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Masters of Arts in Education Action Research Papers

Research papers from 2023 2023.

The Impact of Direct Integration of Social Emotional Lessons with Montessori Upper Elementary Children , Gina Awadallah

Mindfulness Practice/Mindful Breathing in the Classroom: The Effect on Unwanted Behaviors in the Classroom , Dana Banitt

The Effects of Authentic Writing on Third-Grade Student Motivation and Achievement , Caitlin Barrett

The Effects of Phonics Instruction on Reading Fluency in an Elementary Classroom , Jill Belrose

The Impact of Social-Emotional Learning Strategies on Performance Anxiety in the Fourth-Grade Music Classroom , Erika A. Bergson, Erin M. Lawler, and Jennifer L. Mickels

Montessori Parent Education: Supporting Early Childhood Independence through Social-Emotional Learning , Gloria Boesenberg

The Impact of a Technology-Based Intervention on Phonemic Awareness Skills In First Graders , Ashley M. Christenson

The Effect of Goal Setting and Reflection on Student Motivation in High School Classrooms , Jodi Clark and Stephanie Moses

How does blended learning affect student satisfaction and learning outcomes in a secondary science classroom? , Lisa Fuccello

The Effectiveness of Grace and Courtesy Lessons in a Montessori Environment , Megan Green

The Impact of Uninterrupted Work Periods on a School Leader’s Self-Efficacy , Heather Harvey

Literacy Instruction and Student Writing in Middle School Social Studies , Nicole Hedman

"How does explicit phonemic awareness instruction in a 6th-grade classroom, influence students reading fluency and comprehension?" , Danette M. Hendrickson

The Effects of Repeated Reading Interventions on First-Grade Reading Fluency , Brooks Julia

The Impact of Cognitively Guided Instruction on Students’ Mathematical Mindsets , Christina Keller

Breaking Bread: Co-Creating Mindful Eating Practices in Lower Elementary , Katie Keller

The Impact of Geometry Montessori Education on Students’ Skills and Mindsets , Laura E. Ledesma Ortiz

Increasing Concentration Through Multistep Practical Life Works in a Montessori 2-6 Classroom , Gay Luise

The Impact of Dialogue Journals and Circles on Social and Self-Awareness in 6th Grade , Karli Mann

Impacts of Makerspaces and Design Thinking on Creativity in Third-Grade Students , Renae McGauvran

Improving Student Critical Thinking Skills Through Explicit Teaching Strategies , Danielle M. Miller

The Effects of Music and Movement on Learning Sight Words , Khou Moua

The Impact of Role-Play on the Self-Regulation of Preschoolers Following the COVID-19 Pandemic , Jennifer Myers

Impacts of Using the Reggio Emilia Approach to Technology on Social Skills in an Early Learning Classroom , Nancy L. Nakaoka

The Effects of Work Plans on Independence in a Primary Montessori Classroom , Cynthia Narine

The effectiveness of roleplaying in teaching preschoolers social skills , Qi Pan

How does reading fluency affect reading comprehension in the elementary classroom , Poracha Robinson

The Connection Between Social-Emotional Learning and Academic Success , Jayna Ruprecht

Implementing Environmentally Conscious Skills into Toddlers’ Routines , Martha Sanchez Romero

Effects of Character Education on Independent Conflict Resolution , Emily Stein

Identifying Activities and Skills that Occur in Circle Time: An Action Plan to Engage Students Social-Emotional learning (SEL) at a Head Start , Priscilla A. Thomas

Developing Self-regulation , Terriann VanDeventer

Leveraging AI Tools to Reduce Teacher Stress and Workload , Kassidy Waddell

The Influence of Social Stories on Early Learners , Kate Whiting

Research Papers from 2022 2022

The Effects of Formative Feedback and Assessment Tools on Writing Proficiency and Motivation in Elementary Classrooms , Amy Anderson and Beth Horihan

The Impact of Discourse on Math Learning in Upper Elementary , Dawn Anderson

Efficacy of Community Building in Adult Online Learning Environments , Meghan Jennifer Gwin Anson M.Ed.

The Relationship Between Teacher Use of Exclusionary Discipline and Using a Problem-Solving Approach to Conflict with Eighth Grade Students , Rachel Austin and Becki Zeidler

The Effects of Guided Reading in a Primary Montessori Classroom , Taylor Bates, Mary Brocklesby, and Katie McGarrigle

The Impact of the Establish-Maintain-Restore Method on Teacher-Student Relationships in the Secondary Classroom , Melissa Bauer

The Relationship Between Multisensory Learning and Phonemic Awareness and Letter Identification in Kindergarten , Justine J. Beyer

"What Are the Effects Of Parental Informational Nights/Parenting Classes on the Parent’s Understanding of the Montessori Method?" , Mackenzie Brown and Kayla Gamble

The Effects of Inquiry-Based Activities on Content Vocabulary Retention in 4th-Grade Science Students , Jillian Burns

The Effects of Outdoor Education and Mindfulness Practices on Attention Issues of Third Graders , Elizabeth Carlson

Mindfulness, The Effects on Student Trauma and Stress Management , kayla Clauson

Focusing on Grace and Courtesy in the Hopes of Achieving a More Peaceful Classroom Community , Marshetta Davis

Improving Assessment Outcomes in Algebra and Functions Through Concrete Materials and Direct Instruction , Sandra Deacon and Courtney Pillers

Examining the Impact of Student-Centered Teaching Practices on Ownership and Belonging in a Middle School Orchestra Classroom , Claire Dill

The Effects of Scientific Inquiry Methodologies on Student Understanding of Evolution , Rachel Downing

"Mindfulness Breathing in Support of Emotional Self-Regulation in a Montessori Upper Elementary Environment" , Emily Farris

Improving Student Concentration Through Caregiver Education , Arianna Fearing

The Effects of Goal Setting and Self-Reflection on Student Work Completion and Work Habits in a Montessori Upper Elementary Environment , Kari F. Frentzel

Impact of Student-Driven Mathematical Assessment on Learning Behaviors in Sixth Grade Students , Cheri R. Gardner

Integrating Montessori Curriculum with State Standards in a Public Montessori School , Brenda Green

A Prepared Environment At Home For One Adolescent: The Effect of Exercises of Practical Life on Self-Regulation of an Adolescent , Melissa Herrick Franzen

The Effects of Daily Explicit Phonics Instruction on Reading Fluency in First Grade , Allison M. Johnson

Goal Setting and Student Conferencing Action Research Study , Jamie Johnson

The Influence of Role-Play Scenarios and Mindful Reflection on a Small Group of Diverse Daycare Providers’ Responses to Classroom Situations , Charlene Kam

The Effects of ENVoY on the Middle School Social Studies Classroom Behaviors , Christine Karst

Creativity as a Gateway to Mental Health: A Burnout Recovery Journey , Sarah Keller

Gratitude and Work Conferences in the Upper Elementary Montessori Classroom , Karrie Kelly

Parents Opinions Matter: The Impact of Incentives on Parent/Child Workshops within the Raising a Reader Program , Samantha Kennedy

The Effect of Antiracist Children’s Literature on Developing Racial Awareness in Early Childhood , Brittany L.M. Ladd

The Influence of Yoga and Meditation on Intrinsic Motivation in Early Childhood Education , Nicole Laviolette

Mindfulness Breathing and Self-Regulation: The Effects of COVID-19 on Children , Savannah Lontz

The Impact of Peer-Mediated Support on Social Interactions in a Middle School Inclusive Setting , Adam (AJ) J. Naatz

Effects of Practical Life Activities and Normalization in the 3–6-year-old Classroom , Lori North

The Effects of Leading with Empathy on Faculty Morale in a Montessori Setting , Andrea O'Brian

Sealing the Cracks: An Examination of Using Special Education Accommodations in the General Education Classroom , Luke C. Olley

The Effects of Cognitively Engaging Exercise on Children’s Executive Functioning , Emily E. Osborn

The Impact of Explicit Phonemic Awareness Instruction in a Kindergarten Classroom , Jaclyn Partridge

The Impact of Altering Physical and Human Components in Middle School Mathematics Classes on Assessment Performance , Raina Quinnell

The Effect of a Culturally Diverse Art Curriculum on the Early Childhood Student’s Cultural Competency , Erin Reynolds

The Impact of Read Aloud Summarizing Practice for English High School Students at an Online School , Samantha Savoie

The Impact of Reflective Feedback Strategies on Learning Behaviors on Seventh-Grade Social Studies Students , James Seegebarth

The Impact of Implementing Virtual Science Notebooks on Student Science Achievement in a Primary Classroom , Emily Sherman

The Effect of Morning Meetings on Positive Relationships and Negative Behaviors in Kindergarten Students , Kennedy Stace

The Effect of Differentiation on Literacy Performance in Kindergarten , Madeline R. Stevens

Finding roots in the Montessori social studies curriculum , Kimberly Torres

Self-Efficacy and Critical Race Theory: The Emotions and Identity of a Montessori Teacher , Marisa Tuffiash

The Impact on School Progress of Building a Child's Self-efficacy at Home , Diana Wali Eddine

The Impact of Mindfulness Activities on Teacher Stress and Student Behavior in a Second Grade Classroom , Michelle Wegrzyn

What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China? , Jiao J. Zhang

Research Papers from 2021 2021

"Developing Creative Thinking with Intentional Teaching Practices in Academic Subjects for Early Childhood Classrooms" , Rebecca Appleby

I See You, I Feel Me: Journaling for Confidence, Value, and Collective Efficacy Among Partner Teachers , Laura L. Asher

Sustaining Teacher Resilience for Montessori Education , Rebecca Britt

The Impact of Self-Set Educational Goals on Increasing Academic Performance in a Middle School Environment , Erin Brown and Alexandra Luthe

The Effects of Student Constructed Formative Assessment in the Elementary Classroom , Jessica Burgwald

The Impact of Creative Movement Presentations on Dance Participation and Student Attitudes Towards Dance in a Montessori Early Childhood Classroom , Laura Cefalu

Effects of classroom talk lessons on student perceptions of collaborative group work in a remote, synchronous Montessori elementary learning environment , Amy Chionis

The Impact of Extended Recess with Loose Parts Play on Montessori Primary Student Self-Regulation and On-Task Behaviour , Rossana Cogorno Maldonado

The Effects of Professional Development on Collective Teacher Efficacy , Rachel Cordova

The Effect of Using Literacy Assessment and Standards Based Teaching for Students with Cognitive Disabilities in Secondary Education , Annie Elias

The Impact of Creative Movement Presentations on Dance Participation and Student Attitudes Towards Dance in a Montessori Early Childhood Classroom , Ruth Flowers

The Effect of Control-Based Group Games on Self-Controlled Behavior in a Primary Montessori Classroom , Sophia Foreman

Spanish Vocabulary Acquisition and Implementation: The Effect in a Mixed-aged Montessori Primary Classroom , Nadhira Hathotuwegama

The Effects of Daily Read Alouds on Comprehension Acquisition in a Montessori Setting , Gina Hoffman

The Effects of Reciprocal Teaching on Reading Comprehension in the Virtual Middle School English Classroom , Sydney Jones

Supporting Self-Efficacy Toward Science, Technology, Engineering, and Mathematics Skills in Secondary Students , Amy Kienberger and Clara Raineri

Proximity and Preparation: The Keys to Engagement in Secondary Montessori Literature Seminars , Metta M. King

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The 10 Most Significant Education Studies of 2020

We reviewed hundreds of educational studies in 2020 and then highlighted 10 of the most significant—covering topics from virtual learning to the reading wars and the decline of standardized tests.

In the month of March of 2020, the year suddenly became a whirlwind. With a pandemic disrupting life across the entire globe, teachers scrambled to transform their physical classrooms into virtual—or even hybrid—ones, and researchers slowly began to collect insights into what works, and what doesn’t, in online learning environments around the world.

Meanwhile, neuroscientists made a convincing case for keeping handwriting in schools, and after the closure of several coal-fired power plants in Chicago, researchers reported a drop in pediatric emergency room visits and fewer absences in schools, reminding us that questions of educational equity do not begin and end at the schoolhouse door.

1. To Teach Vocabulary, Let Kids Be Thespians

When students are learning a new language, ask them to act out vocabulary words. It’s fun to unleash a child’s inner thespian, of course, but a 2020 study concluded that it also nearly doubles their ability to remember the words months later.

Researchers asked 8-year-old students to listen to words in another language and then use their hands and bodies to mimic the words—spreading their arms and pretending to fly, for example, when learning the German word flugzeug , which means “airplane.” After two months, these young actors were a remarkable 73 percent more likely to remember the new words than students who had listened without accompanying gestures. Researchers discovered similar, if slightly less dramatic, results when students looked at pictures while listening to the corresponding vocabulary. 

It’s a simple reminder that if you want students to remember something, encourage them to learn it in a variety of ways—by drawing it , acting it out, or pairing it with relevant images , for example.

2. Neuroscientists Defend the Value of Teaching Handwriting—Again

For most kids, typing just doesn’t cut it. In 2012, brain scans of preliterate children revealed crucial reading circuitry flickering to life when kids hand-printed letters and then tried to read them. The effect largely disappeared when the letters were typed or traced.

More recently, in 2020, a team of researchers studied older children—seventh graders—while they handwrote, drew, and typed words, and concluded that handwriting and drawing produced telltale neural tracings indicative of deeper learning.

“Whenever self-generated movements are included as a learning strategy, more of the brain gets stimulated,” the researchers explain, before echoing the 2012 study: “It also appears that the movements related to keyboard typing do not activate these networks the same way that drawing and handwriting do.”

It would be a mistake to replace typing with handwriting, though. All kids need to develop digital skills, and there’s evidence that technology helps children with dyslexia to overcome obstacles like note taking or illegible handwriting, ultimately freeing them to “use their time for all the things in which they are gifted,” says the Yale Center for Dyslexia and Creativity.

3. The ACT Test Just Got a Negative Score (Face Palm)

A 2020 study found that ACT test scores, which are often a key factor in college admissions, showed a weak—or even negative —relationship when it came to predicting how successful students would be in college. “There is little evidence that students will have more college success if they work to improve their ACT score,” the researchers explain, and students with very high ACT scores—but indifferent high school grades—often flamed out in college, overmatched by the rigors of a university’s academic schedule.

Just last year, the SAT—cousin to the ACT—had a similarly dubious public showing. In a major 2019 study of nearly 50,000 students led by researcher Brian Galla, and including Angela Duckworth, researchers found that high school grades were stronger predictors of four-year-college graduation than SAT scores.

The reason? Four-year high school grades, the researchers asserted, are a better indicator of crucial skills like perseverance, time management, and the ability to avoid distractions. It’s most likely those skills, in the end, that keep kids in college.

4. A Rubric Reduces Racial Grading Bias

A simple step might help undercut the pernicious effect of grading bias, a new study found: Articulate your standards clearly before you begin grading, and refer to the standards regularly during the assessment process.

In 2020, more than 1,500 teachers were recruited and asked to grade a writing sample from a fictional second-grade student. All of the sample stories were identical—but in one set, the student mentions a family member named Dashawn, while the other set references a sibling named Connor.

Teachers were 13 percent more likely to give the Connor papers a passing grade, revealing the invisible advantages that many students unknowingly benefit from. When grading criteria are vague, implicit stereotypes can insidiously “fill in the blanks,” explains the study’s author. But when teachers have an explicit set of criteria to evaluate the writing—asking whether the student “provides a well-elaborated recount of an event,” for example—the difference in grades is nearly eliminated.

5. What Do Coal-Fired Power Plants Have to Do With Learning? Plenty

When three coal-fired plants closed in the Chicago area, student absences in nearby schools dropped by 7 percent, a change largely driven by fewer emergency room visits for asthma-related problems. The stunning finding, published in a 2020 study from Duke and Penn State, underscores the role that often-overlooked environmental factors—like air quality, neighborhood crime, and noise pollution—have in keeping our children healthy and ready to learn.

At scale, the opportunity cost is staggering: About 2.3 million children in the United States still attend a public elementary or middle school located within 10 kilometers of a coal-fired plant.

The study builds on a growing body of research that reminds us that questions of educational equity do not begin and end at the schoolhouse door. What we call an achievement gap is often an equity gap, one that “takes root in the earliest years of children’s lives,” according to a 2017 study . We won’t have equal opportunity in our schools, the researchers admonish, until we are diligent about confronting inequality in our cities, our neighborhoods—and ultimately our own backyards.

6. Students Who Generate Good Questions Are Better Learners

Some of the most popular study strategies—highlighting passages, rereading notes, and underlining key sentences—are also among the least effective. A 2020 study highlighted a powerful alternative: Get students to generate questions about their learning, and gradually press them to ask more probing questions.

In the study, students who studied a topic and then generated their own questions scored an average of 14 percentage points higher on a test than students who used passive strategies like studying their notes and rereading classroom material. Creating questions, the researchers found, not only encouraged students to think more deeply about the topic but also strengthened their ability to remember what they were studying.

There are many engaging ways to have students create highly productive questions : When creating a test, you can ask students to submit their own questions, or you can use the Jeopardy! game as a platform for student-created questions.

7. Did a 2020 Study Just End the ‘Reading Wars’?

One of the most widely used reading programs was dealt a severe blow when a panel of reading experts concluded that it “would be unlikely to lead to literacy success for all of America’s public schoolchildren.”

In the 2020 study , the experts found that the controversial program—called “Units of Study” and developed over the course of four decades by Lucy Calkins at the Teachers College Reading and Writing Project—failed to explicitly and systematically teach young readers how to decode and encode written words, and was thus “in direct opposition to an enormous body of settled research.”

The study sounded the death knell for practices that de-emphasize phonics in favor of having children use multiple sources of information—like story events or illustrations—to predict the meaning of unfamiliar words, an approach often associated with “balanced literacy.” In an internal memo obtained by publisher APM, Calkins seemed to concede the point, writing that “aspects of balanced literacy need some ‘rebalancing.’”

8. A Secret to High-Performing Virtual Classrooms

In 2020, a team at Georgia State University compiled a report on virtual learning best practices. While evidence in the field is "sparse" and "inconsistent," the report noted that logistical issues like accessing materials—and not content-specific problems like failures of comprehension—were often among the most significant obstacles to online learning. It wasn’t that students didn’t understand photosynthesis in a virtual setting, in other words—it was that they didn’t find (or simply didn't access) the lesson on photosynthesis at all.

That basic insight echoed a 2019 study that highlighted the crucial need to organize virtual classrooms even more intentionally than physical ones. Remote teachers should use a single, dedicated hub for important documents like assignments; simplify communications and reminders by using one channel like email or text; and reduce visual clutter like hard-to-read fonts and unnecessary decorations throughout their virtual spaces.

Because the tools are new to everyone, regular feedback on topics like accessibility and ease of use is crucial. Teachers should post simple surveys asking questions like “Have you encountered any technical issues?” and “Can you easily locate your assignments?” to ensure that students experience a smooth-running virtual learning space.

9. Love to Learn Languages? Surprisingly, Coding May Be Right for You

Learning how to code more closely resembles learning a language such as Chinese or Spanish than learning math, a 2020 study found—upending the conventional wisdom about what makes a good programmer.

In the study, young adults with no programming experience were asked to learn Python, a popular programming language; they then took a series of tests assessing their problem-solving, math, and language skills. The researchers discovered that mathematical skill accounted for only 2 percent of a person’s ability to learn how to code, while language skills were almost nine times more predictive, accounting for 17 percent of learning ability.

That’s an important insight because all too often, programming classes require that students pass advanced math courses—a hurdle that needlessly excludes students with untapped promise, the researchers claim.

10. Researchers Cast Doubt on Reading Tasks Like ‘Finding the Main Idea’

“Content is comprehension,” declared a 2020 Fordham Institute study , sounding a note of defiance as it staked out a position in the ongoing debate over the teaching of intrinsic reading skills versus the teaching of content knowledge.

While elementary students spend an enormous amount of time working on skills like “finding the main idea” and “summarizing”—tasks born of the belief that reading is a discrete and trainable ability that transfers seamlessly across content areas—these young readers aren’t experiencing “the additional reading gains that well-intentioned educators hoped for,” the study concluded.

So what works? The researchers looked at data from more than 18,000 K–5 students, focusing on the time spent in subject areas like math, social studies, and ELA, and found that “social studies is the only subject with a clear, positive, and statistically significant effect on reading improvement.” In effect, exposing kids to rich content in civics, history, and law appeared to teach reading more effectively than our current methods of teaching reading. Perhaps defiance is no longer needed: Fordham’s conclusions are rapidly becoming conventional wisdom—and they extend beyond the limited claim of reading social studies texts. According to Natalie Wexler, the author of the well-received 2019 book  The Knowledge Gap , content knowledge and reading are intertwined. “Students with more [background] knowledge have a better chance of understanding whatever text they encounter. They’re able to retrieve more information about the topic from long-term memory, leaving more space in working memory for comprehension,” she recently told Edutopia .

21 Action Research Examples (In Education)

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

• conducting in-class observations
• taking field notes
• surveying or interviewing teachers, administrators, or parents
• using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

• Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
• Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
• Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
• Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
• Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
• Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
• Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
• Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
• Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
• Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
• Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
• Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
• Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
• PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
• Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
• Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
• Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
• School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
• School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
• Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
• School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers. 

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year.  So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
• Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
• Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
• Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

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• Research guides

Writing an Educational Research Paper

Research paper sections, customary parts of an education research paper.

There is no one right style or manner for writing an education paper. Content aside, the writing style and presentation of papers in different educational fields vary greatly. Nevertheless, certain parts are common to most papers, for example:

Title/Cover Page

Contains the paper's title, the author's name, address, phone number, e-mail, and the day's date.

Not every education paper requires an abstract. However, for longer, more complex papers abstracts are particularly useful. Often only 100 to 300 words, the abstract generally provides a broad overview and is never more than a page. It describes the essence, the main theme of the paper. It includes the research question posed, its significance, the methodology, and the main results or findings. Footnotes or cited works are never listed in an abstract. Remember to take great care in composing the abstract. It's the first part of the paper the instructor reads. It must impress with a strong content, good style, and general aesthetic appeal. Never write it hastily or carelessly.

Introduction and Statement of the Problem

A good introduction states the main research problem and thesis argument. What precisely are you studying and why is it important? How original is it? Will it fill a gap in other studies? Never provide a lengthy justification for your topic before it has been explicitly stated.

Limitations of Study

Indicate as soon as possible what you intend to do, and what you are not going to attempt. You may limit the scope of your paper by any number of factors, for example, time, personnel, gender, age, geographic location, nationality, and so on.

Methodology

Discuss your research methodology. Did you employ qualitative or quantitative research methods? Did you administer a questionnaire or interview people? Any field research conducted? How did you collect data? Did you utilize other libraries or archives? And so on.

Literature Review

The research process uncovers what other writers have written about your topic. Your education paper should include a discussion or review of what is known about the subject and how that knowledge was acquired. Once you provide the general and specific context of the existing knowledge, then you yourself can build on others' research. The guide Writing a Literature Review will be helpful here.

Main Body of Paper/Argument

This is generally the longest part of the paper. It's where the author supports the thesis and builds the argument. It contains most of the citations and analysis. This section should focus on a rational development of the thesis with clear reasoning and solid argumentation at all points. A clear focus, avoiding meaningless digressions, provides the essential unity that characterizes a strong education paper.

After spending a great deal of time and energy introducing and arguing the points in the main body of the paper, the conclusion brings everything together and underscores what it all means. A stimulating and informative conclusion leaves the reader informed and well-satisfied. A conclusion that makes sense, when read independently from the rest of the paper, will win praise.

Works Cited/Bibliography

See the Citation guide .

Education research papers often contain one or more appendices. An appendix contains material that is appropriate for enlarging the reader's understanding, but that does not fit very well into the main body of the paper. Such material might include tables, charts, summaries, questionnaires, interview questions, lengthy statistics, maps, pictures, photographs, lists of terms, glossaries, survey instruments, letters, copies of historical documents, and many other types of supplementary material. A paper may have several appendices. They are usually placed after the main body of the paper but before the bibliography or works cited section. They are usually designated by such headings as Appendix A, Appendix B, and so on.

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• Last Updated: Dec 5, 2023 2:26 PM
• Subjects: Education
• Tags: education , education_paper , education_research_paper

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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64 Comments

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Research title related to school of students

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Research title related to students

My field is research measurement and evaluation. Need dissertation topics in the field

Assalam o Alaikum I’m a student Bs educational Resarch and evaluation I’m confused to choose My thesis title please help me in choose the thesis title

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

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Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

plz tell me if you got some good topics, im here for finding research topic for masters degree

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

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Am offering degree in education senior high School Accounting. I want a topic for my project work

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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The Crucial Role of Healthcare in Society

This essay is about the importance of healthcare and its broad impact on society. It highlights how healthcare prevents and treats diseases, manages chronic conditions, and promotes overall well-being. Healthcare’s role in economic stability is emphasized, noting that a healthy population contributes to productivity and growth. The essay also discusses social equity, stressing that access to quality healthcare should be a right for all, helping to reduce disparities. It underscores the significance of healthcare in public health and safety, especially during pandemics, and the importance of mental health services. Additionally, the essay notes how healthcare drives innovation and research, leading to medical advancements.

How it works

Healthcare emerges as a foundational element of human existence, serving as a bedrock for individual wellness and societal progress. Its significance transcends the immediate imperative of addressing maladies or injuries; healthcare stands as a linchpin for fostering a robust populace, bolstering economic resilience, and upholding communal parity. Unraveling the essence of healthcare’s indispensability entails grasping its multifaceted influence on individuals and collectives alike.

At its essence, healthcare assumes paramount importance in averting and combating maladies. Routine medical screenings, inoculations, and health education constitute pivotal facets of a healthcare paradigm geared toward preempting ailments before they escalate.

Timely detection and management of diseases hold the potential to substantially curtail morbidity and mortality rates, thereby augmenting the overall well-being of communities. Notably, widespread immunization initiatives have vanquished or contained afflictions like smallpox and polio, underscoring the efficacy of proactive healthcare measures.

Beyond the purview of disease mitigation and management, healthcare assumes a pivotal mantle in addressing chronic ailments. With rising life expectancies, the prevalence of chronic maladies such as diabetes, cardiovascular ailments, and hypertension surges. Apt management of these conditions through pharmacotherapy, lifestyle modifications, and periodic surveillance stands poised to significantly enhance individuals’ quality of life while alleviating strains on healthcare infrastructures. In the absence of adequate healthcare provision, multitudes would endure needless suffering from ailments amenable to therapeutic intervention or preventive measures.

Moreover, healthcare serves as a linchpin for economic stability and advancement. A hale and hearty populace breeds heightened productivity, thereby propelling economic prosperity. Optimal health equips individuals to discharge their professional obligations with enhanced efficacy, curbing absenteeism and bolstering contributions to societal endeavors. Conversely, compromised health precipitates substantial economic ramifications, including productivity losses, spiraling healthcare outlays, and familial financial distress. Ergo, investments in healthcare transcend altruism, assuming the guise of strategic economic imperatives. Nations endowed with robust healthcare architectures invariably exhibit resilient economies, buoyed by citizenry empowered to unleash their full potential in the labor milieu.

Social equity constitutes yet another pivotal facet underpinning healthcare’s significance. Access to quality healthcare ought to be enshrined as an inalienable entitlement rather than a prerogative of privilege. Disparities in healthcare accessibility and outcomes possess the potential to exacerbate socioeconomic cleavages. Historically marginalized cohorts frequently encounter impediments to healthcare access, ranging from pecuniary constraints to logistical hurdles and discriminatory practices. Addressing these chasms through inclusive healthcare policies furnishes all individuals with the opportunity to pursue optimal health, irrespective of their socioeconomic strata. Equitable healthcare access, by leveling the playing field, bequeaths all denizens the opportunity to lead wholesome, productive lives.

Furthermore, healthcare stands as an arbiter of public health and safety. The scourge of epidemics and pandemics, epitomized by the COVID-19 pandemic, underscores the imperatives of a robust healthcare infrastructure adept at navigating public health exigencies. A resilient healthcare apparatus adept at managing and mitigating infectious disease dissemination stands as a bulwark shielding populace at large. Public health imperatives encompassing sanitation initiatives, vaccination drives, and health literacy campaigns assume salience in preserving communal health and staving off widespread health exigencies.

The psychological and emotional welfare of individuals constitutes yet another arena where healthcare exerts a transformative influence. Mental health services represent an indispensable facet of a comprehensive healthcare mosaic. Maladies such as depression, anxiety, and assorted psychiatric afflictions exact a profound toll on individuals’ well-being and functional capacities. Unfettered access to mental health provisions, spanning counseling, psychotherapy, and psychiatric interventions, undergirds individuals in attaining emotional equipoise and fortitude. The acknowledgment and redressal of mental health exigencies assume commensurate importance vis-à-vis their physical counterparts, thereby fortifying societal well-being holistically.

Additionally, healthcare catalyzes innovation and inquiry, propelling medical science to fresh frontiers. Unceasing endeavors in healthcare research and development yield novel therapeutics, technologies, and methodologies heralding superior patient outcomes. Pioneering strides in medical intervention beget lifesaving treatments and elevate life quality for innumerable individuals. A robust healthcare fabric buttresses ongoing research endeavors, guaranteeing the perpetuation of medical advancement in tackling nascent health quandaries.

In sum, healthcare stands as an indispensable linchpin for nurturing wholesome, thriving, and equitable societies. Its ramifications traverse individual health, economic robustness, societal equity, communal safety, and scientific ingenuity. By channeling resources into healthcare, societies invest in communal well-being and fortify the bedrock of their future trajectories. The vouchsafing of unfettered access to quality healthcare assumes not merely a moral prerogative but also a pragmatic necessity for fostering flourishing, resilient global milieus.

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Educational Research For Educational Practice Research Paper

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After 100 years of systematic research in the fields of education and educational psychology, there is still no agreement about whether, how, or under what conditions research can improve educational practice. Although research and educational practice each have changed substantially since the beginning of the twentieth century, the question of how science can actually contribute to the solution of real educational problems continues to be controversial.

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Because there are no general rules or strategies for translating research into practice, the first part of this research paper focuses briefly on some of the basic problems concerning the relation between theory and practice in education. Next, six different approaches that attempt in various ways to make research findings relevant to education, particularly in schools, are discussed. These approaches concern: (a) using theoretical knowledge to improve technology for teaching and learning; (b) facilitating teacher expertise as a practical application of research on teaching; (c) using studies on classroom learning to provide the scientific basis for ability grouping, mastery learning, and adaptive teaching; (d) using research on cognitive development and learning as a source of scientific information about how to train student’s learning competencies and self-instructional skills; (e) using educational research to design, implement, and evaluate new models of schooling and instruction; and (f) using research findings as a source of background knowledge for practitioners. Suggestions for how research can be made more relevant to educators and for ways in which educational practice can be more research-based are proposed on the basis of these different approaches.

1. The Gap Between Research And Educational Practice

Most research in education and educational psychology is conducted with the explicit or implicit goal of directly or indirectly improving educational practice. As Anderson and Burns (1985) stated, ‘the primary purpose of classroom research is to help educators to improve the conditions of learning and the quality of learning of increasingly large numbers of students’ (p. ix). The kinds of necessary research, the required theoretical insights, and the ways that scientific findings should be translated into practice to attain this goal are issues that have not as yet been resolved. When empirical and experimental research on educational phenomena began, there was a widespread vision, conviction, and expectation that it would generate a scientifically informed basis for educational practice. For example, Rein (1893) stated that ‘there is only one way in teaching that corresponds to nature; to follow carefully the laws of the human mind and to arrange everything according to these laws. The attainment of adequate instructional procedures follows from knowledge of and insight into these laws’ (p. 107).

When these ambitious hopes did not seem to be realized, there was substantial disappointment among both scientists and practitioners. It was not clear how teachers could use such very general and vague recommendations as those, for example, based on a synopsis of classical learning theories by Thorpe and Schmuller (1954). They concluded that instruction was especially effective when learners were motivated, when task demands matched learners’ aptitudes, when learners received sufficient opportunities to relate elements of the learning task to the learning goal, when learners could use external criteria to judge their progress, and when the learning process occurred under conditions that facilitated adaptation to the total situation. Although these conclusions are probably valid, it is not surprising that such nonspecific psychological statements and such obvious educational recommendations led the educational community to the cynical conclusion that learning theorists were perhaps the only ones who could derive personal benefit from learning theory.

Dissatisfaction was not limited to problems in finding practical applications for learning theory. The results from research on teaching also seemed unproductive in providing educators with practical guidance. This can be seen, for example, in Bloom’s (1966) resigned summary of the state of research: ‘large class, small class, TV instruction, audiovisual methods, lecture, discussion, demonstration, team teaching, programmed instruction, authoritarian and non-authoritarian instructional procedures, etc. all appear to be equally effective methods in helping the student learn more information or simple skills’ (p. 217).

The limited applicability of educational science for educational practice has resulted in several metatheoretical debates that have contributed only a little to improving the research situation or to solving practical problems. Some examples of the debated issues are:

(a) Is the gap between scientific and practical work the result of a production deficit in research, a reception deficit in the practitioners, or deficits in translating theoretical knowledge into practical suggestions? This debate has led at least to the insight that scientists and practitioners have different ways of perceiving the world, prefer to define their problems in different ways, and thus speak different ‘languages.’

(b) How relevant is basic research, as opposed to applied research, for education? This debate is especially unproductive, both theoretically and practically. On the one hand, it is difficult to differentiate pure or basic research from applied research; on the other hand, it has become clear that findings from both research prototypes have specific advantages and disadvantages with respect to their practical applications.

(c) Is it more appropriate to use quantitative or qualitative methods in educational research? This debate has almost become a religious war for many, even though the theory of science convincingly teaches that both approaches are necessary and complementary components of any system of research in the social sciences.

2. Theory And Research

These metatheoretical debates and the many concrete attempts to derive practical applications from research findings have led to a variety of different proposals for solving the research–practice problem. Two positions are especially characteristic of these proposals: The first is that theory should take precedence; the second is that empirical work should take precedence.

The first characteristic position, that theory should be preeminent, can be captured by a quotation from Mook (1983), who, in agreement with many other scientists, recalled the truth of the classical adage that nothing is more useful than a good theory:

Ultimately, what makes research findings of interest is that they help us in understanding everyday life. That understanding, however, comes from theory or analysis of the mechanisms; it is not a matter of generalizing the findings themselves … The validity of those generalizations is tested by their success and predictions and has nothing to do with the naturalness, representativeness or even non-creativity of the investigations on which they rest. (p. 386)

Examples of the ways in which theoretical models have aided in the solution of practical problems include the use of attribution theory to provide a better understanding of students’ intuitive explanations for their success and failure; the use of findings from the expert–novice research paradigm to estimate the relative importance of general abilities and domain-specific knowledge in the solution of demanding tasks; and the use of theories of prejudice in the analysis of social conflicts.

The second characteristic position, focused on empirical research, is invoked in instances where there are competing theories, where context conditions determine psychological processes, or where descriptive or causal models must be transposed into prescriptive statements. Sequential research strategies are proposed to solve such problems. One example is the description of ‘six steps on the road from pure learning research to technological research and development in the classroom’ suggested by Hilgard (1964, pp. 405–11): step 1—research on learning with no regard for its educational relevance; step 2—pure research on learning with content that is similar to school subject matter; step 3—research on learning that is relevant to education because the subjects are students, the material learned is school subject matter, and/or the learning conditions are similar to classroom situations; step 4—research on learning and instruction in special laboratory classrooms; step 5—use of experimentally tested learning and teaching strategies in normal classrooms; step 6—developmental work related to advocacy and adoption, for a wider use of the researchbased educational strategies.

These and similar sequential research strategies are followed in many research and development centers around the world. The differences among the programs are, however, too large to allow conclusions about the success of such a strategy. In principle, the possibilities and limits of this approach also depend on the basic relation between educational research and educational practice. Good educational practice is not simply applied science, nor does it consist in the correct use of findings from applied research. Science can at best only provide an important and useful, but always limited, theoretical basis for the planning, analysis, control, support, reflection, and better understanding of educational practice.

The limits of scientific prediction and explanation of educational outcomes are expressed in the conclusions reached by Haertel et al. (1983) based on a comparison of different psychological models of educational performance. They concluded that:

Classroom learning is the multiplicative, diminishing-returns function of four essential factors—student ability and motivation and quality and quantity of instruction—and possibly four supplementary or supportive factors—the social–psychological environment of the classroom, education-stimulating conditions in the home and peer group, and exposure to mass media. Each of the essential factors appears to be necessary but insufficient by itself for classroom learning; that is, all four of these factors appear required at least at minimum levels for classroom learning to take place. It also appears that the essential factors may substitute, compensate, or trade-off for one another in diminishing rates of return. (p. 75f)

3. Models For Bridging The Gap Between Research And Educational Practice

There is no general rule that specifies correct, expedient, or appropriate ways to use scientific findings to solve the practical tasks of education. More importantly, there can in principle be no such rule. There are, however, various approaches available that show how research can be used in different ways and what strategies can be used to translate research into practice.

3.1 From Learning Theories To Teaching Technologies

Educational technology consists of systems of rules, tools, and activities designed to bring students to the point where they can achieve specific learning goals systematically, effectively, and economically. Even more, Glaser and Cooley (1973) perceive technology ‘as a vehicle for making available to schools what psychologists have learned about learning’ (p. 855). Such standardized technologies should, of course, be derived from explicit and tested scientific theory. Although not a necessary component of educational technology, technical devices are frequently used with the purpose of minimizing the negative consequences of fluctuation in attention to errors or mistakes, whether by students or teachers.

The first researcher who, from theoretical grounds, wanted to replace normal instruction in the classroom with almost revolutionary mechanical teaching techniques was Skinner (1954). In the early 1950s Skinner argued that the behaviorist models of learning and conditioning, and the psychological laws specifying how to shape behavior through contingent reinforcement of desired reactions, were the scientific prerequisites for successful and effective instruction. It was his belief that these principles could not be used in classroom teaching because teachers were not able to present the material to be learned in sufficiently elementary components and were not able to provide the requisite number of reinforcements in the necessary contiguity to learners’ behavior, verbal or nonverbal. Thus, he recommended programmed instruction and the use of teaching machines.

Beyond Skinner’s initial attempts, the development of educational technologies made dramatic progress in the 1970s, 1980s, and 1990s. Computer-assisted instruction, integrated learning systems, intelligent tutoring systems, instructional media, and intelligent learning environments are some of the key concepts referring to the development, study, and use of modern technical aids for improving educational practice.

In particular, modern computer technology offers a variety of possibilities for the technical design of controlled, but flexible, adaptive, and intelligently guided instructional systems and learning processes. The prerequisites for these systems are general learning theories and domain-specific models of knowledge acquisition that allow the following:

(a) analysis of the learning goal in terms of competent performance (specification of the learning task); (b) description of the initial state of the learner (specification of individual differences in relevant skills and knowledge);

(c) determination of the methods that effectively lead to knowledge acquisition (specification of instructional methods);

(d) assessment of the effects of these instructional methods (specification and measurement of learning progress).

Although there is no disagreement that educational technologies provide an up-to-date tool for education as well as an excellent opportunity for employing research results in a practical way, the relative failure of educational computing in general, and in mathematics in particular, must be acknowledged. The high expectations supported by research that rose in the early 1980s, with respect to the potential of the computer as a lever for the innovation and improvement of schooling, have not been redeemed. Elsewhere De Corte (1994) has argued that a major reason for this relative failure of computers in education is that the machine has been mainly introduced as an add-on to an existing, largely unchanged classroom setting. In addition, due to a lack of good communication, teachers usually had only low expectations about computer support for their teaching. Also, there was in most cases no question at all of an orientation toward modifying teachers’ conceptions about educational goals and their beliefs about learning.

3.2 Research On Teaching And The Acquisition Of Teacher Expertise

A large part of educational research is directed toward investigating educational productivity, teacher effectiveness, and the relation between instructional quality and learning outcomes. Although the empirical findings are very impressive, they are also quite diverse and are not stable across different studies. In a synthesis of the effects of instructional variables on learning, the following rank ordering of noncontentrelated factors was found (with decreasing effect strength): reinforcement, accelerated learning programs, cues and feedback, cooperation programs, personalized instruction, adaptive instruction, tutoring, higher-order questions.

If one considers that the effects of single instructional variables can be masked or mediated by combined, compensatory, and interactive effects from other teaching, student and context variables, it becomes apparent that training single teaching skills cannot be a practical implication of these research results.

It seems considerably more effective to provide a combined training program for teachers that uses the results from research on teaching. The paradigm of the expert teacher provides an interesting theoretical perspective for the practical application of such research findings. Prompted by work in cognitive psychology, this paradigm investigates how experienced and successful teachers differ from inexperienced and/or unsuccessful teachers in their knowledge about education and in their teaching activities. The research results from this paradigm have already been applied in the design of teacher training.

This paradigm allows the integration of two research traditions that have been portrayed as alternative approaches (Stolurow 1965): ‘Model the master teacher or master the teaching model?’. In the expert teacher paradigm, it is possible to directly and systematically relate research on teaching and learning in the classroom to teacher training. Such training should not be directed toward producing a uniform type of ‘expert teacher’, but should explicitly assume that there are interindividual differences in the teacher competencies to be trained.

3.3 Studies Of Classroom Learning

In contrast to the subject pools used in experimental investigations of learning, the classroom is best described as a group of students with very different learning prerequisites who are to be instructed at the same time in the same place. Massive interindividual differences in cognitive abilities, knowledge, skills, motivation, interests, attitudes, and study habits affect both students’ learning behavior and their learning achievements. The relevant research concerning these factors is very extensive. It has led to a large number of psychological theories about how personality states and traits are relevant to learning, and has contributed to the development of measurement models and measurement instruments for diagnosing individual differences in learning prerequisites and learning outcomes.

Carroll (1963) provided an important contribution to the practical application of this psychological research with his ‘model of school learning.’ Described simply, Carroll proceeded from the assumption that, given equivalent learning time, students with different aptitudes would diverge in their learning performance; that is, some students would not attain the required performance goal. To avoid this outcome, each learner must be allowed the learning time he or she needs to attain a specific learning goal.

This model has had a strong influence on subsequent research; in many respects it has been further specified, broadened, and extended, and it has also been used for a variety of different practical applications. For example, the following concepts and procedures can be traced to Carroll’s original model: time on task (the time during which a student is actually involved in a learning task); the personalized system of instruction; individually prescribed instruction; mastery learning; and, largely independent of Carroll’s model of school learning, the aptitude–treatment interaction (ATI) research program. All these approaches have been concerned with the question of whether and to what extent undesired effects of individual student aptitude differences on learning outcomes can be reduced by variations in instruction.

Research on the dependence of school achievement on aptitude differences and instructional conditions has led to important practical applications. Three of these are grouping students for learning, mastery learning, and adaptive teaching.

The educational benefits of grouping students for learning are controversial and seem to depend on the effects of a variety of factors. Furthermore, these benefits are both student-specific and criterionspecific. A successful practical application of ATI research has not been made.

Mastery learning is the attempt to ensure that as many students in a class as possible (90–95 percent) meet a required learning criterion (90–95 percent correct items in a criterion test). This goal is achieved by a limited increase in learning time (about 20 percent) and optimal instructional use of the learning time. Although what one can actually expect from mastery learning in normal school instruction is somewhat controversial, there is no doubt that this is a fruitful model that allows productive research and practical applications.

Adaptive teaching is based on many ideas from Carroll’s model of school learning and ATI research. Adaptive teaching involves both learner adaptation to the environmental conditions presented and teacher adaptation of the environmental conditions to the learners’ present state, to effect changes in that state. The teacher’s goal, in other words, is to make environmental variations ‘nurtured’ rather than merely ‘natural’ for each learner concerned (Corno and Snow 1986, p. 607). ‘Adaptive teaching’ is thus an omnibus term covering a large number of different standardized and informal procedures for adapting teaching in variable, flexible, and dynamic ways to students’ individual differences, so that optimal learning conditions can be provided for each student.

3.4 Fostering Students’ Learning Competencies And Self-Instructional Skills

In the above characterization of adaptive teaching it was noted that the optimization of individual learning requires not only that instruction be compatible with the cognitive and motivational demands of the student, but also that students’ learning competencies and learning motivation be explicitly fostered. There is considerable research in cognitive psychology, developmental psychology, and educational psychology that addresses how to promote competencies and motivation. At the forefront are investigations on transfer of training, learning to think, the promotion of metacognitive skills, and the development of self-instructional skills.

Much of the theoretically oriented research also includes suggestions for applying the findings. Relevant support programs have been tried for elementary, secondary, and university students. Although these programs have demonstrated that intellectual skills and thinking performance cannot be arbitrarily trained, they have also convincingly shown that the training of metacognitive competencies and self-instructional skills can result in lasting improvements. When such programs have realistic goals, are provided over an extensive time frame, and if possible are directed toward the acquisition of domain specific knowledge, all students can profit.

3.5 The Use Of Research Findings For New Models Of Schooling

Research can be used not only to improve existing educational institutions, school organizations and instructional conditions, but also to plan new models for schooling. Such an approach to change is needed when it is unclear whether an educational goal can be reached by gradual and piecemeal changes in current activities or whether fundamental reform is more necessary. Both theoretical discussion and practical experiences are available for using research findings in this way. Such change requires considerations of the factors that must be considered in planning a new educational system, the strategies that should be employed, the problems that must be addressed, and the implementation tasks that must be performed.

3.6 Research As A Source Of Background Knowledge For Practitioners

The practical application of research consists in more than the instrumental use of research findings. In addition, science and research have an educational function; that is, they provide individuals with knowledge about themselves and the world, and allow them to act rationally.

Because people think, decide, and act primarily on the basis of their available knowledge (whether it is correct or incorrect, complete or incomplete, objective or biased), it is important and necessary for those involved in the educational process (politicians, administrators, principals, teachers, parents, students, and researchers) to be able to change or replace their personal beliefs, intuitive knowledge, prejudices, and suppositions with reliable and valid information. Such a replacement is not only a prerequisite for reflective, responsible, and effective individual action, but also a condition for rational communication and discourse among educational practitioners. Although it is not possible to measure the effectiveness of this function of research, it nonetheless seems plausible and important to translate as many research results as possible into the language of the practitioner.

A potentially very promising strategy to bridging the theory–practice gap is a combination of the last two strategies, namely using research for the design, implementation, and evaluation of new models of education and schooling, on the one hand, and research as a source of background knowledge for teachers on the other. This strategy consists in the creation and evaluation in real classrooms of complex instructional interventions that embody our present (hypothetical) understanding of effective learning processes and powerful learning environments. In order to have a reasonable chance of success, such attempts at totally changing the classroom environment and culture should be undertaken in partnership between researchers and knowledgeable practitioners.

Such partnership is essential not only to promote good two-way communication, but also in view of modifying and reshaping teachers’ beliefs about education, learning, and teaching (see De Corte 2000). The positive effects of this partnership idea have, for instance, been shown by Huberman (1990). In a qualitative study of the linkages between researchers and practitioners, he has shown that contacts between both parties during a research project can result not only in better applications of the outcomes of a single study, but also in the establishment of more enduring forms of collaboration.

A specific approach which is in line with this holistic strategy is represented by scholars who advocate the use of so-called design experiments, and who aim at the development of a design science of education. According to Collins (1992, p. 15) ‘a design science of education must determine how different designs of learning environments contribute to learning, cooperation, motivation, etc.’ As a result a design theory would emerge that can guide the implementation of educational innovations by identifying the variables influencing their success or failure. This intervention approach has a twofold goal: it intends to advance theory building, while at the same time contributing to the optimization of classroom practices.

In this respect, Brown (1994) argued that theory building is crucial for conceptual understanding as well as for practical dissemination. In fact, Brown’s project ‘Fostering communities of learners’ is one of the most representative examples of the design experiment approach. In this project the classroom is fundamentally redesigned using innovative components such as reciprocal teaching, the ‘jigsaw method’ of cooperative learning, and the creation of a new classroom culture. Reciprocal teaching establishes a learning environment in which a small group of students is provided with guided practice in acquiring four cognitive strategies with a view to improving their skill in reading comprehension. These strategies are: asking questions, summarizing, clarifying comprehension difficulties, and making predictions about the future content of a text.

A major feature of reciprocal teaching is that it takes the form of a dialog, in which the teacher and the pupils take turns in leading the discussion; gradually the pupils’ share and responsibility in the dialogs increases. The ‘jigsaw method’ implies that small research groups of pupils each study a subtopic of a broader theme. Afterwards they regroup into learning groups in which each pupil is the expert in one subtopic, so that by combining their knowledge they all learn about the whole topic. A new classroom culture and climate is created based on four qualities, namely individual responsibility, mutual respect, establishment of a community of discourse, and a restricted number of participant structures (such as reciprocal teaching).

In the perspective of the further dissemination of this new kind of learning environments it is necessary to keep in mind that they should be realizable in existing classrooms. In this respect the notion of a partnership between researchers and practitioners is also crucial in the light of the necessity of the research–practice reciprocity. Whereas practitioners can help in translating theory into practice, and thus in making classroom teaching more research-based, their partner role can also contribute to make research more practice-driven.

Finally, the orientation of this intervention approach to theory building raises a major challenge for the researchers, namely the development of an appropriate methodology for designing experiments in complex classroom settings in such a way that sound and theoretically valid conclusions can be drawn from a wide range of quantitative and qualitative empirical data.

4. Conclusions

While the effectiveness of these six different approaches to the problem of bridging the theory– practice gap has not been systematically studied, it is plausible that each of them has not only some merits but also some weaknesses. Moreover, much will depend on how each approach is used in translating research results into practice. In this respect, it can be argued that to be successful in making psychological theory and research applicable to education, one should develop a strategy that combines the following basic characteristics:

(a) good communication with practitioners, which means that the relevant outcomes are translated in such a way that they are palatable, accessible, and usable for the teachers;

(b) an orientation toward a fundamental change of teachers’ belief systems about the goals of education and about good teaching and effective learning (in line with the view described above);

(c) a holistic (as opposed to a partial) approach to the teaching–learning environment, i.e., all relevant aspects of the learning environment should be addressed.

The relation between research and practice is complex and difficult. As a consequence, there is no simple, uniform solution to the problem of translating scientific results into practical suggestions. Nonetheless, some general conclusions can be drawn.

First, many different types of research are applicable to educational practice. The value of a scientific study for educational practice is not in any way directly related to the extent to which it mirrors typical features of an applied educational setting.

Second, research results can be used in educational practice in different ways. Six typical examples have been noted: the development of educational technologies, teacher training, the optimization of instruction, fostering students’ learning competencies, the design of new models of schooling, and the use of scientific information as background knowledge for practitioners.

Third, these different strategies for applying research results are not mutually exclusive. Rather, it is desirable to combine several variants to improve the practical situation.

Finally, exploring the processes by which theoretical knowledge can be transformed into practical action must itself be an important domain of educational research.

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