Sentences with phrase «educational research methods»
She completed her MA in educational research methods in 2006 and was awarded her PhD in education policy in 2012.
https://valorcollegiate.org/
Includes systematic treatment of educational research methods and provides a structured guide to developing a compelling action research project and final report.
Not exact matches
At the September workshop, the teachers became the students as they read a research article under the guidance of Sally Hoskins, a professor at City College of New York who studies such educational methods and teaches biology courses that use primary literature in lieu of traditional textbooks.
Previous research suggests that the Montessori method — which aims to develop both social and academic abilities in children — is a promising educational approach.
The ECCO - AACR - EORTC - ESMO Workshop on Methods in Clinical Cancer Research is an educational programme that introduces junior clinical oncologists in any oncology subspecialty to the principles of good clinical trial design.
UACIM research activities contribute rigorous scientific studies on the integration of complementary therapies with conventional medicine, with a focus on educational research, corporate health improvement research, and methods to study clinical outcomes in integrative medicine.
Q: Do you think that the new methods that you describe hold the key to making major advances in educational and social research?
In this course, students will learn how to use a set of quantitative methods referred to as the general linear model — regression, correlation, analysis of variance, and analysis of covariance — to address these and other questions that arise in educational, psychological, and social research.
We believe that there is a place in educational and social research for a viable and active partnership of methods.
Meanwhile, its use was mainly for educational and research methods.
For example, I started writing about: the implementation of educational policy, when research at the time focused almost exclusively on the development of policy; the importance of qualitative methods, as a complement to quantitative methods that at the time ruled at the Ed School; the unheroic dimensions of leadership, when the focus was on the bigger - than - life hero who, like the Lone Ranger, rode into town with silver bullets.
The team's work is mixed - methods research, was designed to address what, how, and why questions that researchers and practitioners have about refugee education with goals of creating educational opportunities for all.
In their recent book, Methods Matter: Improving Causal Inference in Educational and Social - Science Research, Professors Richard Murnane and John Willett offer guidance for those who evaluate educational policies.
This committee will review cutting - edge approaches to these methods, and draw implications for training in the disciplines that conduct family research, across the educational, social and health sciences.»
Quantitative Policy Analysis in Education integrates three strands of coursework — rigorous training in quantitative research methods, focused disciplinary study, and substantive study of educational institutions and policies — with a minimum of one intensive research apprenticeship.
MBE coursework provides a broad foundation in the science of cognition and brain development, the principles of teaching and learning, and the research methods that allow us to make strong connections between biological processes and educational outcomes.
She previously taught educational technology and research methods courses in the College of Educational Studies at Chapman University.
95, Ed.D.» 99, who has spent time researching instruction methods in the classroom, helped educators navigate shifts in educational practice in response to Common Core State Standards (CCSS).
What sets Methods Matter apart from previous literature in the areas of educational research and policymaking?
An internationally renowned statistician and social scientist, Singer's scholarly interests focus on improving the quantitative methods used in social, educational, and behavioral research.
Elected Fellow, American Statistical Association, «for substantial contributions to quantitative methods used in social, educational, and behavioral research», (2012)
Research in both educational theory and cognitive psychology tells us that visual learning is among the very best methods for teaching students of all ages how to think and how to learn.
He was also an instructor at University of Colorado Denver, teaching masters level courses in educational foundations and policy, human development, and research methods.
The IES has since 2003 been working on its own evaluation of educational software, through «gold standard» methods of scientific research.
His research focuses on the causes, patterns, trends, and consequences of social and educational inequality, the effects of educational policy on educational and social inequality, and in applied statistical methods for educational research.
Nami Shin is a Research Scientist at CRESST whose focus is on the use of quantitative methods to explore English language learners» (ELLs) experiences in K - 12 school settings, along with the ELL classification and relevant educational policies as a whole.
As it is with politics today, many educational researchers who define themselves as aligned with the disciplines of educational finance or educational econometricians are substantively more in favor of VAMs than those who align more with the more general disciplines of educational research and educational measurement, methods, and statistics, in general.
In 2001, he was appointed a panel member for the National Research Council of the National Academy of Sciences to study the best methods for transferring well - established educational research knowledge to classroom pResearch Council of the National Academy of Sciences to study the best methods for transferring well - established educational research knowledge to classroom presearch knowledge to classroom practice.
The professional education component consists of study in educational research, foundations of education, curriculum and methods of instruction, and student - teaching.
From 2011 to 2013, she was a researcher at the Wittgenstein Centre for Demography and Global Human Capital in Vienna, Austria, where she conducted research on global educational expansion and methods at the intersection of education and demography, highlighting ways that educational metrics can be refined by adjusting for population dynamics.
He teaches courses regularly on educational policy, education and the law, case study research methods, instructional leadership, and special education policy.
She has focused her recent research on the effectiveness of numerous school and district educational interventions designed to improve student achievement and has more than two decades experience conducting mixed methods studies.
We examine one recent, and uncommonly influential, reading methods study as an example of research that has been overly promoted by the media and misused by some policy makers and educational leaders to support a simple solution to the complex problem of raising the literacy of young children in high poverty neighborhoods.
I currently teach research methods, educational leadership, emerging technologies, and technology leadership at the graduate level.
Her research focuses on improving statistical methods for educational program evaluations.
Her dissertation research, funded by a Fulbright Fellowship, employs ethnographic methods to examine the ways in which educational programs foster inclusive environments for Syrian refugees and country nationals in Jordan.
If you are ready to learn about the latest in educational research, methods for integrating technology into your classrooms and schools, and best practice for curriculum design for exceptional learners and more, these are our top ten Affordable Master's in Curriculum and Instruction.
Students learn how to identify educational research methodologies and methods and understand the importance of research designs and paradigms.
The Center quickly evolves into a marquee program for the college, partnering with educational organizations across the state and beyond to bring UF's research - tested methods and intellectual resources to the front lines of public education.
Dr. Ray, as a professor, taught graduate level courses in research methods, statistics, and educational and psychological measurement, evaluation, and testing and he serves in court as an expert witness on that topic and others.
Focusing on key transitions in the path from the classroom to the workforce, his research applies theory and modern econometric methods to large, linked administrative datasets to quantify long - run impacts of individual educational choices and large - scale public policies.
His research uses quasi-experimental methods to examine the impact and efficacy of educational policies.
In his two decades working in education, Dr. Dunetz has worked as a program evaluator, an educational consultant and a professor of research methods and educational administration.
2002 The Center for Advanced Studies in Measurement and Assessment (CASMA) begins interdisciplinary and international research - based initiatives, leading to advancements in the methods and practice of educational measurements and assessments.
Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner's family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.
Execute an action research study that draws on the research and methods of various disciplines to address local or global educational issues
NCLB links state academic content with student educational outcomes, and requires school improvement be implemented using «scientific - based research» methods in the classroom, parent programs, and teacher development courses.
Dr. Smith went on to work as an educational consultant utilizing his research skills to enhance instructional methods.
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
The Lowcountry Montessori School Secondary Program (middle and high school) represents and integration of South Carolina core standards and educational requirements, the most current research on the developmental needs of adolescents, the Montessori approach to education, research - based learning theory and teaching methods, and the predictions of the skills needed to lead a productive life of continuous learning and cooperation.