Original Research

Original Research

Description

Original research consists of the collection and analysis of original empirical data rather than reporting on work that has been previously published. A work with this badge reports on original research that has not previously been published elsewhere.

Criteria

Authors acknowledged to site administrators that this work reports on original research that has not been previously published.

Recipients

50 Years of Education Research Trends

Book cover for 50 Years of Education Research Trends
Education research as a broad discipline has historically represented many subdisciplines seeking to answer various important questions, such as "how do people learn," "how do we create effective learning experiences for students," "how do we design effective schools and universities," and "how do we train effective teachers?" This book provides an overview of 50 years of education research (1970-2019) as well as future trajectories (2020) by providing decade-level snapshots of the most impactful research studies that were conducted in each subdiscipline across these years. Utilizing both quantitative bibliometric data and qualitative synthetic analysis, this book provides readers with an understanding of how education research has evolved over time and an understanding of how these trends may influence the ongoing work of education professionals.

Textiles and Tapestries

Book cover for Textiles and Tapestries

Textiles and Tapestries presents thought-provoking research that explores the intricate and complex weavings of teaching and learning. It reflects a compelling mixture of traditional and contemporary methodology, collaborations within and beyond teacher education, and allows space for considering the implications of current worldwide social, political, and systemic tensions. Importantly, it highlights the central role of self-study in creating insights and understandings of practice for transforming teaching and for generating new knowledge.

Contributions from established and novice academic researchers, teacher practitioners, and graduate students provide opportunities to learn with and from the voices of dynamic and diverse self-study researchers. Section one focuses on the process of exploring and making meaning from weaving inquiry, teaching, and learning from studying practices through self-study. Section two illuminates the act of making new meaning, creating the tapestries and textiles of knowing by attending to the tools and crafting in studying teaching and professional practices. Section three focuses on the formation of new tapestries of understanding as authors share the implication of their findings through self-study.

This book presents new methods, frameworks, collaborations, and understandings of practice that will be useful for teacher educators, graduate students, and self-study of practice researchers.

The Journal of Applied Instructional Design

Book cover for The Journal of Applied Instructional Design

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

The Journal of Applied Instructional Design

Book cover for The Journal of Applied Instructional Design

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

The Journal of Applied Instructional Design

Book cover for The Journal of Applied Instructional Design

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

The Journal of Applied Instructional Design

Book cover for The Journal of Applied Instructional Design

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

The Journal of Applied Instructional Design

Book cover for The Journal of Applied Instructional Design

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.