On the other hand, Bei-jen, who had a very different educational experience from Tracey, held a very different view toward American educational practices and sometimes she even implicitly embraced some of them.
We conclude that open educational practices can boost students' active engagement in educational processes.
Subsequently, such comprehensive understanding would serve for identifying ways of changing educational practices and systems for better educational outcomes.
Yet while Aristotle had firmly rooted his philosophical theories in an attitude toward being, educational practice in schools was concerned solely with theorems and rules.
For example, cross-pollination among molecular life scientists, science education researchers, teachers, linguists, and psychologists (Garvin-Doxas, 2007; Howitt et al., 2008; Bivall Persson et al., 2006; Roberts et al., 2005; Rundgren et al., 2009) could pave the way toward improving educational practice in molecular life science.
Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices.
Implications for educational practices are discussed.
The findings from several studies on educational practices encouraged U.S. state governors to seek methods to lead their states toward the goal of graduating every student from high school with essential STEM knowledge and competencies to succeed in postsecondary education and work.
Educational practices can either foster school success or school failure.
Technology also supports scaling-up effective educational practices.
None of the qualitative studies involved normal educational practices.
