Research Making Its Way into Classroom Practice. Johnston, P. & Goatley, V. Reading Teacher, 68(4):245–250, 2015.
Research Making Its Way into Classroom Practice [link]Paper  abstract   bibtex   
Identifying researchers whose work has influenced classroom practice, raises questions about the nature of research and its relationship with practice, and the means through which knowledge is distributed. We argue that normally, influence arises through lines of research more than individuals, that knowing-in-practice distribution systems should be taken seriously, and that invitational distribution systems that offer teachers an agentive role are likely to be productively influential.
@article{johnston_research_2015,
	title = {Research {Making} {Its} {Way} into {Classroom} {Practice}},
	volume = {68},
	issn = {0034-0561},
	url = {http://search.proquest.com/eric/docview/1651864637/abstract/57EBF3AC0189433CPQ/11?accountid=12543},
	abstract = {Identifying researchers whose work has influenced classroom practice, raises questions about the nature of research and its relationship with practice, and the means through which knowledge is distributed. We argue that normally, influence arises through lines of research more than individuals, that knowing-in-practice distribution systems should be taken seriously, and that invitational distribution systems that offer teachers an agentive role are likely to be productively influential.},
	language = {English},
	number = {4},
	urldate = {2015-02-09},
	journal = {Reading Teacher},
	author = {Johnston, Peter and Goatley, Virginia},
	year = {2015},
	keywords = {Article théorique, Déterminants, Intervenants et praticiens, Stratégies, Éducation},
	pages = {245--250}
}

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