Developing a research agenda: contributing new knowledge via intent and focus

  • Published: 29 December 2013
  • Volume 26 , pages 54–68, ( 2014 )

Cite this article

  • Peggy A. Ertmer 1 &
  • Krista D. Glazewski 2  

1481 Accesses

12 Citations

7 Altmetric

Explore all metrics

It is generally believed that new PhD graduates begin their first faculty positions having already outlined a research agenda that will guide their work during the next several years of their careers. Yet very little guidance is provided regarding how to accomplish this important task. In fact, little explanation is provided about what, exactly, a research agenda is. In this paper, we define a research agenda and discuss why it is important for scholars to establish one. We discuss how strong research questions provide the foundation for a strong research agenda and provide specific ideas for articulating one’s contributions to the field. We end with some primary considerations involved in accomplishing this important task, including suggestions for how to determine your specific focus, interest, community, and context.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Bloom, B. (1956). Taxonomy of educational objectives . New York: David McKay.

Google Scholar  

Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd ed.). Chicago: University of Chicago Press.

Book   Google Scholar  

Brush, T., & Saye, J. (2000). Implementation and evaluation of a student-centered learning unit: A case study. Educational Technology Research and Development, 48 (3), 79–100. doi: 10.1007/BF02319859 .

Article   Google Scholar  

Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research . London: Falmer.

Cates, W. (2013). Personal communication.

Clark, R. C., & Mayer, R. E. (2012). Using rich media wisely. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 309–320). Boston, MA: Pearson.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47 (4), 47–61.

Ertmer, P. A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32 (1/2), 54–72.

Ertmer, P. A., Glazewski, K. D., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K., et al. (2009). Facilitating technology-enhanced PBL in the middle school classroom: An examination of how and why teachers adapt. Journal of Interactive Learning Research, 20 (1), 35–54.

Ertmer, P.A., Koehler, A. (2013). Examining student engagement in the problem space afforded by case - based discussions. Paper presented at the annual meeting of the Association for Educational Communications and Technology. Anaheim, CA.

Ertmer, P. A., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education, 59 , 423–435. doi: 10.1016/j.compedu.2012.02.001 .

Ertmer, P. A., Sadaf, A., & Ertmer, D. J. (2011). Designing effective question prompts to facilitate critical thinking in online discussions. International Journal of Design Principles and Practices, 5 (4), 1–28.

Glazewski, K.D., Shuster, M., Brush, T., Ellis, A. (in press). Conexiones: Fostering socioscientific inquiry in graduate teacher preparation. The Interdisciplinary Journal of Problem - based Learning .

Hmelo, C. E. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. Journal of the Learning Sciences, 7 , 173–208.

Hmelo-Silver, C.E., Barrows, H.S. (2006). Goals and strategies of a problem-based learning faciliatator. Interdisciplinary Journal of Problem - based Learning, 1 (1), 21–39. doi: 10.7771/1541-5015.1004 .

Hora, M. T., & Holden, J. (2013). Exploring the role of instructional technology in course planning and classroom teaching: Implications for pedagogical reform. Journal of Computing in Higher Education, 23 , 68–92. doi: 10.1007/s12528-013-9068-4 .

Jonassen, D. H. (2008). Instructional design as design problem solving: An iterative process. Educational Technology, 48 (3), 21–26.

Kim, M. C., & Hannafin, M. J. (2004). Designing online learning environments to support scientific inquiry. Quarterly Review of Distance Education, 5 (1), 1–10.

Kim, M. C., & Hannafin, M. J. (2011). Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: A qualitative case study. Instructional Science, 39 (3), 255–282.

Kim, M., Hannafin, M. J., & Bryan, L. A. (2007). Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science Education, 91 (6), 1010–1030.

Lakhal, S., Khechine, H., & Pascot, D. (2013). Student behavioural intentions to use desktop video conferencing in a distance course: Integration of autonomy to the UTAUT model. Journal of Computing in Higher Education, 25 , 93–121. doi: 10.1007/s12528-013-9069-3 .

Lane, C. A., & Lyle, H. F., III (2011). Obstacles and supports related to the use of educational technologies: The role of technological expertise, gender, and age. Journal of Computing in Higher Education, 23 , 38–59. doi: 10.1007/s12528-010-9034-3 .

Mayer, R. E. (2001). Multimedia learning . New York: Cambridge University Press.

Mayer, R.E. (2003). Theories of learning and their application to technology. In H.F.O’Neil Jr. & Perez, R.S. (Eds.), Technology applications in education: A learning view (pp. 127–157). Mahwah, NJ: Erlbaum.

Medawar, P. B. (1979). Advice to a young scientist . New York: Harper and Row.

Munger, M. (2013). Writing a dissertation and creating your research agenda. Liberty Guide Newsletter . http://www.libertyguide.com/resources/writing-your-dissertation-and-creating-your-research-agenda/ .

National Foundation for Educational Research (2002–2013). Developing young researchers: How to design a robust research project . https://www.nfer.ac.uk/schools/developing-young-researchers/how-to-design-a-robust-research-project.cfm .

Reedy, J., Murty, M. (no date). Creating a research agenda. In Mentor Memo — An occasional newsletter for the University of Washington graduate students. http://www.grad.washington.edu/mentoring/memos/research-agenda.shtml .

Rowland, G. (2013). Innovation over the edge: Introduction to the special issue. Educational Technology, 53 (5), 3–7.

Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39 (4), 199–201.

Saye, J., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50 (3), 77–96. doi: 10.1007/BF02505026 .

Saye, J., & Brush, T. (2004). Scaffolding problem-based teaching in a traditional social studies classroom. Theory and Research in Social Education, 32 (3), 349–378. doi: 10.1080/00933104.2004.10473259 .

Varela, O. E., Carter, J. J., III, & Michael, N. (2012). Online learning in management education: An empirical study of the role of personality traits. Journal of Computing in Higher Education, 24 , 209–225. doi: 10.1007/s12528-012-9059-x .

Whetten, D. A. (1989). What constitutes a theoretical contribution? Academy of Management Review, 14 , 490–495.

Download references

Author information

Authors and affiliations.

Purdue University, 3144 Beering Hall of Liberal Arts and Education, 100 N. University St., West Lafayette, IN, 47907-2098, USA

Peggy A. Ertmer

Indiana University, Bloomington, IN, USA

Krista D. Glazewski

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Peggy A. Ertmer .

Rights and permissions

Reprints and permissions

About this article

Ertmer, P.A., Glazewski, K.D. Developing a research agenda: contributing new knowledge via intent and focus. J Comput High Educ 26 , 54–68 (2014). https://doi.org/10.1007/s12528-013-9076-4

Download citation

Published : 29 December 2013

Issue Date : April 2014

DOI : https://doi.org/10.1007/s12528-013-9076-4

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

  • Research agenda
  • Research framework
  • Find a journal
  • Publish with us
  • Track your research
  • Public Lectures
  • Faculty & Staff Site >>

Creating a Research Agenda

by UW alumni Justin Reedy, Ph.D., Communication, and Madhavi Murty, Ph.D., Communication, in conversation with UW graduate students

Creating a research agenda should be a major goal for all graduate students—regardless of theoretical interests, methodological preferences, or career aspirations. A research agenda helps you orient yourself toward both short- and long-term goals; it will guide your selection of classes, help you decide which academic conferences (and within those, which specific divisions) to engage in, and steer you in recruiting mentors and research collaborators.

What is a research agenda?  It’s a plan and a focus on issues and ideas in a subset of your field. You cannot study everything in your field during your time in graduate school, so decide what to focus on now, and what to defer until another day.

Research agendas are not set in concrete;  they naturally change over time as your knowledge grows and as new research questions emerge.

Don’t be intimidated.  Many students may start a graduate program with only a few ideas of areas they would like to study, or perhaps a few general research questions. Graduate courses, conversations with faculty and fellow students, and time spent reading the literature in the field can help you start to form a research agenda out of those ideas or research questions.

How to get started

  • Talk with faculty members about your general interests. Use faculty as a resource to find out which topics are over-studied and where additional work is needed.
  • If there are students with similar or overlapping interests, get their perspectives as well.
  • Read a great deal, even in the early weeks of your graduate work. Be open to reading research outside your immediate areas of interests and seeing how they link to your own areas.
  • Ask faculty for reading lists or copies of syllabi. Such resources help you familiarize yourself with the research already done in areas that interest you. Be sure to follow up on citations that are interesting or intriguing.
  • Identify key authors relevant to your interests. Read their scholarship and understand the work that has informed their research.

Advancing your agenda

  • Identify courses that will help advance your research agenda—both in terms of specific knowledge about the issues and relevant methods. Remember that the title of a class might not always fully describe it, so contact the professor to find out more about class content.
  • Look both inside and outside the department for classes—and look outside especially in your second year in the program. Graduate students in interdisciplinary fields, for example, may find very valuable classes in diverse departments.
  • Think specifically about the research questions you want to ask, and think about how you will answer them. Then pick courses to help you in reaching this goal.
  • Try to use class assignments to advance your research agenda. If possible, use each seminar paper as a way to focus on a specific part of your overall agenda —whether it be a literature review or a proposal for a study.
  • Don’t be afraid to take a chance on a course that seems somewhat outside of your agenda or your comfort zone. If the topics or research methods covered in the course draw your interest, you could find a way to incorporate those into your overarching research agenda.

Conference papers, colloquia, and research articles

  • Ask faculty members if they have research projects in which you can participate.
  • Work with more than one faculty member. Different faculty members provide different perspectives even if they are interested in the same concepts.
  • Talk to faculty and other graduate students about conferences you should attend (and conference paper deadlines). Use conference paper deadlines to pace your own research production.
  • Present your work at conferences, listen to others’ ideas, and solicit feedback on your research.
  • Consider working towards the publication of your papers. With enough feedback and guidance from faculty, fellow graduate students, and colleagues in the field, what starts out as a seminar or conference paper could turn into a journal article or book chapter.
  • Attend talks and colloquia on campus—both inside and outside your department. These talks can help you generate research ideas and help you see your research in a new light.
  • Recruit others to work with you on projects. Student collaborations are especially fruitful when the constituent members have similar interests, but bring different yet complementary perspectives and skills to the endeavor.

Be active: Be a part of the conversation in your field!

Decision Education Research Agenda

Promoting and guiding further research, establishing research needs in the decision education field.

Research illustrating how Decision Education impacts decision-making competence and life outcomes is critical to help build public demand, support policy making, drive adoption, and improve instructional experiences in K-12 education.

To promote and guide more research in the field of Decision Education, the Alliance developed this Decision Education Research Agenda. The framework was created after hosting a convening of prominent scholars in the judgment and decision-making field, and combining their insights with experience at the Alliance. The Research Agenda is intended to 1) highlight future research needs in Decision Education, and 2) serve as a guide for a collaborative community of researchers to generate research ideas, projects, and findings that inform practice in the field. It is meant to be an ongoing and integral part of building a knowledge base of credible evidence that strengthens the field of Decision Education.

research agenda education

The Research Agenda describes four key research areas to focus on in order to actively advance the field.

research agenda education

This initial framework was created in collaboration with:

• Baruch Fischhoff, Ph.D. , Howard Heinz University Professor in Engineering and Public Policy at Carnegie Mellon University • Jonathan Baron, Ph.D. , Professor Emeritus of Psychology at the University of Pennsylvania • Ellen Peters, Ph.D. , Philip H. Knight Chair, Director of the Center for Science Communication Research, and Professor of Journalism and Communication and of Psychology at the University of Oregon • Maggie Toplak, Ph.D. , Associate Professor of Psychology at York University • Joshua Weller, Ph.D. , Lecturer at Leeds University Business School • Johannes Siebert, Ph.D. , Professor of Decision Sciences and Behavioral Economics at the Management Center of Innsbruck

Stay informed and join our mailing list

" * " indicates required fields

1 Belmont Ave., Suite 610 Bala Cynwyd, PA 19004

(610) 668-1484 [email protected]

Decision Education

The Alliance for Decision Education is a nonprofit 501(c)(3) organization.

Terms of Use

All of the content featured on this website, including without limitation text, documents, graphics, photographs, images, moving images, sound and illustrations (“Content”), is owned by The Alliance for Decision Education, Inc., its licensors, vendors and/or Content providers.

All elements of this website, including without limitation the general design and the Content, are protected by copyright, trademark and other laws relating to intellectual property rights. The website and its Content can only be used for the intended purpose for which such website and Content are available. Except as may be otherwise indicated within the website or its Content, you may not modify any of the materials or publish, license, create derivative works from, transfer or sell any information or Content or materials on the website. You are responsible for obtaining any necessary or required permissions before reusing any copyrighted material or Content on the website.

You shall comply with all applicable domestic and international laws regarding your use of the website and its Content.

Higher Ed Professor

Demystifying higher education.

research agenda education

  • Productivity
  • Issue Discussion
  • Current Events

Developing a research agenda

Y our research agenda plays a critical role in designing and planning your scholarly research and publication activities. Establishing your research agenda means deciding which research areas you will explore and the methodologies you will employ, then letting these guide your research activities. As we have all probably heard from our own graduate school professors, it is impossible to study everything in your field, and you must focus on topics that prove interesting to you and present solid publishing opportunities. Tenure committees generally like andriol bodybuilding to see assistant professors establish a consistent line of research or a few complementary lines of research, comprising their research agenda. Because of this, you should avoid a scattershot approach to research by developing a clear agenda and following it in your scholarly activities. In today’s post, I will describe the value of a research agenda and how to go about developing a research agenda.

There are several philosophical and practical reasons to establish your research agenda early in your career.

First, universities want to see that you are working toward or have achieved a national reputation in your field of expertise. A tightly focused research agenda helps achieve this desired prominence through specialty in a specific area. If your research bounces around among a variety of relatively disconnected projects, it becomes difficult for your committee, and particularly external reviewers, to establish and validate your areas of expertise.

Additionally, your work on multiple similar research studies creates significant efficiencies for you. For example, you do not need to learn a new body of research in order to write your literature reviews, and you are already familiar with journals that publish on your topic. Overall, if you maintain consistency with your topic, you can more easily and quickly publish your research. 

Many early career faculty that I have worked with do not have a single line of inquiry forming their research agenda.

Tenure committees and external reviewers understand this; they know that you may not have a single, isolated line of academic exploration. They realize that prospective candidates may have, for example, two related concepts that they studied extensively in graduate school, worked on as part of a laboratory, or which were part of their dissertation.  

As long as you can articulate each line of inquiry, describe the relationships between each line, and demonstrate your expertise in the two (or at most three) lines of academic inquiry, most review committees will find this appropriate.

However, if your research appears to be a collection of random projects lacking a common thread, tenure committees may rightly question whether you have demonstrated expertise and developed the level of national reputation necessary to achieve tenure.

For pre-tenure faculty struggling to articulate their own research agendas, I recommend studying the careers of major researchers in your field.

To do this, get a copy of the vita of a significant and well-respected researcher.

Next, look at the years prior to when this established scholar received tenure–you will see how their line of research progressed throughout their career.

In academic research, it takes a while to build up the knowledge and data to answer specific questions. Over time, as an academic’s methodologies advance and their knowledge base grows, you will likely see their research questions change.

When looking at a full professor with 25 years of research experience, for example, many pre-tenure faculty fail to fully appreciate how research agendas evolve. These professors did not magically exit graduate school with the focus and expertise they possess today. By studying the early years of prominent researchers, you can learn how their agendas evolved and grew over time, which can help you compose your own research agenda.

In addition, examining the research agenda of a senior colleague in your field can help show how they bring disparate ideas together.

Think about it: There are many ideas that may seem inseparable today, but this may not have been the case at the early part of the expert’s career.

When studying a senior professor’s research agenda, you can begin to see the connections and the concepts that anchor an entire research career.

While the context, the theoretical framing, and methodological approaches may be different throughout the years, the common underlying themes that form the foundation of their research agenda will become apparent.

Pre-tenure faculty should take time to delineate these central concepts in their own work early in their careers, working to both articulate and foreground them in the research they will undertake during the pre-tenure years.

Just as a meeting agenda provides a list of decision points for discussion, a research agenda provides a framework for making decisions about research activities.

During the first few years as a faculty member, it is tempting to jump at any research opportunity that comes along. When you are worried about having a significant number of publications, any potential promise of publication looks attractive. You will need a lens through which to determine whether to pursue any given opportunity.

A strong and clearly articulated research agenda can serve this purpose, providing boundaries for scholarly activities and publishing.

New projects and initiatives may easily capture your attention, but evaluating a new research opportunity’s relationship to the research agenda will help you better consider the worthiness of a project.

Only if a new opportunity isin line with your research agenda should you then ask more nuanced questions such as the amount of time it requires or the its value to tenure review committees.  

Even if the opportunity provides access to the top journal in your field or to a prestigious conference, I would recommend thinking twice and discussing with mentors before pursuing a publication not in line with your research agenda.

Establishing a research agenda and sharing it with colleagues lays the groundwork for all the research activities you will undertake during your pre-tenure years.

This post is an excerpt from my book, How to Get Tenure: Strategies for Successfully Navigating the Process (Routledge, 2019).

Site Logo

Bringing Education Research into Practice

cee event header

Event Date Fri, Feb 16, 2024 @ 10:00am - 11:00am

Succeeding in engineering (school and practice) is challenging. Many students are simply trying to survive as they go through their education. Many professors "grew up" (academically at least) in a system that required you to conform or get out. How do we, as educators, work to bring something different to our classrooms? How can we create educational experiences for students that move beyond just learning the mathematical basics, but also strive to create critical thinkers, driven individuals, and passionate engineers? Exciting research is happening in the field of Engineering Education that can be leveraged in addressing these issues. My vision as an educator is to bring what I learn from education research into my classroom to help students succeed and not just survive. I desire to use my influence to inspire engineering students to find themselves and their passions in this exciting field.

Dr. Nathan Canney i is the Director of Structural Engineering at Taylor Devices. He joined Taylor in 2020 after working as a structural engineer at CYS Structural Engineers in Sacramento, CA and before that MKA in Seattle, WA. Nathan has earned Bachelor’s degrees in Civil Engineering and Applied Mathematics at Seattle University, a Master’s degree in Structural Engineering at Stanford University and a PhD at the University of Colorado Boulder. After completing his PhD in 2013, Nathan taught structural engineering undergraduate and graduate level courses for four years at Seattle University before returning to consulting work in 2017. For fun, Nathan plays as an amateur contractor and woodworker, spending countless hours on home projects and renovations.

Event Category

  • Share on twitter
  • Share on facebook

Global Sustainable Development Congress 2024: agenda announced

Agenda overview for times higher education ’s global sustainable development congress 2024 is announced.

  • Share on linkedin
  • Share on mail

research agenda education

Times Higher Education ’s Global Sustainable Development Congress returns in 2024 for its third edition, this time taking place in Bangkok, Thailand on 10-13 June.

The congress brings together global thought leaders and innovators to discuss urgent solutions to the sustainability emergency. By challenging the usual thinking on what higher education, governments, businesses and society must do to help society meet the United Nations’ Sustainable Development Goals (SDGs), the congress is a call to action for global universities and businesses to pivot their educational, research, innovation and outreach programmes towards tangible outcomes.

The core plenary agenda aligns with the six societal transformations needed to achieve the SDGs, as outlined by the UN:

  • Digital revolution for sustainable development
  • Education, gender and inequality
  • Energy, decarbonisation and sustainable industry
  • Health, well-being and demography
  • Sustainable cities and communities
  • Sustainable food, land, water and oceans.

The congress will build on the success of last year’s event, which was attended by over 1,200 delegates and 117 speakers.

This year’s congress will host 3,000 delegates and hear from 350 expert speakers including Mohammed Al Ta’ani, secretary-general of the Arab Renewable Energy Commission; Jari Hämäläinen, vice-president of research and innovation at Lappeenranta-Lahti University of Technology; Samantha Hung, director of gender equality at the Asian Development Bank; Jemilah Mahmood, executive director of planetary health at Sunway University ; Salinla Seehaphan, director of corporate affairs at Nestlé; and Marie Studer, executive director of the Planetary Health Alliance.

View the full list of confirmed speakers here , and more will be announced over the coming weeks.

The congress will also feature the exclusive live reveal of the THE Impact Rankings 2024, the only global performance table that assesses universities against SDGs, accompanied by a live question-and-answer session for delegates.

Now in its fifth edition, the rankings use carefully calibrated indicators to provide comprehensive and balanced comparison across research, stewardship, outreach and teaching. A record 2,152 higher education institutions have submitted data to participate. Phil Baty, THE ’s chief global affairs officer, said: “We are seeing record levels of participation across the globe and it’s great to see so many universities stepping forward to demonstrate their commitment to delivering a more sustainable future in this visionary ranking”.

Visit the event website for more details and to book your ticket . Super-early-bird prices are available until 23 February.

Register to continue

Why register?

  • Registration is free and only takes a moment
  • Once registered, you can read 3 articles a month
  • Sign up for our newsletter

Or subscribe for unlimited access to:

  • Unlimited access to news, views, insights & reviews
  • Digital editions
  • Digital access to THE’s university and college rankings analysis

Already registered or a current subscriber? Login

You might also like

A university college student, on a slack rope balancing to illustrate Business model will ‘soon fail’

THE Campus Live: UK funding model ‘not sustainable’

Current business model not sustainable for more than two to three years, according to David Maguire

research agenda education

THE Campus Live: university antisemitism ‘horrific’, says Halfon

Minister tells THE he has been calling vice-chancellors directly when he receives reports of Jewish students feeling threatened

research agenda education

  • Prospective Students
  • Make a gift to the School of Education
  • Attend a credential program info session
  • Know if my courses meet the prerequisite requirements for the teaching credential
  • Find course schedules
  • Learn more about the MA part of the Credential/MA program
  • Learn about applying to the teaching credential program
  • Know if the School offers a part-time, night or summer teaching credential program
  • Learn about the cost of the Credential/MA program
  • Learn about the Doctorate in Educational Leadership (EdD)
  • Learn about the PhD program

UC Davis School of Education home page

2024 Spring All Staff Meeting

Hosted by the School of Education

Wednesday, March 6, 2024 10:00 a.m. – 11:30 a.m.  Room 174, School of Education

Agenda: 9:45 a.m. Coffee Available 10:00 a.m. Meeting Starts Welcome SOE Unit Updates and Discussion, with a possible speaker Closing 11:30 a.m. Stay for lunch!

Lunch is provided to those who attend in person.

Please RSVP no later than Noon on Monday, March 3.

We are looking forward especially to connect in person for those who are available to do so. If this event falls on a day you normally do not work on campus and you would like to attend, consult with your supervisor and we’d love to have you consider swapping days to come in for this gathering.

For those who are unable to attend in person, we will provide an opportunity to participate via Zoom.

For questions, please contact [email protected] .

RSVP Below:

  • Request new password
  • Support portal

Prof. Maisha Winn presents at a conference

COMMENTS

  1. PDF Research agenda setting workshop

    Research agenda setting workshop: Facilitator's guide REL Midwest 1 Using the facilitator's guide The purpose of a research agenda setting workshop is to engage participants (for example, a state or local education agency, or a research alliance) in a collaborative process to identify

  2. PDF Teacher Education and Learning to Teach: a Research Agenda

    1 TEACHER EDUCATION AND LEARNING TO TEACH: A RESEARCH AGENDA1 National Center for Research on Teacher Education Teacher education is a frequent target of criticism both inside and outside the field and many people have strong views about what should be done to improve it.

  3. The research agenda setting of higher education researchers

    Research agenda setting is a critical dimension in the creation of knowledge since it represents the starting point of a process that embeds individual researchers' (and the communities that they identify themselves with) interest for shedding light on topical unknowns, intrinsic and extrinsic factors underpinning that motivation, and the ambiti...

  4. PDF Developing a Research Agenda

    First: locate your position within a larger discipline What specific sub-field of research are you operating within? What specific idea or issue do you want to explore? Second: narrate your own approach to this research interest Second: narrate your own approach to this research interest

  5. Creating a Research Agenda

    What is a research agenda? It's a plan and a focus on issues and ideas in a subset of your field. You cannot study everything in your field during your time in graduate school, so decide what to focus on now, and what to defer until another day.

  6. Whose Agenda is It? Navigating the Politics of Setting the Research

    Developing a coherent research agenda: Lessons from the REL Northeast & Islands Research Agenda Workshops. US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands.

  7. Developing a research agenda: contributing new knowledge via ...

    According to Reedy and Murty (no date), a research agenda orients you toward both short and long-term goals, which tend to be linked by common concerns, methodologies, or themes.

  8. Creating a Research Agenda

    A research agenda helps you orient yourself toward both short- and long-term goals; it will guide your selection of classes, help you decide which academic conferences (and within those, which specific divisions) to engage in, and steer you in recruiting mentors and research collaborators. What is a research agenda?

  9. (PDF) A Research Agenda for Global Higher Education

    This innovative Research Agenda critically reflects on the state of the art and offers inspiration for future higher education research across a variety of geographical, disciplinary and...

  10. Research Agenda

    The Research Agenda is intended to 1) highlight future research needs in Decision Education, and 2) serve as a guide for a collaborative community of researchers to generate research ideas, projects, and findings that inform practice in the field. It is meant to be an ongoing and integral part of building a knowledge base of credible evidence ...

  11. Research Agenda

    Research Agenda The Pennsylvania Department of Education (PDE) developed a Research Agenda in collaboration with internal and external stakeholders as part of a Statewide Longitudinal Data Systems (SLDS) grant received in September 2015.

  12. Our research agenda

    Education at Monash is ranked number 1 in Australia and has a reputation for research excellence. We identify critical challenges in education and produce research, evidence and ideas that shape the future. In psychology and counselling we generate evidence that improves the mental health and wellbeing of our community.

  13. (PDF) Developing a Research Agenda in Science Education

    248. Developing a Research Agenda in Science Education 249. to take advantage of new technologies, materials, and ideas will be very necessary to document. and prescribe innovative practices in ...

  14. Full article: Setting an agenda for English education research

    Setting an agenda for English education research. This note reports the results of a Delphi panel priority setting exercise for English education research. An initial item-generating survey of 75 English education academics and teachers worldwide was conducted; a thematic analysis of responses generated 31 potential priorities for future research.

  15. Research Agenda Examples: How to Write [10 Free Templates]

    A research agenda should help a student get more organized and plan their immediate and future plans within the academic institution. Therefore, the agenda should be specific to the student and must be helpful for them. Before writing your research agenda, consider the following pre-writing considerations:

  16. PDF JANE EYRE

    [email protected] ⋅ (321) 456-7890 ⋅ Research Agenda My research interests focus on issues of educational access and efficacy in non-public school settings.

  17. The role and purpose of a research agenda

    Simply put, a research agenda means identifying the areas you will research and the methodologies you will use to answer questions. You probably have heard from professors in graduate school and beyond that you can't research everything so you need to pick what you can feasibly study.

  18. Developing a research agenda

    Your research agenda plays a critical role in designing and planning your scholarly research and publication activities. Establishing your research agenda means deciding which research areas you will explore and the methodologies you will employ, then letting these guide your research activities.

  19. Oregon Longitudinal Data Collaborative Research Agenda

    The OLDC produces an in-depth review of a specific set of research questions and publishes the results on the OLDC Research and Reports page. Intended Outcomes. The OLDC Governance Committee decides on the research agenda by focusing on four intended outcomes listed below. Understanding the impact of educational attainment on prosperity

  20. A Research Agenda for Global Higher Education

    Publication Date: 2022 ISBN: 978 1 80037 605 2 Extent: 256 pp. This innovative Research Agenda critically reflects on the state of the art and offers inspiration for future higher education research across a variety of geographical, disciplinary and theoretical perspectives. It explores the impact of Covid-19, and the need to re-engage with the ...

  21. PDF Equity Action Plan Summary: U.S. Department of Education

    Lead the World" agenda tackles these inequities head on with an emphasis on accelerating learning in our schools, strengthening supports for students' mental health and wellbeing, empowering

  22. City Digital Twin Potentials: A Review and Research Agenda

    A research agenda is also proposed to guide future research on the city digital twincity digital twin to reach the utmost level of a comprehensive and complete city digital twin. ... In Proceedings of the 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020) Research, Dali, China, 17-19 July 2020; Volume ...

  23. Bringing Education Research into Practice

    Teaching Demonstration: Internal forces in beams (V/M diagrams) Bringing Education Research into Practice. UC Davis College of Engineering Undergraduate and Advising Office [email protected] (530) 752-1979. Your gift can make a world of difference.

  24. FACT SHEET: U.S. Department of Education Releases 2023 Update to Equity

    The U.S. Department of Education (Department) today released its 2023 Update to its Equity Action Plan, in coordination with the Biden-Harris Administration's whole-of-government equity agenda.This Equity Action Plan is part of the Department's efforts to implement the President's Executive Order on "Further Advancing Racial Equity and Support for Underserved Communities Through The Federal ...

  25. Global Sustainable Development Congress 2024: agenda announced

    Times Higher Education 's Global Sustainable Development Congress returns in 2024 for its third edition, this time taking place in Bangkok, Thailand on 10-13 June. The congress brings together global thought leaders and innovators to discuss urgent solutions to the sustainability emergency. By challenging the usual thinking on what higher ...

  26. 2024 Spring All Staff Meeting

    Hosted by the School of Education

  27. CICED's panel and workshop at the symposium of the Moscow City

    The fourth annual international symposium of the Moscow City University MGPU "Education and the city: quality education for modern cities" took place on August 23-25. The symposium is co-organized by Moscow City University (Russia), Dublin City University (Ireland) and Taipei City University (Taiwan), and the Eurasian Association for Education Quality Assessment (Russia).

  28. Boris KUPRIYANOV

    summer camp, education in the USSR, anthropology of Soviet childhood, extracurricular activities, children's leisure, childish prank, teen adventure, child's free time