In this book, researchers from the FrameWorks Institute use communication science to teach education scholars how to frame their work so that it can have an impact on policy.
In this book, researchers from the FrameWorks Institute use communication science to teach education scholars how to frame their work so that it can have an impact on policy.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Moira O'Neil is Senior Researcher at FrameWorks Institute in Washington, DC. Susan Nall Bales is Founder and President of FrameWorks Institute in Washington, DC. Julie Sweetland is Director of Learning at FrameWorks Institute in Washington, DC. Nathaniel Kendall-Taylor is Vice President for Research at FrameWorks Institute in Washington, DC.
Inhaltsangabe
Introduction: Education research needs translation? Section 1: What are Communicators Up Against when Translating Education Sciences? Chapter 1: Public Perceptions of Teaching and Learning (Eric Lindland). Chapter 2: Public Perceptions of the Education System, Inequity and Education Reform (Michael Baran). Chapter 3: The State of Media Discourse on Learning and Education Reform (Moira O'Neil). Section 2: Translating Education Sciences with the Core Story of Education. Chapter 4: What's at Stake with Education Reform? Moving Beyond Individualism (Adam Simon). Chapter 5: How Should Education Work? Answering the Who, When and Where Questions (Nathaniel Kendall-Taylor). Chapter 6: What Are We Trying to Improve?: Defining Outcomes, How they Happen and How to Measure them. (Nathaniel Kendall-Taylor). Chapter 7: What Threatens Educational Outcomes?: Giving the Plot Tension (Michael Baran). Chapter 8: How do We Improve Education and Learning?: Offering Resolution to the Plot by Reframing Reform (Moira O'Neil). Section 3: Applying the Core Story of Education in the Field. Chapter 9: Putting the Story Together (Julie Sweetland). Chapter 10: Toward Evidence-Based Communication Practice (Susan Bales).
Introduction: Education research needs translation? Section 1: What are Communicators Up Against when Translating Education Sciences? Chapter 1: Public Perceptions of Teaching and Learning (Eric Lindland). Chapter 2: Public Perceptions of the Education System, Inequity and Education Reform (Michael Baran). Chapter 3: The State of Media Discourse on Learning and Education Reform (Moira O'Neil). Section 2: Translating Education Sciences with the Core Story of Education. Chapter 4: What's at Stake with Education Reform? Moving Beyond Individualism (Adam Simon). Chapter 5: How Should Education Work? Answering the Who, When and Where Questions (Nathaniel Kendall-Taylor). Chapter 6: What Are We Trying to Improve?: Defining Outcomes, How they Happen and How to Measure them. (Nathaniel Kendall-Taylor). Chapter 7: What Threatens Educational Outcomes?: Giving the Plot Tension (Michael Baran). Chapter 8: How do We Improve Education and Learning?: Offering Resolution to the Plot by Reframing Reform (Moira O'Neil). Section 3: Applying the Core Story of Education in the Field. Chapter 9: Putting the Story Together (Julie Sweetland). Chapter 10: Toward Evidence-Based Communication Practice (Susan Bales).
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