Report
Identifying 'Best Practices' in Education: Findings from a Literature Review. Final Report
| العنوان: | Identifying 'Best Practices' in Education: Findings from a Literature Review. Final Report |
|---|---|
| اللغة: | English |
| المؤلفون: | Rasha Essam, Don Passey, Lancaster University (United Kingdom), Centre for Technology Enhanced Learning |
| المصدر: | Online Submission. 2022. |
| Peer Reviewed: | N |
| Page Count: | 72 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Information Analyses |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Educational Practices, Best Practices, Teaching Methods, Educational Principles, Educational Objectives, Teacher Attitudes, Educational Philosophy, Learning Processes, Lesson Plans, Instructional Design, Faculty Development, Outcomes of Education, Evidence Based Practice, Kindergarten, Elementary Secondary Education |
| مستخلص: | This report is concerned with detailing the processes involved in teaching; this was accomplished through an analysis of existing research literature. It was recognised at the outset of the study that teachers engage with teaching and learning in three related but different ways. They are concerned with processes involving: pedagogic principles (how they think about the background philosophies and objectives of their teaching); teaching practices (how they might plan for their teaching and their students' learning); and instructional approaches (how they might construct specific lessons and activities, who is involved in doing what, and what outcomes are desired). The literature review and subsequent analysis drew out specific features and factors that relate to these three areas of teaching concern. Within the area of 'teacher thinking', two aspects of concern were identified -- pedagogic principles (such as problem-based learning, or experiential learning) and pedagogic objectives (such as collaboration, or design). Within the area of 'teacher planning', a range of teaching practices were identified that link to pedagogic principles and objectives (such as designing activities, or ensuring equitable student access). Within the area of 'teacher doing', two main concerns were identified -- instructional approaches, and pedagogic outcomes. The concern with instructional approaches was further divided into two sub-categories -- higher order (general approaches that were taken, such as grouping students, or moderating feedback), and lower order (more specific approaches that were taken, such as asking for student feedback, or time and ways for reviewing and modifying prototypes). |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | ED658990 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |