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Making research matter more

Education policy analysis archives, 2004-10, Vol.12 (56), p.56

Levin, Ben

2004

Volltextzugriff (PDF)

Governing education

Levin, Benjamin

2005

Volltextzugriff (PDF)

Some Canadian contributions to understanding knowledge mobilisation

Evidence & policy, 2010-08, Vol.6 (3), p.351

2010

Volltextzugriff (PDF)

Making a difference in urban schools: ideas, politics and pedagogy

Making a difference in urban schools, 2012

1, 2012

Volltextzugriff (PDF)

To know is not enough: research knowledge and its use

Review of education (Oxford), 2013-02, Vol.1 (1), p.2-31

Levin, Ben

2013

Volltextzugriff (PDF)

Assessing Organizational Efforts to Mobilize Research Knowledge in Education

Education policy analysis archives, 2013, Vol.21 (2), p.2

2013

Volltextzugriff (PDF)

Mobilising Research Knowledge in Education

London review of education, 2011-03, Vol.9 (1), p.15

Levin, Ben

2011

Volltextzugriff (PDF)

A framework for mandatory impact evaluation to ensure well informed public policy decisions

The Lancet (British edition), 2010-01, Vol.375 (9712), p.427-431

2010

Volltextzugriff (PDF)

Governments and education reform: some lessons from the last 50 years

Journal of education policy, 2010-11, Vol.25 (6), p.739-747

Levin, Ben

2010

Volltextzugriff (PDF)

The impact of research in education: An international perspective

2013

Volltextzugriff (PDF)

Leadership for evidence-informed education

School leadership & management, 2010-09, Vol.30 (4), p.303-315

Levin, Ben

2010

Volltextzugriff (PDF)

The challenge of large-scale literacy improvement

School effectiveness and school improvement, 2010-12, Vol.21 (4), p.359-376

Levin, Ben

2010

Volltextzugriff (PDF)

Urban education challenges around the globe

Phi Delta Kappan, 2013-04, Vol.94 (7), p.74-75

Levin, Ben

2013

Volltextzugriff (PDF)

Shanghai and Seoul plan higher achievement

Phi Delta Kappan, 2013-05, Vol.94 (8), p.74-75

Levin, Ben

2013

Volltextzugriff (PDF)

Shanghai and Seoul plan higher achievement: what can we learn from how two regions with typically high-performing students raise achievement levels for the low-income students among them

Phi Delta Kappan, 2013-05, Vol.94 (8), p.74

Levin, Ben

2013

Volltextzugriff (PDF)

Shanghai and Seoul plan higher achievement

Phi Delta Kappan, 2013-05, Vol.94 (8), p.72

Levin, Ben

2013

Volltextzugriff (PDF)

Urban education challenges around the globe: a global education network of urban districts explores common problems with the hope of identifying and sharing successful responses

Phi Delta Kappan, 2013-04, Vol.94 (7), p.74

Levin, Ben

2013

Volltextzugriff (PDF)

Why don't we learn at education conferences?

Phi Delta Kappan, 2012-11, Vol.94 (3), p.74-75

Levin, Ben

2012

Volltextzugriff (PDF)

How much private schooling is bad for the public?

Phi Delta Kappan, 2013-03, Vol.94 (6), p.72-73

Levin, Ben

2013

Volltextzugriff (PDF)

How much private schooling is bad for the public? In apportioning public versus private schooling, governments must consider the evidence of equity in educational outcomes that such systems produce

Phi Delta Kappan, 2013-03, Vol.94 (6), p.72

Levin, Ben

2013

Volltextzugriff (PDF)

Do we need school districts? Opponents say districts are unwilling or unable to adopt change; proponents say they serve a crucial, practical role implementing and preserving local input. Where's the middle ground?

Phi Delta Kappan, 2013-02, Vol.94 (5), p.74

Levin, Ben

2013

Volltextzugriff (PDF)

Do we need school districts?

Phi Delta Kappan, 2013-02, Vol.94 (5), p.74-75

Levin, Ben

2013

Volltextzugriff (PDF)

Staying optimistic in tough times: shrinking budgets and unrelenting demands for higher achievement are threatening education, but education around the world is still better than ever

Phi Delta Kappan, 2012-12, Vol.94 (4), p.74

Levin, Ben

2012

Volltextzugriff (PDF)

Staying optimistic in tough times

Phi Delta Kappan, 2012-12, Vol.94 (4), p.74-75

Levin, Ben

2012

Volltextzugriff (PDF)

Why don't we learn at education conferences? We are learning more all the time about how children learn. Let's apply some of those simple, helpful pedagogies to the myriad presentations and seminars at education conferences. Who knows, maybe we'll learn something--and remember it

Phi Delta Kappan, 2012-11, Vol.94 (3), p.74

Levin, Ben

2012

Volltextzugriff (PDF)

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Making research matter more

Governing education

Some Canadian contributions to understanding knowledge mobilisation

Making a difference in urban schools: ideas, politics and pedagogy

To know is not enough: research knowledge and its use

Assessing Organizational Efforts to Mobilize Research Knowledge in Education

Mobilising Research Knowledge in Education

A framework for mandatory impact evaluation to ensure well informed public policy decisions

Governments and education reform: some lessons from the last 50 years

The impact of research in education: An international perspective

Leadership for evidence-informed education

The challenge of large-scale literacy improvement

Urban education challenges around the globe

Shanghai and Seoul plan higher achievement

Shanghai and Seoul plan higher achievement: what can we learn from how two regions with typically high-performing students raise achievement levels for the low-income students among them

Shanghai and Seoul plan higher achievement

Urban education challenges around the globe: a global education network of urban districts explores common problems with the hope of identifying and sharing successful responses

Why don't we learn at education conferences?

How much private schooling is bad for the public?

How much private schooling is bad for the public? In apportioning public versus private schooling, governments must consider the evidence of equity in educational outcomes that such systems produce

Do we need school districts? Opponents say districts are unwilling or unable to adopt change; proponents say they serve a crucial, practical role implementing and preserving local input. Where's the middle ground?

Do we need school districts?

Staying optimistic in tough times: shrinking budgets and unrelenting demands for higher achievement are threatening education, but education around the world is still better than ever

Staying optimistic in tough times

Why don't we learn at education conferences? We are learning more all the time about how children learn. Let's apply some of those simple, helpful pedagogies to the myriad presentations and seminars at education conferences. Who knows, maybe we'll learn something--and remember it

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