditional ideas of one-way transmission of knowledge. Exactly what happens to promote learning by teaching is explored. Examples of learning by teaching are discussed and it is noted that this happens in school, university and the workplace, as well as through the Internet. Learning by teaching within the student body is then explored, and many different methods described. The organizational features needed to improve learning by teaching consciously and deliberately are investigated. These can be before teaching, during teaching or after teaching. Evidence-based practical guidance is given. Of course teachers can deploy learning by teaching for themselves, but what if they also organize their students to teach each other, thereby giving many more opportunities to discuss, practise, explain and question? This takes pedagogical advantage of the differences between students - turning classrooms into communities of learners where students learn both from their teacher and from their peers.

Effective Blended Learning Practices Evidence Based Perspectives in ICT Facilitated Education

Evidence-Based Perspectives in ICT-Facilitated Education Stacey, Elizabeth, Gerbic, Philippa. ICT, an issue on which the literature reviewed for this research is silent. One individual spoke of student pressure to create a single ...

Author: Stacey, Elizabeth

Publisher: IGI Global

ISBN: 9781605662978

Category: Education

Page: 382

View: 976

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Provides insight into the practice of blended learning in higher education.

Evidence based Practice in Education

"- Professor Tim Brighouse, London Schools Commissioner The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics.

Author: Richard Pring

Publisher: Open University Press

ISBN: UOM:39015061151620

Category: Education

Page: 264

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"Where does hunch end and evidence begin? Too much is written and said about school improvement - about improvements in teaching and learning - with far too little attention to this question. This book provides vivid discussion from distinguished protagonists and antagonists about what gets called 'evidence-based practice'. Reading it, all involved in education - policymakers and practitioners alike - can proceed more confidently."- Professor Tim Brighouse, London Schools Commissioner The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics. The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses. The thinking behind evidence based practice has been the subject of much criticism, particularly in education, and this criticism is aired in the second part of the book. Questions have been raised about what we mean by evidence, about how particular kinds of evidence may be privileged over other kinds of evidence, about the transferability of research findings to practice, and about the consequences of a move to evidence-based practice for governance in education. Given that the origins of the interest in evidence-based practice come largely from its use in medicine, questions arise about the validity of the transposition, and contributors to the third part of the book address this transposition. The issues raised in the book, while primarily those raised by educators, are of relevance also to professionals in medicine, social work and psychology.

Evidence Based Faculty Development Through the Scholarship of Teaching and Learning SoTL

Now that educational development grounds itself in practice-based scholarship (Geertsema, 2016; Gibbs, 2013), much of this work is about generating knowledge that informs teaching and learning practices and about supporting faculty as ...

Author: Plews, Rachel C.

Publisher: IGI Global

ISBN: 9781799822141

Category: Education

Page: 470

View: 727

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Educational developers play a central role in supporting faculty members and informing their ongoing professional development programming through the scholarship of teaching and learning (SoTL). SoTL presents an opportunity for faculty professional development that is action-oriented, evidence-based, and engaging for faculty members at any stage in their academic career. Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) is a critical scholarly publication that examines SoTL research as a method of professional development for educational developers and higher education faculty members. Highlighting topics such as professional development, research ethics, and faculty engagement, this book is ideal for deans, professors, department chairs, academicians, administrators, educational developers, curriculum designers, researchers, and students.

E Learning Technologies and Evidence Based Assessment Approaches

INTRODUCTION The international quality agenda in higher education has created extensive interestin all aspects of ... Academic best practice also demands evidence-based (in other words research-led) learning and teaching practices.

Author: Spratt, Christine

Publisher: IGI Global

ISBN: 9781605664118

Category: Games & Activities

Page: 344

View: 114

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"This book aims to provide readers with a variety of contemporary solutions to identified educational problems of practice related to the assessment of student learning in e-learning environments"--Provided by publisher.

Teaching Evidence Based Practice in Nursing

The professional development structure serves to facilitate methods of nursing education. The method chosen within this structure to demonstrate applied evidence-based learning is the journal club. Journal clubs are particularly useful ...

Author: Harriet R. Feldman, PhD, RN, FAAN

Publisher: Springer Publishing Company

ISBN: 9780826131560

Category: Medical

Page: 485

View: 382

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Winner of an AJN Book of the Year Award! Designated a Doody's Core Title! This book includes comprehensive and unique strategies for teaching evidence-based practice( EBP) for all types of learners across a variety of educational and clinical practice settings. The concrete examples of teaching assignments provided in the book bring the content alive and serve as a useful, detailed guide for how to incorporate this material into meaningful exercises for learners.

Teaching Evidence Based Practice in Nursing

Awarded second place in the 2013 AJN Book of the Year Awards in the Nursing Education/Continuing Education category This AJN award-winning text is the only book to teach evidence-based practice (EBP) content grounded in a tested philosophy ...

Author: Rona F. Levin, PhD, RN

Publisher: Springer Publishing Company

ISBN: 9780826148131

Category: Medical

Page: 432

View: 127

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Awarded second place in the 2013 AJN Book of the Year Awards in the Nursing Education/Continuing Education category This AJN award-winning text is the only book to teach evidence-based practice (EBP) content grounded in a tested philosophy of teaching and learning. It provides the tools, perspective and context for health educators and practitioners to implement evidence-based care practices and evaluate their efficacy. Reflecting four years of successful experiences in helping academic agencies understand and implement EBP, this new edition has been reorganized to include updated information and five new chapters. It stresses the importance of mentorship in creating EBP and illustrates how mentorship can be designed and implemented to promote EBP. The text clarifies three principal values: How to integrate EBP into academic curricula How to implement an EBP model in clinical settings (for graduate, second career, and CE students) How to address teaching and learning strategies for specific user groups Teaching Evidence-Based Practice in Nursing will be of value to clinical and academic educators, educational and clinical administrators, unit managers, students attending CE programs, and students in nursing education graduate programs. Key Features: Revises and expands upon AJN Book of the Year Award first edition Reflects knowledge gained from four years of successful experiences in teaching and learning EBP since publication of first edition Provides comprehensive and innovative strategies for mentoring and teaching EBP in education and practice scenarios Describes how to implement EBP at undergraduate levels, for second career students, and in continuing education

Evidence based teaching in primary education

Oancea, A and Pring, R (2009) The Importance of Being Thorough, in Bridges, D, Smeyers, P. and Smith, R. (eds) Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy? Chichester: Wiley-Blackwell.

Author: Val Poultney

Publisher: Critical Publishing

ISBN: 9781911106494

Category: Education

Page: 104

View: 188

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Trainees and school-based practitioners are being encouraged to engage more with evidence-based teaching methods. Teachers are now more responsible for the outcomes of their own practice and are charged with sourcing ‘best practice’ solutions in their pedagogical approaches. And schools are moving more towards in-house professional development approaches that have a clear focus on raising standards in the classroom. This book focuses on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry. It examines the role of the university in providing a critical perspective on teaching and learning and how academics can support schools by working as ‘knowledgeable others’ and advocates of classroom-based research. As a case study, it explores the journey taken by one particular primary school, in partnership with a university, over a two-year period, detailing how this work has impacted on the professional lives of staff, the children they teach, the overall culture of the school and the impact on school improvement. Chapters are contributed by professional school leaders, university academics and primary teachers and there is a focus on the rigorous examination of models of evidenced-based teaching, practical examples demonstrating some of the best and most sustainable approaches, and positive outcomes.