Citations (24)
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Georgeta Ion & Ernest López Sirvent. (2022) Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection. School Effectiveness and School Improvement 33:4, pages 610-628.
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Antoni Badia, Teresa Segués & Sandra Soler-Campo. (2022) Building teachers’ voices on teaching in a research-informed teaching course. Journal of Education for Teaching 48:3, pages 274-286.
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Haylen Perines & Georgeta Ion. (2021) How Do Prospective Teachers Understand Educational Research?. The Teacher Educator 56:1, pages 101-116.
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Marta Kowalczuk-Walędziak, Amélia Lopes, James Underwood, Linda Daniela & Otilia Clipa. (2020) Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work. Teaching Education 31:4, pages 459-479.
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Tim Cain & David Allan. (2017) The invisible impact of educational research. Oxford Review of Education 43:6, pages 718-732.
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Tim Cain. (2017) Denial, opposition, rejection or dissent: why do teachers contest research evidence?. Research Papers in Education 32:5, pages 611-625.
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Georgeta Ion & Romita Iucu. (2016) The impact of postgraduate studies on the teachers’ practice. European Journal of Teacher Education 39:5, pages 602-615.
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Tim Cain. (2016) Research utilisation and the struggle for the teacher’s soul: a narrative review. European Journal of Teacher Education 39:5, pages 616-629.
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Tim Cain. (2015) Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use. Journal of Education for Teaching 41:5, pages 478-492.
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Articles from other publishers (15)
Hadjar Mohajerzad & Josef Schrader. (2022) Transfer from research to practice – A scoping review about transfer strategies in the field of research on digital media. Computers and Education Open 3, pages 100111.
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Héctor Galindo-Domínguez, Haylen Perines, José-Manuel Valero-Esteban & Ana Verde-Trabada. (2022) Diseño y validación de la Escala de Percepción hacia la Investigación Educativa en profesores universitarios y no universitarios. Estudios sobre Educación 43, pages 65-92.
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Lucy Rycroft‐Smith. (2022) Knowledge brokering to bridge the research‐practice gap in education: Where are we now?. Review of Education 10:1.
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Lucy Rycroft‐Smith & Andreas J. Stylianides. (2022) What makes a good educational research summary? A comparative judgement study of mathematics teachers' and mathematics education researchers' views. Review of Education 10:1.
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Martyna Jarota. (2022) Preferencje w wyborze metod gromadzenia i analizy danych studentów kierunków pedagogicznych – refleksja na przykładzie studentów Uniwersytetu Łódzkiego. Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN:2(18), pages 77-93.
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Thomas C. Reeves & Lin Lin. (2020) The research we have is not the research we need. Educational Technology Research and Development 68:4, pages 1991-2001.
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Christopher J. Garretson, Pamela A. Lemoine, Robert E. Waller & Michael D. Richardson. 2020. Knowledge Management Practices in the Public Sector. Knowledge Management Practices in the Public Sector
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Godfrey Mulongo & Zaytoon Amod. (2019) Nexus between participating in cross-national learning assessments and educational policy reforms: case study of Kenya, Tanzania and South Africa. Educational Research for Policy and Practice 18:3, pages 203-223.
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Tamara Esquivel-Martín, Beatriz Bravo-Torija & José Manuel Pérez Martín. (2019) Brecha entre Investigación y Praxis Educativas en la Enseñanza de Biología. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 17:4, pages 75.
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Patrick van Schaik, Monique Volman, Wilfried Admiraal & Wouter Schenke. (2019) Approaches to co-construction of knowledge in teacher learning groups. Teaching and Teacher Education 84, pages 30-43.
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Georgeta Ion, Elena Marin & Carmen Proteasa. (2018) How does the context of research influence the use of educational research in policy-making and practice?. Educational Research for Policy and Practice 18:2, pages 119-139.
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Tim Cain. (2019) School-University Links for Evidence-Informed Practice. Education Sciences 9:2, pages 97.
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Shani Prendergast & Mark Rickinson. (2018) Understanding school engagement in and with research. The Australian Educational Researcher 46:1, pages 17-39.
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Patrick van Schaik, Monique Volman, Wilfried Admiraal & Wouter Schenke. (2018) Barriers and conditions for teachers’ utilisation of academic knowledge. International Journal of Educational Research 90, pages 50-63.
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F. Javier Murillo Torrecilla & Haylen Alejandra Perines Véliz. (2016) Cómo los docentes no universitarios perciben la investigación educativa. Revista Complutense de Educación 28:1, pages 81-99.
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