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In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell's signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content,...
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'A manual for the 21st-century citizen... accessible, refreshingly critical, relevant and urgent' - Financial Times 'Fascinating and deeply disturbing' - Yuval Noah Harari, Guardian Books of the Year In this New York Times bestseller, Cathy O'Neil, one of the first champions of algorithmic accountability, sounds an alarm on the mathematical models that pervade modern life -- and threaten to rip apart our social fabric.We live in the age of the algorithm. Increasingly, the decisions that...
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We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to...
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Over many decades, educators have developed countless interventions and theories about how to create lasting change. Implementation research is the study of these efforts with a set of basic questions: What are we doing? Is it working? For whom? Where? When? How? And, Why? In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. This chapter describes the landscape of implementation research, tracing it back to its...
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The widely publicized opposition to the implementation of the Common Core State Standards (CCSS) is in marked contrast to its relatively uncontroversial development and adoption—a contrast that points to the importance of understanding how the politics of enactment differs from the politics of implementation. In this article, we draw on the research literatures on enactment, implementation, and policy feedback to outline the reasons that the politics of policy implementation may look quite...
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This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of...
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The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.
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Using ideas borrowed from improvement science, Learning to Improve presents a process of disciplined inquiry that can be combined with the use of networks to
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