PROJECT PART 2 2 Project Part 2: Outline I. Introduction A. Problem ✓ Solved

```html

I. Introduction

A. Problem Statement

1. I will explain the problem, how the problem was identified, and why it needs further study and research (Fenwick, Edwards, & Sawchuk, 2012).

2. I will include practices, policies, or procedures that have led to the problem (Ary, Jacobs, Irvine, & Walker, 2018).

B. Importance of the Problem.

1. I will discuss the importance of the problem and its significance to teaching and learning (Bradshaw, 2015).

2. I will discuss steps, if any, that have already been taken to address the problem (Suter, 2012).

C. Research Question

1. I will address the following question: “What impact does education research have on instructional education practices?”

II. Literature Review

A. Education Research

1. I will address the topic of education research.

2. Instructional Education Practices

3. I will address the topic of instructional education practices.

4. Education Research and Instructional Education Practices

5. I will address the relationship between education research and instructional education practices.

III. Association to Learning Theory

A. Education Research

1. I will connect the subtopic of education research to learning theories.

B. Instructional Education Practices

1. I will connect the subtopic of instructional education practices to learning theories.

C. Education Research and Instructional Education Practices

1. I will connect the subtopic of the relationship between education research and instructional education practices to learning theories.

IV. Definitions

1. Education research

2. Direct effect

3. Behaviorism

4. Empirical research

5. Correlation

V. Gaps in the Research

A. I will highlight the gaps in the research and recommend what should be done in future research.

VI. Biblical Worldview

A. I will address the issues of education research and instructional education practices from a biblical worldview.

1. I will Google search the phrase “A Christian perspective of educational research.”

2. I will Google search the phrase “A Christian perspective of instructional education practices.”

VII. Conclusion

A. I will end with a summary of the paper and overall conclusion.

Paper For Above Instructions

Abstract

This paper examines the disconnect between educational research and instructional practices. It outlines the problem of how education research has failed to impact teaching methods effectively, identifies the critical gaps in communication between researchers and practitioners, and explores the significance of educational research for enhancing instructional strategies. Furthermore, it integrates a biblical worldview to provide a holistic perspective on the need for trustworthy educational research aligned with Christian values. By emphasizing the importance of collaboration among educators, researchers, and institutions, the paper recommends future research directions to bridge the existing gaps and improve educational outcomes.

I. Introduction

The interaction between educational research and instructional practices has long been a significant concern in the academic community. The problem lies primarily in the seeming failure of educational research to translate effectively into actionable instructional strategies that benefit teachers and students alike. Despite the vast amounts of research generated on learning theories and educational methodologies, a disconnect persists between researchers and educators (Suter, 2012). This paper seeks to explore this issue further by not only identifying the root causes of the disconnect but also addressing possible solutions to enhance educational practice through research. The research question guiding this inquiry is: “What impact does education research have on instructional education practices?”

II. Literature Review

A. Education Research

Education research encompasses various methodologies aimed at understanding and improving teaching and learning practices. Researchers argue that their work is fundamentally aimed at improving educational outcomes through informed practices (Fenwick, Edwards, & Sawchuk, 2012).

B. Instructional Education Practices

Instructional education practices refer to the specific strategies and methods employed by educators to facilitate learning. These practices are essential in the translation of research findings to real-world classroom environments (Ary et al., 2018).

C. Education Research and Instructional Education Practices

The relationship between education research and instructional practices is complex and often unidirectional, with many researchers producing work that educators may not readily apply due to issues such as accessibility or perceived relevance (Bradshaw, 2015).

III. Association to Learning Theory

A. Education Research

Connecting educational research to learning theories provides a framework for understanding how theoretical concepts can inform practical application. For instance, behaviorism informs many instructional strategies that rely on reinforcement and repetition.

B. Instructional Education Practices

Understanding different learning theories allows educators to adopt instructional practices that are more effective for diverse learning styles and classroom environments (McKenney & Reeves, 2012).

C. Education Research and Instructional Education Practices

Acknowledging the link between educational theories and practices enhances the ability of researchers to develop studies that directly address the challenges faced in classrooms (Powney & Watts, 2018).

IV. Definitions

This paper will define essential terms that contribute to a comprehensive understanding of the topic, including education research, direct effect, behaviorism, empirical research, and correlation.

V. Gaps in the Research

The existing gaps in research often stem from a lack of collaboration between researchers and educators. Future research should focus on developing practical applications of research findings that are accessible and understandable to all educators (Suter, 2012).

VI. Biblical Worldview

From a biblical perspective, the calling to teach and guide students aligns with principles of truthfulness and integrity. Proverbs 4:7 states, “Wisdom is the principal thing; therefore, get wisdom” (NKJV). This directly applies to the emphasis on using trustworthy research to inform instructional practices.

VII. Conclusion

In conclusion, bridging the gap between educational research and instructional practices requires collaborative efforts among educators, researchers, and policymakers. The integration of educational theories with practical applications, supported by a biblical worldview, can lead to more effective teaching strategies and improved student outcomes.

References

  • Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

  • Bradshaw, C. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332.

  • Cahnmann-Taylor, M., & Siegesmund, R. (Eds.). (2008). Arts-based research in education. New York: Routledge.

  • Fenwick, T., Edwards, R., & Sawchuk, P. (2012). Emerging approaches to educational research. London: Routledge.

  • McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge.

  • Powney, J., & Watts, M. (2018). Interviewing in educational research. London: Routledge.

  • Suter, W. N. (2012). Introduction to educational research: A critical thinking approach. Thousand Oaks, CA: SAGE Publications.

```