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The Sciences of Reading and Writing Must Become More Fully Integrated

Reading research quarterly, 2020-09, Vol.55 (S1), p.S35-S44

Graham, Steve

2020

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Quality criteria for conceptual technology integration models in education: bridging research and practice

Educational technology research and development, 2021-08, Vol.69 (4), p.2187-2208

2021

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What Constitutes a Science of Reading Instruction?

Reading research quarterly, 2020-09, Vol.55 (S1), p.S235-S247

Shanahan, Timothy

2020

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Lost in Translation? Challenges in Connecting Reading Science and Educational Practice

Reading research quarterly, 2020-09, Vol.55 (S1), p.S119-S130

2020

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Toward Nonbinary Theories of Practice in Teacher Education Research

Educational Researcher, 2022-01, Vol.51 (1), p.66-71

Kavanagh, Sarah Schneider

2022

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Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy

Reading research quarterly, 2022-07, Vol.57 (3), p.937-955

Paul, Casey Medlock

2022

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The State of Cooperative Learning in Postsecondary and Professional Settings

Educational psychology review, 2007-03, Vol.19 (1), p.15-29

2007

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Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education

Higher education, 2023-07, Vol.86 (1), p.99-117

2023

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Theoretical and practical knowledge in social pedagogy: levels and agents of the pedagogical knowledge production

Oxford review of education, 2022-11, Vol.48 (6), p.767-785

Úcar, Xavier

2022

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Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities

The Modern language journal (Boulder, Colo.), 2022-09, Vol.106 (3), p.583-598

2022

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Social Work Education and Training in Mental Health, Addictions, and Suicide: A Scoping Review

Journal of social work education, 2022, Vol.58 (1), p.123-148

2022

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Review of Research: Teaching and Learning Argumentative Reading and Writing--A Review of Research

Reading research quarterly, 2011-07, Vol.46 (3), p.273

2011

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Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

Review of educational research, 2007-12, Vol.77 (4), p.454-499

2007

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ADVANCING THE STATE OF THE ART IN L2 SPEECH PERCEPTION-PRODUCTION RESEARCH: REVISITING THEORETICAL ASSUMPTIONS AND METHODOLOGICAL PRACTICES

Studies in second language acquisition, 2022-05, Vol.44 (2), p.580-605

2022

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Is Evidence-Based L2 Pedagogy Achievable? The Research-Practice Dialogue in Grammar Instruction

The Modern language journal (Boulder, Colo.), 2023-09, Vol.107 (3), p.734-755

Hwang, Hyun-Bin

2023

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English-Only Is Not the Way to Go: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

TESOL quarterly, 2020-12, Vol.54 (4), p.980-1009

2020

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What is instructional strategy? Seeking hidden dimensions

Educational technology research and development, 2020-12, Vol.68 (6), p.2799-2815

Gibbons, Andrew S.

2020

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In it Together: Teachers, Researchers, and Classroom SLA

The Modern language journal (Boulder, Colo.), 2022-09, Vol.106 (3), p.635-650

2022

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Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

Educational psychology review, 2009-12, Vol.21 (4), p.365-378

2009

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Theory to reality: a few issues in implementing problem-based learning

Educational technology research and development, 2011-08, Vol.59 (4), p.529-552

Hung, Woei

2011

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Academic Integrity as a Teaching & Learning Issue: From Theory to Practice

Theory into practice, 2017-04, Vol.56 (2), p.88-94

Bertram Gallant, Tricia

2017

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Bridging the academic-practitioner divide: Findings from a survey of public administration faculty and practitioners

Journal of public affairs education : J-PAE., 2022-01, Vol.28 (1), p.35-55

2022

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Transitioning From Master's Studies to the Classroom: From Theory to Practice

TESOL quarterly, 2019-09, Vol.53 (3), p.685-711

2019

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Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations

Educational psychology review, 2008-12, Vol.20 (4), p.463-467

Schunk, Dale H.

2008

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Re-Exploring the Intersection of Mathematics and Pedagogy

For the learning of mathematics, 2022, Vol.42 (3), p.28

Wasserman, Nicholas H

2022

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The Sciences of Reading and Writing Must Become More Fully Integrated

Quality criteria for conceptual technology integration models in education: bridging research and practice

What Constitutes a Science of Reading Instruction?

Lost in Translation? Challenges in Connecting Reading Science and Educational Practice

Toward Nonbinary Theories of Practice in Teacher Education Research

Competing Paradigms: Employing Quantitative Methods to Operationalize and Validate a Pedagogy of Critical Literacy

The State of Cooperative Learning in Postsecondary and Professional Settings

Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education

Theoretical and practical knowledge in social pedagogy: levels and agents of the pedagogical knowledge production

Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities

Social Work Education and Training in Mental Health, Addictions, and Suicide: A Scoping Review

Review of Research: Teaching and Learning Argumentative Reading and Writing--A Review of Research

Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

ADVANCING THE STATE OF THE ART IN L2 SPEECH PERCEPTION-PRODUCTION RESEARCH: REVISITING THEORETICAL ASSUMPTIONS AND METHODOLOGICAL PRACTICES

Is Evidence-Based L2 Pedagogy Achievable? The Research-Practice Dialogue in Grammar Instruction

English-Only Is Not the Way to Go: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

What is instructional strategy? Seeking hidden dimensions

In it Together: Teachers, Researchers, and Classroom SLA

Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

Theory to reality: a few issues in implementing problem-based learning

Academic Integrity as a Teaching & Learning Issue: From Theory to Practice

Bridging the academic-practitioner divide: Findings from a survey of public administration faculty and practitioners

Transitioning From Master's Studies to the Classroom: From Theory to Practice

Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations

Re-Exploring the Intersection of Mathematics and Pedagogy

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