Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap.

By G. Nuthall. 2004

273 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ead557bd5bb148769c99dec5e8af1bfb751fd5cc

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Citations in the corpus

Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared (2012, background): “…in activities related to classroom practice and such activities are aimed at improving student learning of particular content (Cohen and Ball 1999; Nuthall 2004; Stigler and Hiebert 1999); such activities are pursued over an extended period so there is sufficient immersion for teachers to have…”
Bridging the Gap Between Research and Practice: Predicting What Will Work Locally (2019, background): “Intermediaries like the WWC emerged in part because proponents of EBE recognize that academic journals generally do not highlight practical implications and educational decision makers rarely consult them (Gorard et al., 2017; Nuthall, 2004; Phillips, 2007).”
Instructor–Student and Student–Student Rapport in the Classroom (2010, background): “Other scholars (Dwyer et al., 2004; Nuthall, 2004) countered that the focus should not only be on instructors, that student student interactions should be assessed for their contribution to learning outcomes.”
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners (2008, background): “As Nuthall (2004) explained, The professional knowledge base that is most needed to improve the quality of teaching and teacher education is knowledge about the ways in which classroom activities, including teaching, affect the changes taking place in the minds of students. . . .”
Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, unknown): “Teachers might also lack time to consider research reports amidst their other concerns such as behaviour management and testing schedules (Bransford et al., 2000; Cannon, 2006; Nuthall, 2004).”
How Does Motivation Develop and Why Does It Change? Reframing Motivation Research (2008, background): “, indicators of motivation) as specific responses to specific sets of circumstances (Nuthall, 2004; Resnick, 1993).”
The Cultural Myths and Realities of Classroom Teaching and Learning: A Personal Journey. (2005, background): “Part of the problem is that the relative effectiveness of teachers is unstable and varies with the kind of class they teach and the curriculum content they are teaching (Nuthall, 2004; Shavelson & Dempsey-Atwood, 1976; Stodolsky, 1984).”
The gap between educational research and practice: A literature review, symposium, and questionnaire (2007, background): “D ow nl oa de d B y: [U V A U ni ve rs ite its bi bl io th ee k S Z] A t: 11 :2 2 22 O ct ob er 2 00 7 only marginally related to the problems that practitioners experience (Glaser, Lieberman, & Anderson, 1997; Nuthall, 2004).”
On Teaching Adaptively (2008, background): “This point is echoed by another educational psychologist, the late Graham Nuthall (2004), who wrote that teachers would benefit from understanding how particular kinds of educational experiences affect learning for different students in different situations.”