By Maria De Ibarrola, D. C. Phillips

During this quantity fourteen fellows of the foreign Academy of schooling, whose learn paintings is understood the world over, mirror upon the ways that their careers were formed by means of early relatives affects, by means of random occasions and shock possibilities, and by means of nascent highbrow pursuits and educational mentoring. The authors come from many various international locations (Australia, Belgium, Cyprus, Germany, Greece, Israel, Mexico, South Africa, and the USA), and from a couple of disciplinary or highbrow orientations together with curriculum improvement, economics, academic dimension and statistical research, background, philosophy, coverage research, application overview, psychology, and sociology. they arrive from various social and cultural backgrounds; and in lots of situations rose above the travails offered through wars, social unrest, and social injustice to achieve an schooling that introduced them ultimately right into a study occupation. in this course, many have been suddenly assisted through demonstrated researchers who served as mentors or "enablers." Their own tales, then, are of vast curiosity - and will also be a resource of convenience and thought to more youthful colleagues who're starting their careers within the overseas academic learn group.

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Our research (as well that of other scholars) shows that it is possible in the context of design experiments to successfully introduce novel research-based practices in classrooms. This good news is a reason for optimism, although it must be added that obtaining these results requires the intensive and sustained support of the participating teachers. This optimism, however, is negated somewhat by other research showing that introducing textbooks and materials based on ideas underlying innovative learning environments does not easily – and certainly does not automatically – result in high-fidelity and sustained broader implementation of such new approaches in classrooms.

German and French translations 1975, 1979. , & Verschaffel, L. (1996). Mathematics teaching and learning. In D. C. Berliner & R. ), The handbook of educational psychology (pp. 491–549). New York, NY: Macmillan. , & Janssens, A. (1974). Praktische leidraad voor het formuleren van leerdoelen. B. Wolters. , Lodewijks, H. G. L. , & Span, P. ). (1987). Learning and instruction. European research in an international context (Vol. 1). , & Verschaffel, L. (2011). Self-regulation of mathematical knowledge and skills.

After a first four-year term I was asked to continue and stayed on till 2008. The IAE is dedicated to strengthening the contributions of research to solving critical educational problems throughout the world, and providing better 32 A GLOBALIZING, OPTIMISTIC-PESSIMISTIC EDUCATIONAL RESEARCHER communication among policy-makers, researchers, and practitioners. This mission converged well with my interest in reducing the gap between research and educational practices. In that perspective Herbert Walberg and I, supported by the Board of Directors of the IAE, launched in 2000, in a joint venture with the International Bureau of Education (IBE) in Geneva, the Academy’s Educational Practices Series.

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