rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: What Matters in a Research to Practice Cycle?
    sub title: Teachers as Researchers
  name:
    name part: Grima-Farrell, Christine.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: si
    date issued: 2017
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XXIX, 282 p. 20 illus. online resource.
  abstract: This book introduces a comprehensive RTP Model that reframes research to practice knowledge and inclusive education philosophy to promote the sustained use of research to promote and enhance meaningful education for all students. “In these welcome days of implementation science, research has to be real. There has to be a direct and rich connection between what is known and what translates from such data. In this volume Grima-Farrell delivers exactly that balance: a triumph of deep analysis on a complex and synergistic area, namely, inclusive classrooms and schools. This is a must read if you want to know what is happening in this challenging and compelling field and where we need to head if research is to inform daily practice.” Michael Arthur-Kelly, University of Newcastle “Much is written about the challenges education faces in bringing its research to professional practice at scale. Little of that work reflects a rigorous empirical investigation of the research to practice process. This book stands alone as a research-based account of the challenge based upon the study of multiple applied research cases each targeted at implementing an evidence-based innovation in an inclusive education setting. The essence of the book is the story of these case studies and the way the findings derived from them are employed to produce a practical model for bringing evidence-based practice to scale in inclusive education. This is truly a unique offering that ‘walks the talk’ of research to practice and should be read by anyone interested in better professional practice in inclusive and general education.” Alan Bain, Charles Sturt University “An innovative working relationship is proposed and celebrated in this book. This relationship can best be described and constructed as a partnership of equals.” Alex Moore, University of London.
  table of contents: Part One: Stating the case -- Chapter 1 Research to Practice and Inclusion -- Chapter 2 The RTP literature: Mind the gap! -- Chapter 3 The collective case study design: Comparing six research to practice cases -- Part Two: Making the case -- Chapter 4 Meet the teachers -- Chapter 5 The Exploration Phase -- Chapter 6 The Explanation Phase -- Chapter 7 The Expansion Phase -- Part Three: Building a solution -- Chapter 8 Teacher Education: Engaging connections between people, projects and preparation -- Chapter 9 The RTP Model: An interactive Research to Practice framework -- Chapter 10 Aligning our focus with strengths and solutions.
  note: by Christine Grima-Farrell.
  subject:
    topic: Education
  subject:
    topic: Assessment
  subject:
    topic: Education
  subject:
    topic: Early Childhood Education
  subject:
    topic: Learning & Instruction
  subject:
    topic: Assessment, Testing and Evaluation
  classification: LB1101-1139
  classification: 372.21
  related item:
    title info:
      title: Springer eBooks
  identifier: 9789811020872
  identifier: http://dx.doi.org/10.1007/978-981-10-2087-2
  record info:
    record creation date: 160907
    record change date: 20170425021855.0
    record identifier: 978-981-10-2087-2