scholarly journals Teacher education research, policy and practice: finding future research directions

2021 ◽  
Vol 47 (1) ◽  
pp. 1-7
Author(s):  
Diane Mayer ◽  
Alis Oancea
Author(s):  
Yogesk K. Dwivedi

This chapter provides a conclusion of the results and discussions of the UK case study research presented in this book. The chapter begins with an overview of this research in the next section. This is followed by the main conclusions drawn from this research. Following this, a discussion of the research contributions and implications of this research in terms of the theory, policy and practice is provided. This is ensued by the research limitations, and a review of the future research directions in the area of broadband diffusion and adoption. Finally, a summary of the chapter is provided.


2009 ◽  
Vol 111 (2) ◽  
pp. 295-338 ◽  
Author(s):  
Danny Bernard Martin

Background Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in mathematics education begin and end their analyses of race with static racial categories and group labels used for the sole purpose of disaggregating data. This inadequate framing is, itself, reflective of a racialization process that continues to legitimize the social devaluing and stigmatization of many students of color. I draw from my own research with African American adults and adolescents, as well as recent research on the mathematical experiences of African American students conducted by other scholars. I also draw from the sociological and critical theory literatures to examine the ways that race and racism are conceptualized in the larger social context and in ways that are informative for mathematics education researchers, policy makers, and practitioners. Purpose To review and critically analyze how the construct of race has been conceptualized in mathematics education research, policy, and practice. Research Design Narrative synthesis. Conclusion Future research and policy efforts in mathematics education should examine racialized inequalities by considering the socially constructed nature of race.


2020 ◽  
Vol 49 (1) ◽  
pp. 113-137
Author(s):  
Kingsley Ofosu-Ampong

This article examines gamification literature on education since 2011. Using highlighted themes from Kirriemuir and McFarlane’s review on games and education as a starting point, the study identified 32 published papers. Furthermore, the study evaluated and identified previous conceptual and methodological approaches for evaluating gamification in education research. Using the identifying themes, the study discusses the development and use of gamification in education (Theme I), the application of gamification in education (Theme II), and the impact of gamification in education (Theme III) and propose that there is increased gamification and game elements research activities bridging the idea of gamified information systems in education and offering interesting opportunities for future research. The study concludes with future research directions for gamification in education.


2020 ◽  
Vol 29 (2) ◽  
pp. 13
Author(s):  
Chunlei Lu ◽  
Joe Barrett ◽  
Olivia Lu

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.


Author(s):  
Laura Sokal ◽  
Debra Woloshyn ◽  
Alina Wilson

In response to the lack of Canadian research about the practicum experiences of pre-service teachers with disabilities, a survey of ten Directors of Student Teaching in Western Canadian universities was conducted and revealed both strengths and challenges in current practices. Recommendations for teacher education are explored, and several future research directions are highlighted. En réponse à l’absence de recherche sur les expériences de stage des enseignants en formation souffrant d’invalidité, un sondage a été effectué auprès de dix directeurs de stagiaires dans des universités de l’Ouest du Canada. Le sondage a révélé à la fois les points forts et les défis présentés par les pratiques actuelles. Des recommandations pour la formation des enseignants sont explorées et plusieurs futurs axes de recherche sont présentés.


2021 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Adam A Bahishti

With the growing number of scholarly publications around the world, it is becoming more and more difficult to keep up to date with all of it. To address this issue, authors often write an insightful review article on their study's position within the field based on a critical review of already published research data. Review articles are papers that compile, summarize, critique, and synthesize the available research information on a topic. Reviews can serve as a basis for knowledge development, create guidelines for policy and practice, provide evidence of an application, highlight research gap, and if well conducted, have the capacity to engender new ideas and serve as the grounds for future research directions. To be concise, extensive review articles play an important role as a foundation for all types of research & its application. In this editorial, I will highlight the importance of review articles along with expectations from the author who intends to submit their insightful reviews to this journal “Extensive Reviews”. I encourage research scholars to write insightful and extensive review articles as a service to the scientific community and to enhance their own knowledge.


Author(s):  
Louise Ashley ◽  
Hilary Sommerlad

Professional status is based on accreditation; furthermore rationality, impartiality, and equity are all implicit in the idea of professionalism. As a result, a widely held belief is that meritocracy is a defining characteristic of the professions. Yet this assumption is belied by the evidence of research. The resistance to diversity and inclusion in PSFs and tensions generated by the claims and aspirations of these firms to engage in meritocratic practices are the central concern of this chapter. It examines the socio-economic changes of the last few decades and the backdrop of neoliberalism which reflects in part changes in how patterns of exclusion and inclusion have been theorized over the past four decades. The authors describe these changes and the associated evolution of policy and practice within PSFs from an emphasis on same treatment towards the recognition of difference, and provide a brief summary of suggested future research directions.


Sign in / Sign up

Export Citation Format

Share Document