This review describes some wide scale longitudinal studies that are being carried in the United States and Australia. It is believed that this information will be of particular interest for Kazakhstani educational researchers since there have been very few investigations of that kind in our country.   

Outcome-Reporting Bias in Education Research
Therese D. Pigott, Jeffrey C. Valentine, Joshua R. Polanin, Ryan T. Williams and Dericka D. Canada
EDUCATIONAL RESEARCHER Vol. 42 No. 8, pp.424-432
This article highlights such an important issue as outcome-reporting bias in meta-analyses of research data caused by omitting data which is not statistically significant. Studies lacking statistically significant effects tend to have less probability to be published, that is why reviews that rely on mostly published sources may be biased. Moreover, if primary researchers do not provide a full and accurate reporting of the study’s methods and results, then inferences from the review will likely also be biased. One specific problem of incomplete reporting focuses on outcomes measured in a study. Outcome-reporting bias refers to omitting from primary study reports outcomes that were actually collected. At best, a study might report that an outcome was measured and then report that the outcome was not statistically or substantively significant. If outcomes have been censored from study reports because of their results , then conclusions drawn from the incomplete evidence are potentially biased.

To know is not enough: research knowledge and its use
Ben Levin
Review of Education
Vol. 1, No. 1, February 2013, pp. 2–31

This article discovers relationship between research, policy and practice in education. The author uses the term “knowledge mobilization” instead of widely used terms like “knowledge transfer”, “knowledge dissemination”, “ knowledge exchange” to indicate that this work requires specific efforts on implementing research results in the practice of education, and stress the interactive, social nature of the connection between research and practice. 

Building creative thinking in the classroom: From research to practice
Emma Gregory, Mariale Hardiman, Julia Yarmolinskaya, Luke Rinne, Charles Limb 
International  Journal of Educational Research 62 (2013) 43–50

This paper attempts to provide some recommendations on improving learning process based on the research on creativity. The authors note that despite the evident importance of both content knowledge and creative thinking for educational and professional achievement, classroom instruction often provides few opportunities for students to think creatively. 

Teachers' motivation to participate in training and to implement innovations
Georgios Gorozidis, Athanasios G. Papaioannou, 
Teaching and Teacher Education 39 (2014) 1-11

In recent years, school innovations have become increasingly important for worldwide reforms in an attempt to improve education and to switch from traditional teaching practices (teacher-centered) to more creative student-centered approaches (e.g., cooperative, project-based learning). A notable example is introduction of an innovative new course namely Research Project to Greek high schools (10th to 12th grade). The new subject requires students to work on interdisciplinary projects in small groups, and teachers to facilitate initiative, choice, experimentation, and individual/group responsibility. 

Towards a contextualized model of team learning processes and outcomes
Selma Van der Haar, Mien Segers, Karen A. Jehn
Educational Research Review, Volume 10, December 2013, Pages 1–12

In the past years, a vast amount of studies have aimed to offer insights into team learning. Team learning is defined as a compilation of team-level processes that circularly generate change or improvement for teams, team members, organizations, etc. Through these processes individuals acquire, share, and combine knowledge in order to adapt and improve. Team learning differs from individual learning in that the ability to acquire knowledge and skills is collectively shared by team members and the team learning outcome is collectively available and used. Team learning should be differentiated from team work, since in the first case team should be considered as a learning unit while in the second it serves as a working unit. 

Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction
Einar M. Skaalvik, Sidsel Skaalvik
International Journal of Educational Research 62 (2013) 199–209

Research on teachers’ motivation has primarily been concerned with reasons for seeking teacher education whereas surprisingly little theory-driven research has been done to explore teachers’ continuous motivation for teaching. Butler (2007) proposed that goal orientation might offer a promising framework for analyzing teachers’ motivation. Research on students has shown that goal orientation is predictive of motivational, cognitive, and behavioral outcomes. The purpose of the study presented by the authors of this article was to explore how teachers’ engagement in teaching and job satisfaction were related both to their personal goal orientation and to their perception of the school goal structure.

Conceptions of Good Teaching by Good Teachers: Case Studies from an Australian University
Fernanda P. Duarte 
Journal of University Teaching & Learning Practice, Vol.10, issue 1, 3-14-2013

A great deal has been written, over the past three decades, on what constitutes "good teaching" in higher education.  Works published before the 1980s tended to fall within the "teaching skills" genre, focusing primarily on strategies and tips for teachers. Later, the literature shifted away from prescriptive approaches, towards principles for good teaching practice. 

College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies
Susan K. Lightweis
College Quarterly, Summer 2013 - Volume 16 Number 3

In this article the author addresses the success of differentiated instruction (DI) as a student-centered teaching strategy in grades K-12 and how it can be used in higher education.
The author begins with the words: “Walk down any college hallway these days and you would see instructors standing up in front of the classroom and students sitting in rows, listening”. The teacher-centered strategy of lecturing in college has been around for ages. Rarely do you see a college classroom in which students are grouped together and desks are not arranged in rows. Moreover, students rarely work on course projects during class sessions. 

Higher education and economic innovation, a comparison of European countries
Cecile Hoareau, Jo Ritzen and Gabriele Marconi
IZA Journal of European Labor Studies, 2013, 2:24

This paper compares higher education policies across thirty two European countries, using the contribution to economic innovation as a benchmark for the comparison. The authors suggest that an increase in university autonomy and public funding, that they qualify as ‘empowerment’, positively affects the research and education performance of universities, and more importantly the innovation potential of countries.

The relationship between emotional intelligence and problem solving skills in prospective teachers
Sabahattin Deniz 
Educational Research and Reviews, Vol. 8(24), pp. 2339-2345, 23 December, 2013

The author of this paper attempted to investigate the relationship between emotional intelligence and problem solving.. The participants were 386 students - prospective teachers.  
The close relationship between emotion and cognitive processes such as learning, decision making and memory is known well from the studies conducted in the field of experimental psychology. When its early conceptualizations are examined, it is seen that emotional intelligence focused on understanding one’s own and/or others emotional experience. 

Contact us:

Kazakhstan Educational Research Association

010000, 53 Kabanbay batyr avenue,

Astana, Kazakhstan

Phone (7172) 70-64-38; 70-65-76

[email protected]

2016 Kazakhstan Educational Research Association

53 Kabanbay Batyr Ave, Astana, Republic of Kazakhstan, 010000