Implementing research in the practice of curriculum designers: Barriers and an example approach
Résumé
Barriers to educational designers' engagement with research, including barriers to access, interpretation of implications, implementation, and interpretation of outcomes, can limit the translation of research into practice through educational design. Our aim in this paper is to define four challenges to implementing research through the processes and products of curriculum design and to explore theoretically-grounded principles for addressing these challenges through an example of a design tool, the Cambridge Mathematics Framework. To illustrate the principles underlying this tool, we give a brief concrete example of its use in a curriculum design implementation.
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