Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology

By Erik De Corte. 2000

230 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/92be2f0280bcc20c4e0c5ec94bd903d187878b8f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effects of problem-based learning: a meta- analysis (2003, background): “As a consequence, its results should be interpreted from this perspective, from which we try to bridge the gap between research and educational practice (De Corte, 2000).”
Understanding the effects of constructivist learning environments: introducing a multi-directional approach (2008, background): “It became clear from these discussions that there appears to be a gap between educational practice and the theory of constructivism and that the different theoretical positions of constructivism, all with varying emphasis, have made it difficult to narrow the bridge between theory and practice ( De ”
A FRAMEWORK FOR TEACHING (2004, background): “…account of the process of teaching and learning; instead we have a disparate array of ideas and findings which, useful as they are, do not currently add up to a unified explanation (see for example De Corte, 2000; Rosenshine and Stevens, 1986; US Department of Education, 1987; Wang et al ., 1993).”
New Learning and the Classification of Learning Environments in Secondary Education (2004, background): “In such a manner, the theoretical constructs on which the classification scheme is based can become further grounded in actual school practice (see De Corte, 2000). Furthermore, the outcomes of process– product studies based on the new classification scheme can be better translated into actual schoo”
Students’ Perceptions of a Problem-Based Learning Environment (2005, background): “The tutor makes a flexible adaptation of the instructional support possible, taking into account individual differences among learners in cognitive aptitudes as well as in affective and motivational characteristics ( De Corte, 2000 ).”
Educational Psychology, Social Constructivism, and Educational Practice: A Case of Emergent Identity (2001, background): “In recent years there has been a significant shift in the relation between theoretical and practical work among many leading educational psychologists worldwide (see De Corte, 2000; Donovan, Pellegrino, & Bransford, 1999; National Research Council, 1999).”
Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability (2007, background): “Ausubel (1965), p. 260 Likewise the literature on powerful learning environments, vary fashionable in Europe (Boekarts, 2002; De Corte, 2000) is, we believe, under-theorised and short on empirical evidence for effects.”
The Development of Metacognition in Primary School Learning Environments (2005, background): “Learning is considered a constructive, cumulative, self-regulated, goal-oriented, situated, collaborative, and individually different process of knowledge building and meaning construction (De Corte, 2000).”
Historical developments in the understanding of learning (2010, background): “…To iNspire pracTice © oecD 2010 practice gap will require all stakeholders in the school system – researchers, policy makers and practitioners – to work on this as a joint endeavour (see also De corte, 2000). what are the causes of this enduring awkward relationship between research and practice?”