Educational Research Clause Samples
The Educational Research clause defines the terms under which research activities related to education can be conducted, often within an institution or involving its resources. Typically, this clause outlines the scope of permissible research, requirements for ethical approval, and the handling of data or results generated from such studies. For example, it may specify that all research involving students must be reviewed by an ethics committee and that findings must be anonymized before publication. The core function of this clause is to ensure that educational research is conducted responsibly, ethically, and in compliance with institutional and legal standards, thereby protecting participants and maintaining academic integrity.
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Educational Research. Participating unit members may develop a research question involving an instructional strategy or learning theory. The unit member shall present a research proposal to their evaluator, including the project design and methods for collecting and evaluating data, and a timeline for the project’s completion. This research project may be completed in conjunction with graduate course work or a mentor project.
Educational Research. The teacher may outline an instructional strategy or learning theory to be researched and implemented in the classroom. The design of the research and method of evaluation shall be included in the project. This may be completed in conjunction with graduate course work or a District curriculum project.
Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (4th ed.).
Educational Research. (Applicable to Only FAST and PALS Clients). Subject to the terms and conditions contained herein, including Illuminate’s privacy policy and/or a data sharing agreement entered into with Client, Client hereby grants Illuminate the right to share de-identified data that has entirely omitted any and all personally identifiable information with the University of Minnesota (FAST product customers only) and/or University of Virginia (PALS product customers only) for educational research purposes. Client’s use of these products is conditional upon Client’s consent of this provision and necessary to the provision of the products to Client.
Educational Research. The VBGA is responsible for all educational research (e.g., the Environmental Learning program), citizen science-based initiatives and other research conducted in relation to the VBGA’s Educational Programming. Park Board Personnel may conduct educational research in the Garden and will inform VBGA of this research at the earliest possible date.
Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th Edition). Boston, MA 02116: ▇▇▇▇▇▇▇ Education. ▇▇▇▇▇▇, ▇. ▇. (2008). “Firecrackers” and “Duds” Cooperating Music Teachers' Perspectives on their Relationships With Student Teachers. Journal of music teacher education, 18(1), 6- 15. ▇▇▇, ▇. ▇., ▇▇▇▇▇▇▇, ▇. ▇., ▇▇▇▇▇, ▇. ▇., & ▇▇▇▇▇▇▇, ▇. ▇. (2000). The protege's perspective regarding negative mentoring experiences: The development of a taxonomy. Journal of Vocational Behavior, 57(1), 1-21. ▇▇▇▇▇▇, ▇. ▇., & ▇▇▇▇▇▇▇▇, B. (1999). Mentoring: Pros and cons for HRM. Asia Pacific Journal of Human Resources, 37(3). ▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇, ▇., & ▇▇▇▇▇▇▇▇, B. (2002). A review of mentoring in education: some lessons for nursing. Contemporary Nurse, 12(3). ▇▇▇▇▇▇, ▇. (2000). An ambitious vision of professional development for teachers. ▇▇▇, ▇. ▇., ▇▇▇▇▇, ▇. ▇., & ▇▇▇▇▇▇▇▇, ▇. ▇. (2011). Educational research: Competencies for analysis and applications. Pearson Higher Ed. ▇▇▇▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇, P., ▇▇▇▇▇▇▇▇▇, ▇. ▇., ▇▇▇▇▇▇▇▇▇, I., ▇▇▇▇▇▇▇▇, M., & ▇▇▇▇▇▇▇, D. (2014). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education,38(3), 358-377. doi:10.1080/02619768.2014.983068 ▇▇▇▇▇▇▇▇, ▇. ▇., ▇▇▇▇▇▇▇, ▇., & ▇▇▇▇▇▇, ▇. ▇. (2003). Educational mentoring: Is it worth the effort?. Education Research and Perspectives, 39(1), 42-75. ▇▇▇▇▇▇▇, ▇., ▇▇▇▇▇▇▇▇▇, ▇. ▇., & ▇▇▇▇▇, K. (2015). Does Mentor-Education make a Difference? Mentoring for Learning, 313-332. doi:10.1007/978-94-6300-058-1_15 ▇▇▇▇▇▇, ▇. ▇., ▇▇▇▇▇, P., ▇▇▇▇▇▇▇▇, ▇., & ▇▇▇▇▇▇▇▇▇, ▇. ▇. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and teacher education, 25(1). ▇▇▇▇▇▇, ▇. (2013). Mentoring as professional development:‘growth for both’mentor and mentee. Professional development in education, 39(5). ▇▇▇▇▇-▇▇▇▇▇▇, D., & ▇▇▇▇▇▇▇, I. (2009). Mentoring novice teachers: Motives, process, and outcomes from the mentor's point of view. The New Educator, 5(1). ▇▇▇▇▇▇▇▇▇, ▇. (2002). High turnover plagues schools. ▇▇▇▇▇▇▇▇▇, ▇. ▇., & ▇▇▇▇▇▇, ▇. ▇. (2004). The impact of mentoring on teacher retention: What the research says. Education Commission of the States Review. ▇▇▇▇▇▇▇▇▇, ▇. ▇., & ▇▇▇▇▇, ▇. ▇. (2004). Do teacher induction and mentoring matter?. NASSP bulletin, 88(638). Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education. ▇▇▇▇▇, ▇. (2013). ...
Educational Research. Planning, Conducting and
Educational Research. The Council supported the research by ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇ to apply for funding under the Professional Services Development Assistance Scheme (PSDAS) on the topic Enhancement of QS performance via deep learning approaches of QS students. • The Council also endorsed ▇▇ ▇▇▇▇▇ for research work on a cross-cultural stress management study for enhancing the performance of Hong Kong construction professionals in China. The last Council endorsed the production of a video promoting QS professionals and this Council will execute the plan. Tender document has been prepared and will be issued in January 2008 for the works to be completed in July.