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Dipòsit Digital de Documents de la UAB 83 registres trobats  1 - 10següentfinal  anar al registre: La cerca s'ha fet en 0.02 segons. 
1.
17 p, 344.8 KB What do we know so far about the research-teaching nexus in Initial Teacher Training? Findings from a systematic review / Wang, Yuqian (Durham University. School of Education) ; Newton, Douglas (Durham University. School of Education) ; Moger, Pauline (Durham University. School of Education) ; Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Arnau-Sabatés, Laura (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
Initial Teacher Education (ITE) Programmes comprise campus-based teaching sessions and school practice. This article carries out a systematic review from the context of Initial Teacher Education programmes in Higher Education, using the term 'nexus' to summarise the various ways research is integrated into campus-based teaching, and the various forms of research-informed teaching in school placement within ITE programmes. [...]
2023 - 10.1002/rev3.3405
Review of Education, Vol. 11,e.3405, Núm. 2 (2023) , p. 1-17  
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2.
19 p, 477.1 KB Unlocking the potential of research-informed practice : Insights into benefits, challenges, and significance among teachers in Catalonia, Poland, and England / Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Kowalczuk-Walędziak, Marta (University of Białystok. Faculty of Education) ; Brown, Chris (Universitat Autònoma de Barcelona. Departament de Dret)
This survey-based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. [...]
Wiley-Blackwell, 2024 - 10.1111/ejed.12639
European journal of education, 2024, p.1-19  
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3.
18 p, 285.6 KB Closing the circle : Research and policymaking in education / Iftimescu, Simona (Universitatea din Bucuresti) ; Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Proteasa, Carmen (Universitatea din Bucuresti) ; Iucu, Romita (Universitatea din Bucuresti) ; Marin, Elena (Universitatea din Bucuresti) ; Stîngu, Mihaela (Universitatea din Bucuresti)
This paper aims to analyse the configuration of factors contributing to research uptake in education, with a particular focus on the Romanian context. One subsequent objective is to identify mechanisms for developing better synergies, not only between educational practice and research but also between these and educational policy. [...]
2020 - 10.1007/978-3-030-56316-5_21
European Higher Education Area : Challenges for a New Decade, 2020, p. 323-340  
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14 p, 434.7 KB Making peer-feedback more efficient : what conditions of its delivery make the difference? / Armengol Asparó, Carme (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Mercader, Cristina (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
Peer feedback benefits students' learning at the university level. However, how it makes an impact on students' learning and which defining factors in its design wield more significant influence are aspects that continue to require further analysis. [...]
2022 - 10.1080/07294360.2020.1840527
Higher Education Research & Development, Vol 41, Núm 2 (2022)  
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28 p, 672.2 KB Teachers' perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection / Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; López Sirvent, Ernest (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
The article analyses the characteristics of schools according to the perception teachers have regarding their commitment to using research evidence within their practice. A questionnaire focused on issues such as the use of research evidence to improve schools, as well as factors known to influence this practice, such as organizational culture, leadership style, interpersonal relationships, and decision-making processes, was administered to a sample of 462 teachers from 204 primary schools in two Spanish autonomous regions. [...]
2022
School Effectiveness and School Improvement. An International Journal of Research, Policy and Practice, p.610-628 (2022)  
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18 p, 362.2 KB Giving or receiving feedback : which is more beneficial to students' learning? / Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Sánchez Martí, Angelina (Universitat Autònoma de Barcelona. Departament de Pedagogia Sistemàtica i Social) ; Agud Morell, Ingrid (Universitat Autònoma de Barcelona. Departament de Pedagogia Sistemàtica i Social)
Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students' development of cognitive and metacognitive, affective and professional competences. [...]
2019 - 10.1080/02602938.2018.1484881
Assessment & Evaluation in Higher Education, Vol 44, Núm 1 pp. 124-138, (2019)  
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34 p, 416.8 KB How does the context of research influence the use of educational research in policy-making and practice? / Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Marin, Elena (University of Bucharest. Centre for Development and Training in Higher Education) ; Proteasa, Carmen (University of Bucharest. Centre for Development and Training in Higher Education)
This paper presents results from a survey of Romanian education researchers on their experience of research uptake and transfer to policy makers and practitioners. A range of variables are analysed in order to understand the factors they perceived to influence the use of educational research. [...]
2019 - 10.1007/s10671-018-9236-4
Educational Research for Policy and Practice, 2019  
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How can researchers facilitate the utilisation of research by policy-makers and practitioners in education? / Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Stîngu, Mihaela (University of Bucharest. Centre for Development and Training in Higher Education) ; Proteasa, Carmen (University of Bucharest. Centre for Development and Training in Higher Education)
Interest in research utilisation in policy and practice has grown in the last few years for both academics and users. This interest is partly due to changes in higher education institutions in many countries that emphasise a research-centred approach, which prioritises the dissemination and transfer of research results to end users. [...]
2019 - 10.1080/02671522.2018.1452965
Research papers in education, 2019  
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9.
Factors influencing students' peer feedback uptake : instructional design matters / Mercader, Cristina (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; Díaz Vicario, Anna (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
Peer feedback is a strategy that allows students to be involved in the assessment process, making them more conscious about the teaching and learning activities. However, different instructional designs can influence learning in different ways. [...]
2020 - 10.1080/02602938.2020.1726283
Assessment & Evaluation in Higher Education, 2020  
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10.
28 p, 414.6 KB Teachers' perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection / Ion, Georgeta (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada) ; López Sirvent, Ernest (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
The article analyses the characteristics of schools according to the perception teachers have regarding their commitment to using research evidence within their practice. A questionnaire focused on issues such as the use of research evidence to improve schools, as well as factors known to influence this practice, such as organizational culture, leadership style, interpersonal relationships, and decision-making processes, was administered to a sample of 462 teachers from 204 primary schools in two Spanish autonomous regions. [...]
2022 - 10.1080/09243453.2022.2093921
Teachers' perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection, 2022  
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