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Journal articles on the topic 'Educational Theory and Practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Steiner, David. "Political Theory, Educational Practice." PS: Political Science and Politics 24, no. 3 (1991): 498. http://dx.doi.org/10.2307/420097.

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2

Steiner, David. "Political Theory, Educational Practice." PS: Political Science & Politics 24, no. 03 (1991): 498–501. http://dx.doi.org/10.1017/s1049096500051350.

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3

Schoenfeld-Tacher, Regina, and Henry J. Baker. "Educational Theory and Practice." Journal of Veterinary Medical Education 40, no. 2 (2013): 94–95. http://dx.doi.org/10.3138/jvme.0313-051.

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4

HURJUI, Elena. "EDUCATIONAL EVALUATION AND EVALUATION OF SCHOOL PERFORMANCES RESULTS - FROM THEORY TO EDUCATIONAL PRACTICE." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 397–402. http://dx.doi.org/10.19062/2247-3173.2018.20.53.

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5

Tubes, Nigel. "Hegel's Educational Theory and Practice." British Journal of Educational Studies 44, no. 2 (1996): 181. http://dx.doi.org/10.2307/3121731.

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6

Tubbs, Nigel. "Hegel's educational theory and practice." British Journal of Educational Studies 44, no. 2 (1996): 181–99. http://dx.doi.org/10.1080/00071005.1996.9974067.

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7

Milutinovic, Jovana. "Educational progressivism: Theory and practice." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 264–83. http://dx.doi.org/10.2298/zipi0902264m.

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The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out

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8

Greig, P. R., and J. L. Darbyshire. "Medical educational theory in practice." BJA Education 19, no. 2 (2019): 40–46. http://dx.doi.org/10.1016/j.bjae.2018.10.003.

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9

Aberšek, Boris. "CHANGING EDUCATIONAL THEORY AND PRACTICE." Problems of Education in the 21st Century 66, no. 1 (2015): 4–6. http://dx.doi.org/10.33225/pec/15.66.04.

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How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way – by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to cr

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10

Cooper, Tracey. "Putting educational theory into clinical practice." Journal of Hospital Infection 65 (June 2007): 124–27. http://dx.doi.org/10.1016/s0195-6701(07)60028-0.

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11

Jamaludin, Azilawati, Avishai Henik, and James B. Hale. "Educational neuroscience: bridging theory and practice." Learning: Research and Practice 5, no. 2 (2019): 93–98. http://dx.doi.org/10.1080/23735082.2019.1685027.

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12

Colliver, Jerry A. "Educational Theory and Medical Education Practice." Academic Medicine 77, no. 12, Part 1 (2002): 1217–20. http://dx.doi.org/10.1097/00001888-200212000-00012.

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13

Buss, Daryl D. "Special Topic: Educational Theory and Practice." Journal of Veterinary Medical Education 40, no. 4 (2013): 317. http://dx.doi.org/10.3138/jvme.0813-117.

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14

Jusik, Piotr. "Educational passivity – from theory to practice." Edukacyjna Analiza Transakcyjna 9 (2020): 147–60. http://dx.doi.org/10.16926/eat.2020.09.10.

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15

류재철. "The Nature of Educational Practice in Oakeshott’s Educational Theory." Journal of Educational Idea 21, no. 2 (2007): 189–213. http://dx.doi.org/10.17283/jkedi.2007.21.2.189.

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16

Snow, Richard E. "Review of Educational Psychology: Theory into Practice." Contemporary Psychology: A Journal of Reviews 31, no. 11 (1986): 910. http://dx.doi.org/10.1037/024281.

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17

Williams, Jenny. "Patient stoma care: educational theory in practice." British Journal of Nursing 21, no. 13 (2012): 786–94. http://dx.doi.org/10.12968/bjon.2012.21.13.786.

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Patients undergoing stoma formation encounter many challenges including psychosocial issues, relationship concerns and fear of leakage. Leakage, inappropriate product usage and poor patient adaptation post stoma formation has cost implications for the NHS. Developing good, practical stoma care skills has been identified as improving patient outcomes, promoting the provision of quality care and improving efficiency within the NHS. However, a thorough literature search indicated that there is little research available on patient stoma care education. This is considered surprising by Metcalf (199

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18

Snow, Richard E. "Review of Educational Psychology: Theory into Practice." Contemporary Psychology: A Journal of Reviews 33, no. 6 (1988): 545. http://dx.doi.org/10.1037/025822.

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19

Holifield, Mitch. "Theory into Practice." Intervention in School and Clinic 30, no. 1 (1994): 5. http://dx.doi.org/10.1177/105345129403000102.

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20

Reynolds, Kate. "THEORY INTO PRACTICE." Intervention in School and Clinic 30, no. 2 (1994): 114–15. http://dx.doi.org/10.1177/105345129403000209.

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21

Blazer, Bonita. "THEORY INTO PRACTICE." Intervention in School and Clinic 30, no. 4 (1995): 248. http://dx.doi.org/10.1177/105345129503000409.

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22

Kirschbaum, Gail, and Sarah Flanders. "Theory into Practice." Intervention in School and Clinic 30, no. 5 (1995): 309–12. http://dx.doi.org/10.1177/105345129503000511.

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23

Pollingug, Alice B., and Lisa D. Williams. "Theory into Practice." Intervention in School and Clinic 31, no. 1 (1995): 56–57. http://dx.doi.org/10.1177/105345129503100110.

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24

Prottas, Nathaniel. "Between Practice and Theory." Museum Worlds 6, no. 1 (2018): 60–73. http://dx.doi.org/10.3167/armw.2018.060106.

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In this article, I consider the definition and use of the term dialogue in museum education, focusing on the work of Rika Burnham and Elliot Kai-Kee, whose ramifications for art itself have often been sidelined by educators. First, I examine the relationship between Burnham and Kai-Kee’s theory of education and Hans-Georg Gadamer’s and John Dewey’s writing on art, arguing that dialogical museum teaching implicitly relies on a definition of art as performative. Then, I explore the ramifications of Gadamer’s and Dewey’s definition of art as performative for the field of museum education. Finally

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25

MANDUSIC, Dubravka, and Lucija BLASKOVIC. "Information Literacy, Theory and Practice in Education." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (2013): 47–58. http://dx.doi.org/10.18662/rrem/2013.0501.04.

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26

Prudnikova, Ilga. "EDUCATIONAL AND PEDAGOGICAL PARADIGM SHIFT IN THEORY AND PRACTICE." Education Reform: Education Content Research and Implementation Problems 2 (February 4, 2021): 111–17. http://dx.doi.org/10.17770/er2020.2.5350.

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The Program “Educational and pedagogical paradigm shift in theory and practice” is implemented in Applied Research Implementation of Transformative Digital Learning in the Doctoral Study Program “Pedagogy” in Latvia (DocTDLL). This program is developed in cooperation with University of Ontario, Institute of Technology, Canada (EILAB) which is appropriate for implementation in higher education of Latvia and help to develop theoretical basis and practices of tertiary pedagogy. Transformative Digital Learning (TDL) transforms higher educational practices from: authoritarian instruction to democra

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27

Rush, Jean C., W. Dwaine Greer, and Hermine Feinstein. "The Getty Institute: Putting Educational Theory into Practice." Journal of Aesthetic Education 20, no. 1 (1986): 85. http://dx.doi.org/10.2307/3332314.

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28

BUSH, TONY, and GOR SARGSYAN. "EDUCATIONAL LEADERSHIP AND MANAGEMENT: THEORY, POLICY, AND PRACTICE." Main Issues Of Pedagogy And Psychology 3, no. 3 (2020): 31–43. http://dx.doi.org/10.24234/miopap.v3i3.255.

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There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective principals and support from other senior and middle managers. While the need for effective leaders is widely acknowledged,

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29

Anderson, J. M. "Educational Perspectives: Experiential Learning: From Theory to Practice." NeoReviews 7, no. 6 (2006): e287-e291. http://dx.doi.org/10.1542/neo.7-6-e287.

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30

Gop, Aneta. "Mindfulness in educational context – theory, research and practice." International Journal of Pedagogy, Innovation and New Technologies 3, no. 2 (2016): 2–9. http://dx.doi.org/10.5604/01.3001.0009.5078.

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This article is a short overview of mindfulness training in groups of children and adolescents. It starts with considering the needs of this specific intervention technique. In the next part it tries to discuss the definition of mindfulness, its cognitive mechanism and results of empirical research. In the last paragraphs the article shows examples of mindfulness training for children with practical suggestions for teaching mindfulness as well as the pedagogical role of mindfulness.

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31

Arievitch, Igor M., and Jacques P. P. Haenen. "Connecting Sociocultural Theory and Educational Practice: Galperin's Approach." Educational Psychologist 40, no. 3 (2005): 155–65. http://dx.doi.org/10.1207/s15326985ep4003_2.

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32

Bogotch, Ira E. "Educational Leadership and Social Justice: Practice into Theory." Journal of School Leadership 12, no. 2 (2002): 138–56. http://dx.doi.org/10.1177/105268460201200203.

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In this article Dewey's conceptions of theory and practice provide a conceptual framework for understanding the moral and political possibilities of educational leadership. Specifically, the differences among craft knowledge, professional reflective practice, and intellectual activities are discussed. Through the use of historical illustrations, two educational leadership paths demonstrate connections between educational leadership and social justice. The first path illustrates how an educational leader continuously builds a just school community under changing demographic and political condit

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33

Paechter, Carrie. "Metaphors of space in educational theory and practice." Pedagogy, Culture & Society 12, no. 3 (2004): 449–66. http://dx.doi.org/10.1080/14681360400200202.

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34

Saugstad, Tone. "Educational Theory and Practice in an Aristotelian Perspective." Scandinavian Journal of Educational Research 46, no. 4 (2002): 373–90. http://dx.doi.org/10.1080/0031383022000024561.

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35

Žogla, Irēna. "Science of Pedagogy: Theory of Educational Discipline and Practice." Journal of Teacher Education for Sustainability 20, no. 2 (2018): 31–43. http://dx.doi.org/10.2478/jtes-2018-0013.

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Abstract The article addresses and provides an introduction to pedagogy in its capacity of science and a university discipline in the field of education sciences. Nowadays not only teacher education programmes are embedded in theories and follow transitions of pedagogy. These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred science of pedagogy to underpin practice of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the p

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36

Rossillo, Kim, Vivian Norman, Mary Wickman, and Elizabeth Winokur. "Caritas Education: Theory to Practice." International Journal for Human Caring 24, no. 2 (2020): 106–20. http://dx.doi.org/10.20467/humancaring-d-19-00030.

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Increasingly complex occupational demands along with varied educational and personal examples of caring, may impact the ability to deeply connect with patients. Literature has identified that nurses and patients have differing perceptions of caring behaviors. Jean Watson's Theory of Human Caring provides a framework for care delivery that focuses on the caring nurse–patient relationship and the experience through the patients' lens.Caring healing relationships are at the core of professional nursing. The purpose of this project was to design and deliver an educational seminar based on Jean Wat

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37

Smith, Leslie. "Developmental theory and teachers' practice." Instructional Science 16, no. 4 (1987): 307–17. http://dx.doi.org/10.1007/bf00117749.

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38

POWERS, JEANNE M. "The Relevance of Critical Race Theory to Educational Theory and Practice." Journal of Philosophy of Education 41, no. 1 (2007): 151–66. http://dx.doi.org/10.1111/j.1467-9752.2007.00546.x.

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39

Arnseth, Hans Christian. "Activity theory and situated learning theory: contrasting views of educational practice." Pedagogy, Culture & Society 16, no. 3 (2008): 289–302. http://dx.doi.org/10.1080/14681360802346663.

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40

Levin, Rona F. "Integrating Evidence-Based Practice With Educational Theory in Clinical Practice for Nurse Practitioners: Bridging the Theory Practice Gap." Research and Theory for Nursing Practice 24, no. 4 (2010): 213–16. http://dx.doi.org/10.1891/1541-6577.24.4.213.

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I am delighted to introduce my colleague, Dr. Lucille Ferrara, as the author of this issue’s Evidence-Based Practice (EBP) column. Having been a preceptor for Pace’s family nurse practitioner (FNP) students, an adjunct clinical instructor, and now one of our esteemed full-time faculty members, she has had a wealth of experience in facilitating the learning of FNP students, especially with regard to incorporating EBP into clinical decision-making as an integral part of advanced nursing practice. The column that follows combines Dr. Ferrara’s clinical teaching experience with some theoretical ap

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41

Marjanovic-Shane, Ana, Fran Fox, Bruce Pollack-Johnson, Lisa Pack-Allender, Brian Girard, and Karen Rothschild. "Project learn school community: An educational practice meets an educational activity theory." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 25–44. http://dx.doi.org/10.2298/zipi0601025m.

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Project Learn School community is a unique school coop in Philadelphia Founded 30 years ago, Project Learn was created as a cooperative between teachers, parents and students. The main philosophical principle, derived from J. Dewey?s educational theories is the principle of equality between the parties in the educative process. Other guiding philosophical principles are: the emphasis on the unique constellation of abilities of every student creating opportunities for meaningful personal involvement in the learning process, developing a sense of responsibility in students for themselves and for

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42

Sternberg, Robert. "Applying Psychological Theories to Educational Practice." American Educational Research Journal 45, no. 1 (2008): 150–65. http://dx.doi.org/10.3102/0002831207312910.

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Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testi

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43

Sztajn, Paola, Mona Tauber, and Ana Patricia Maroto Vargas. "Highlighting Theory to Connect Research and Practice." Journal for Research in Mathematics Education 49, no. 5 (2018): 614–18. http://dx.doi.org/10.5951/jresematheduc.49.5.0614.

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What role should educational research play in practice and vice versa? What is the role of theory in connecting research and practice? These are some of the questions that readers are invited to consider in Research for Educational Change: Transforming Researchers' Insights Into Improvement in Mathematics Teaching and Learning. Using a novel approach, this book brings these questions to the foreground and examines the links among research, practice, and theory in mathematics education.

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44

Ruslyakova, E. E., O. V. Pustovoitova, Yu P. Kiseleva, and L. A. Yakovleva. "Theory and Practice of Using Robotics in Educational Process." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 6 (2019): 158–67. http://dx.doi.org/10.31992/0869-3617-2019-28-6-158-167.

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This article discusses the problem of using robotics in higher education, highlights the theoretical and practical aspects of the problem. The article describes the current trend of the inclusion of robotics in the educational process as one of the effective tools for the formation of students’ professional competencies, psychological readiness to implement educational programs at any level in the modern post-industrial world. The authors present psychological and pedagogical research, in which the organization of project work with fourth-grade and fifth-grade students was studied using a robo

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45

Thompson, Christiane. "The Power of Authority: Challenging Educational Theory and Practice." Power and Education 2, no. 1 (2010): 63–74. http://dx.doi.org/10.2304/power.2010.2.1.63.

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46

Strachan, S. R. "From educational theory to clinical practice: self-regulated learning." British Journal of Anaesthesia 115, no. 1 (2015): 7–10. http://dx.doi.org/10.1093/bja/aev030.

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47

Allen, Dwight W. "The Effects of Technology on Educational Theory and Practice." Computers in the Schools 20, no. 1-2 (2003): 49–57. http://dx.doi.org/10.1300/j025v20n01_04.

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48

DeMarzio, Darryl M. "Rechilding in Educational Theory and Practice: A Patristic Genealogy." Educational Theory 67, no. 3 (2017): 265–72. http://dx.doi.org/10.1111/edth.12247.

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49

Hardy, Ian J. "Researching Professional Educational Practice: The Case for “Dirty Theory”." Educational Theory 62, no. 5 (2012): 517–33. http://dx.doi.org/10.1111/j.1741-5446.2012.00460.x.

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50

Glaesser, Judith. "Competence in educational theory and practice: a critical discussion." Oxford Review of Education 45, no. 1 (2018): 70–85. http://dx.doi.org/10.1080/03054985.2018.1493987.

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