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Direct linkEmad, Gholam Reza; Roth, Wolff-Michael – Instructional Science: An International Journal of the Learning Sciences, 2016
Situated learning theories such as communities of practice provide a rich conceptual framework for analyzing the processes by which newcomers become full participants in the communities they enter. However, some research shows that these concepts have shortcomings for theorizing learning in formal educational settings especially when it comes to…
Descriptors: Vocational Education, Adult Education, Educational Practices, Learning Theories
Ercikan, Kadriye; Roth, Wolff-Michael; Asil, Mustafa – Teachers College Record, 2015
Background/Context: Two key uses of international assessments of achievement have been (a) comparing country performances for identifying the countries with the best education systems and (2) generating insights about effective policy and practice strategies that are associated with higher learning outcomes. Do country rankings really reflect the…
Descriptors: Inferences, International Education, International Studies, Case Studies
Download full textEl Kadri, Michele Salles; Roth, Wolff-Michael – Australian Journal of Teacher Education, 2013
Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered (coteaching/cogenerative dialoguing) setting of…
Descriptors: Foreign Countries, Teacher Education Programs, Educational Improvement, Teacher Certification
