Relevant bibliographies by topics / Connecting theory to practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Connecting theory to practice'

Author: Grafiati
Published: 5 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Connecting theory to practice"

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Bailey, Kieren Laura-Marie, and Michele Jacobsen. "Connecting theory to practice." Journal of Information Literacy 13, no. 2 (2019): 173. http://dx.doi.org/10.11645/13.2.2578.

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This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher–librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of Inquiry theoretical framework to collaboratively design and evaluate library instruction.
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Song, Yifan, and Stephen Siu Yu Lau. "Connecting Theory and Practice:." International Review for Spatial Planning and Sustainable Development 7, no. 3 (2019): 81–96. http://dx.doi.org/10.14246/irspsd.7.3_81.

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Susskind, Noah, and Lawrence Susskind. "Connecting Theory and Practice." Negotiation Journal 24, no. 2 (2008): 201–9. http://dx.doi.org/10.1111/j.1571-9979.2008.00178.x.

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Butler, Keith A. "Connecting theory and practice." ACM SIGCHI Bulletin 16, no. 4 (1985): 85–88. http://dx.doi.org/10.1145/1165385.317472.

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Alejandro-White, Jose. "Connecting theory and practice." American Nurse Journal 19, no. 4 (2024): 52. http://dx.doi.org/10.51256/anj042452.

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Ulvik, Marit, Hanne Riese, and Dag Roness. "Action research – connecting practice and theory." Educational Action Research 26, no. 2 (2017): 273–87. http://dx.doi.org/10.1080/09650792.2017.1323657.

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Dubé, Philippe. "Connecting theory and practice in museology." Museum International 46, no. 3 (1994): 46–50. http://dx.doi.org/10.1111/j.1468-0033.1994.tb01187.x.

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Den Boer, Andrea, and Ingvild Bode. "Gendering Security: Connecting Theory and Practice." Global Society 32, no. 4 (2018): 365–73. http://dx.doi.org/10.1080/13600826.2018.1526780.

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CHESSON, JEAN. "SUSTAINABLE DEVELOPMENT: CONNECTING PRACTICE WITH THEORY." Journal of Environmental Assessment Policy and Management 15, no. 01 (2013): 1350002. http://dx.doi.org/10.1142/s1464333213500026.

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The desire to demonstrate performance with respect to sustainable development has led to a profusion of approaches. The widespread use of quantitative indicators often appears unconnected to any theory of sustainable development. One reason for this disconnect is that theoretical treatments have tended to focus on global and national scales whereas practical attempts to report on sustainable development tend to operate at smaller scales such as regions, industries and corporations. The relevance of existing theory to those reporting at smaller scales is not widely recognised. This paper develops an approach to reporting that is motivated by a theoretical interpretation of sustainable development in terms of assets. The approach is illustrated with a hypothetical example. The asset-based approach can be applied in a variety of contexts (national, regional, industry, corporation and product) and provides a common framework for linking what have been regarded as disparate approaches to reporting on sustainable development. The recognition that different players have responsibilities for different mixes of assets is the key to understanding how performance should be measured and how information can be combined to report at different scales.
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Maharjan, Babita, Pushpa Kumari Sunar, Niroj Dahal, Binod Prasad Pant, and Netra Kumar Manandhar. "Connecting the dots." Journal of Interdisciplinary Studies in Education 14, no. 2 (2024): 66–89. https://doi.org/10.32674/dyp4kv17.

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Reflective practice enables teachers to examine their personal and professional actions and learn from their lived experiences. The study explores teachers’ conceptualizations of reflective practice, its applications, challenges, and opportunities for being and becoming professionals. The overarching research question guides this article—how do teachers’ reflective practices contribute to their development of self-efficacy, emancipation, and empowerment? Grounded on the lenses of transformative learning theory, this study narrates the experiences of three teachers (two females and one male) from different schools and colleges in Kathmandu, Nepal. We have subscribed to the narrative inquiry as a research method to explore and understand teachers’ reflective practices that contribute to their self-efficacy, emancipation, and empowerment development. Data was collected through in-depth interviews and analyzed using themes aligned to self-efficacy, emancipation, and empowerment. The findings reflect that reflective practice fosters professional development by helping teachers find and address their weaknesses, thereby improving their professional practices. For boosting teachers' self-efficacy, emancipation, and empowerment, the study concluded that reflective practice significantly enhances teachers’ professional development by enabling them to analyze and address their weaknesses.
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Dissertations / Theses on the topic "Connecting theory to practice"

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Reed, Pamela G., Shearer Nelma B. Crawford, Jo-Ann Marrs, and Lois W. Lowry. "Nursing Theory and Practice: Connecting the Dots." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7102.

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Book Summary: Perspectives on Nursing Theory is a comprehensive anthology of important articles addressing diverse theoretical and philosophical perspectives on the nature of theory and knowledge development in nursing. This informative and contemporary resource features some of the most widely read and cited articles that facilitates thought and discussion among nurses, researchers, students, and teachers.Features 52 of the most widely read and frequently cited articles reflecting seminal, modern, and futuristic perspectives on nursing theory. Includes new articles reflecting current, cutting-edge views of nursing theory and trends. Includes biographical information about each author that provides insight into the author's perspective.
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Marrs, Jo-Ann, and Lois W. Lowry. "Nursing Theory and Practice: Connecting the Dots." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/7104.

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The authors propose connecting the dots among theory, practice, and research by adopting an expanded conceptual-theoretical-empirical structure of nursing knowledge and matrix process to guide the placement of nursing knowledge in a contextual whole. An overview of the theoretical journey of nursing knowledge development is contrasted with the journey from practice resulting in a theory-practice disconnect. Both approaches are united to present an integrated view of the dimensions of the knowledge development of nursing as a professional discipline.
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McShea, Karin Kiefer. "Weed management implementation in Colorado: Connecting theory and practice." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453490.

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Szkudlarek, B. A. "Spinning the Web of Reentry: (Re)connecting Reentry Training Theory and Practice." Rotterdam : Erasmus University Rotterdam [Host], 2008. http://hdl.handle.net/1765/13695.

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Anderson, Helen M. "Connecting theory, training and practice| Building teachers' capacity within an elementary literacy intervention." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158552.

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<p> Research suggests that instructional interventions can impact student learning most effectively when teachers receive support for implementation (Danielson, Doolittle, &amp; Bradley, 2007; Songer, et al., 2002). This is particularly true for interventions targeting struggling students within Response to Intervention structures (Akerson, Cullen, &amp; Hanson, 2009; Harris, Graham, &amp; Adkins, 2015; Martin-Kniep, 2008;). Professional learning communities (PLCs) provide one structure to provide teachers with the needed instructional support to implement instructional interventions (Akerson et al., 2009; Danielson et al., 2007; Martin-Kneip, 2008; Pease-Alvarez &amp; Samway, 2008). Implementation literature largely examines two aspects of these PLCs in relation to teacher&rsquo;s practice: 1) teachers&rsquo; fidelity in implementing the curricular intervention, and 2) how intervention training within the PLC impacts on students&rsquo; academic performance. Absent from the current research is an examination of the ways in which teachers develop their capacity within PLCs, particularly when that PLC directly supports teachers&rsquo; implementation of a curricular intervention. Drawing on data from a large-scale evaluation study of an early literacy intervention, this dissertation explores how teachers describe the ways in which their capacity is built within a PLC. Using a critical feminist framework, this study examines interview transcripts, program artifacts, and analytic memos to surface the themes and discourses used by teachers to forward a theory of how PLCs can influence teachers&rsquo; practice.</p><p> This study found five key features of this intervention&rsquo;s PLCs that teachers described as developing their capacity: 1) theoretical texts directly connected to teachers&rsquo; practice; 2) a resource-orientation to students; 2) a developed sense of personal responsibility for students&rsquo; progress; 4) informal collaboration with colleagues outside the PLC space; and 5) peer observation with direct, non-evaluative feedback conversations. These features, when situated within existing literature, provide the groundwork for greater research around PLCs and how they can serve as a support of teachers&rsquo; capacity-building and implementation of instructional interventions.</p>
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Lindstedt, Kubik Anna-Karin. "Using literature in EFL education : the connection between theory and practice." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8299.

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Originating in a curiosity of how literature is used in the EFL classroom, the aim for this study has been to examine if four teachers‟ purpose for, and procedure in, using literature in the EFL classroom concur with what is a useful method on the subject as demonstrated by a methodological model constructed from current research. For this study, a model of beneficial methods of using literature in the EFL class was constructed from selected current research. Because there is a lot of research in this area, there is no claim that this study includes all theories regarding the use of literature in the EFL classroom. Still, it was possible to construct a useful model of common and constructive methods of literature use in EFL education. The conclusion of this study is that the teachers‟ purpose when using literature in the EFL class varies with the different teachers. However, they do concur with that of the national syllabi and to some extent also to written research on the subject. Further on, the teachers do work both in accordance with, and opposite to, procedures that the methodological model establishes to be productive.
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Zetterberg, Andreas. "Connecting the dots : Network analysis, landscape ecology, and practical application." Doctoral thesis, KTH, Miljöbedömning och -förvaltning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-48491.

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Humans have a profound impact on ecosystems, and land-use change constitutes a primary driving force in the loss of biodiversity. Habitat loss and fragmentation are key factors in this process by seriously impeding the habitat availability and movement of species, leading to a significant decrease in population viability. Landscape connectivity management able of crossing administrative and ecological spatial and temporal scales has been identified as one of the most important measures to counteract these negative impacts. The use of graph-theory and network-based landscape-ecological tools has become established as a promising way forward to address these issues. Despite urgent needs to adapt and implement such tools in planning, assessment and decision-making, surprisingly little attention has been paid to developing approaches for their effective practical application. This thesis presents the development of a toolbox with network-based, landscape-ecological methods and graph-theoretic indicators, which can be effectively implemented by practitioners within environmental assessment, physical planning and design, to analyze landscape connectivity. Recent advances in network analysis and landscape ecology are brought together and adapted for practical application, bridging the gap between science and practice. The use of participatory approaches was identified as key to successful development, and several workshops, meetings, interviews, as well as prototype testing of the developed software were conducted throughout the study. Input data and selection of species were based on the experience gained through seven real-world cases, commissioned by different governmental organizations within Stockholm County. The practitioners’ perspectives on effective practical application of the proposed toolbox were then assessed through an interview-study. The respondents anticipated improved communication with other actors in addition to being able to better assess critical ecological structures within the landscape. The toolbox was finally tested in a large-scale network analysis of impacts of the regional development plan (RUFS 2010), leading to important insights on the planning of connectivity in an urbanizing region.<br><p>QC 20111125</p>
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Burke, Benjamin M., Davina Quichocho, and Mallory Lucier-Greer. "From Theory to Practice: A Theory-Informed, Critical Review of Research on Military Marriages." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/18.

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Military marriages may be particularly vulnerable to marital distress and dissolution due to the unique challenges associated with military service. To better understand the research regarding military marriages, a critical literature review was conducted. Fifteen peer-reviewed, published articles were critically reviewed based on their theoretical applications and empirical findings. Articles were categorized according to stage in marriage and primary theoretical orientation. Results suggest that military marriages are at risk due to military factors, but they are also mostly stable. Results also indicate that theories are rarely made explicit in military marriage literature. Future research would benefit from providing clearer links from theory to hypothesis testing. Finally, empirical findings are translated into practical implications at the macro-level and micro-levels of intervention.
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Challis, S. "Maximising impact : connecting creativity, participation and wellbeing in the qualitative evaluation of creative community projects." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/53a3eb2f-401e-40bc-b530-115428d1b7d6/1.

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The evaluation of creative participatory community projects remains a controversial issue in politics, policy and the arts, its focus sharpened by the reality or rhetoric of austerity. Despite the recent plethora of policy documents and reviews there is little consensus about how projects should be evaluated or what constitutes good evidence about the impact on individual and collective wellbeing of ‘being creative’. This research set out to develop and trial feasible and effective evaluations for small to medium sized projects in the West Midlands of the UK based on field research into how impact is produced. Through mainly qualitative research in diverse contexts it was able to identify a range of conditions in projects reflecting the interrelationship of creativity and participation in which positive impact could be maximised. The research sought to theorise the impact of these conditions using elements of Actor Network Theory and Freire’s concept of praxis, concluding that impact is likely to be incremental, partial and non-linear. Central to this theorisation was the synthesis of evidence about the impact of creativity and embodied making on thinking, affect and a sense of agency, with ideas about how people change, producing a new evidence-based theory of change. In a practice-led approach, new creative methods were trialled in which data produced by participants had aesthetic as well as communicative value and the evaluation process itself contributed to positive impact. While it was possible to evaluate aspects of this impact through episodic interventions, field trials showed that it was more effective to develop a systemic evaluation strategy. Such a strategy needed to be participatory and integrated into project planning, in order to respond to the stochastic systems creativity inevitably provokes. This proved to offer two advantages: the potential to engage many stakeholders, not just as respondents but also as agents actively defining and measuring evaluation outcomes; and the potential for reflection about impact as process rather than outcome. These findings were then implemented in a number of projects, including trials of the Arts Council UK’s developmental Children and Young People’s Quality Principles. The method has been identified as ‘improving the conversation’ amongst partners, stakeholders and artists who can re-position themselves as active agents of evaluation rather than mere respondents, using the tropes, practices and materials of their own professional practices.
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Mcarthur, George Douglas. "Integrating Reading and Writing For Florida's ESOL Program." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5070.

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ABSTRACT This thesis examines an incongruity that exists within Florida's ESOL program. While the curriculum standards direct teachers to "develop and integrate" skills in speaking, listening, reading and writing, student promotions to higher fluency levels are based solely on reading assessments. Listening assessments are also required to "determine instructional needs," but writing assessments are not required and, in most cases, not given. As a result, reading is prioritized, writing is subordinated, the connection between the two skills is broken, and the mutual benefits of integration are lost. Studies conducted during the last 50 years have consistently shown that the integration of reading and writing produces a symbiosis in which students learn to write from reading and learn to read from writing (Olson and Land pp 269, 289). Many educational programs have now adopted an integrated approach to instruction in reading and writing (Common Core 1). Others, like Florida's ESOL program, tout the idea of integration in the curriculum standards without promoting the practice of integration in the classroom. Without a program of de facto integration, curricular proclamations devolve into hollow platitudes. To reconnect the two skills and restore integration, Florida must require a writing assessment system. This thesis proposes several writing assessments from BEST Literacy, FCAT and the GED program that could be adapted for use. Not only would a writing assessment promote balance and integration, it would better prepare ESOL students to succeed in a world that requires proficiency, not only in reading, but also in writing (Graham 31).
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Books on the topic "Connecting theory to practice"

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Aida, Hass, ed. Criminology: Connecting theory, research, and practice. McGraw-Hill Higher Education, 2012.

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DeHart, Jason, Carla K. Meyer, and Katie Walker. Connecting Theory and Practice in Middle School Literacy. Routledge, 2021. http://dx.doi.org/10.4324/9781003171508.

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1956-, Ross E. Wayne, Cornett Jeffrey W. 1952-, and McCutcheon Gail 1941-, eds. Teacher personal theorizing: Connecting curriculum practice, theory, and research. State University of New York Press, 1992.

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Darling-Kuria, Nikki. Brain-based early learning activities: Connecting theory and practice. Redleaf Press, 2010.

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Claire, Wyatt-Smith, and Cumming Joy, eds. Educational assessment in the 21st century: Connecting theory and practice. Springer, 2009.

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J, Baehler Karen, ed. Rural development in the United States: Connecting theory, practice, and possibilities. Island Press, 1995.

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Tomlinson, Brian John, and Hitomi Masuhara. SLA Applied: Connecting Theory and Practice. Cambridge University Press, 2021.

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Juvenile Justice: Connecting Theory to Practice. Kendall Hunt Publishing Company, 2018.

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Chambliss, William J., Aida Y. Hass, and Chris Moloney. Criminology: Connecting Theory, Research and Practice. Taylor & Francis Group, 2016.

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Tomlinson, Brian, and Hitomi Masuhara. SLA Applied: Connecting Theory and Practice. University of Cambridge ESOL Examinations, 2021.

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Book chapters on the topic "Connecting theory to practice"

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Sisson, Jamie. "Connecting Theory and Practice." In Attracting and Keeping the Best Teachers. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8621-3_7.

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Gorlewski, Julie A., David A. Gorlewski, and Thomas M. Ramming. "Connecting Theory to Practice." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-049-1_1.

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Spranger, Angela N. "Connecting Theory and Practice." In Why People Stay. Routledge, 2018. http://dx.doi.org/10.4324/9781315455495-16.

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Payne, Malcolm. "Connecting theory and practice." In Modern Social Work Theory. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40603-3_3.

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Claesson, Silwa. "Teacher Learning and the Theory of Variation." In Connecting Policy and Practice. Routledge, 2005. http://dx.doi.org/10.4324/9780203012529-4.

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Torres, Lynette, Fiona Salisbury, Barbara Yazbeck, Sharon Karasmanis, Janice Pinder, and Caroline Ondracek. "Transforming Practice for Educational Impact." In Connecting the Library to the Curriculum. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3868-8_19.

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Gatti Schafer, Josephine, and Ignacio Ruelas Avila. "Connecting Theory and Practice in a Public Management Course." In Engaged Learning in the Public Service Classroom. Routledge, 2024. https://doi.org/10.4324/9781032671253-7.

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Frantzeskaki, Niki, Judy Bush, Dave Kendal, et al. "Pathways for Restoring and Connecting with Nature in Australian Cities." In Theory and Practice of Urban Sustainability Transitions. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-7671-9_8.

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AbstractWith increasing focus on the importance of integrating nature spaces and nature-based solutions into our cities, what are the key priorities and pathways for action in Australian cities? Australia, a highly urbanised settler colonial country, has a rich biodiversity and cultural heritage, the result of thousands of years of custodianship and care for Country by the First Peoples. Their deep cultural and ecological knowledge and ongoing care and connection with Country, including urban Country, underpins approaches to restoring and connecting with nature in Australian cities. With continuing urbanisation and urban change, as well as increasing impacts of climate change, including heatwaves, wildfires, flooding, and extreme weather, we identify four pathways for just transitions with and for urban nature in cities. The pathways focus on ways of thinking, organising, acting, and knowing for prioritising urban nature. We highlight evidence-based planning for nature (ways of knowing); inclusive governance for just transitions (ways of organising); conserving, restoring, and maintaining nature (ways of acting); and emphasising First People’s and local communities’ knowledges and practices (ways of knowing). Our pathways, or stepping stones, point to interlinked and interrelated priorities for ensuring nature is actively and effectively integrated into Australian city planning and practice.
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Smith, Travis. "Strengths-Based Therapy, Addiction, and a Harm-Reduction Approach." In Strengths-Based Therapy: Connecting Theory, Practice and Skills. SAGE Publications, Inc, 2014. http://dx.doi.org/10.4135/9781071934159.n8.

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Savitz, Rachelle S., and Daniel Stockwell. "Student Voice is Power." In Connecting Theory and Practice in Middle School Literacy. Routledge, 2021. http://dx.doi.org/10.4324/9781003171508-3.

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Conference papers on the topic "Connecting theory to practice"

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Neto, Wolmar Araujo, João Pedro Da Silva Rezende, Maurício Bittencourt Pimenta, Vinícius Pacheco Bacheti, Mário Sarcinelli-Filho, and Daniel Khede Dourado Villa. "Connecting Theory to Practice: Mathematics, Physics, and Mobile Robotics in Our Daily Lives." In 2024 Brazilian Symposium on Robotics (SBR), and 2024 Workshop on Robotics in Education (WRE). IEEE, 2024. https://doi.org/10.1109/sbr/wre63066.2024.10838001.

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Butler, Keith A. "Connecting theory and practice." In the SIGCHI conference. ACM Press, 1985. http://dx.doi.org/10.1145/317456.317472.

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Balakrishna, Sundar. "Connecting the unconnected." In ICEGOV 2020: 13th International Conference on Theory and Practice of Electronic Governance. ACM, 2020. http://dx.doi.org/10.1145/3428502.3428571.

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Castro, António, and Delfina Soares. "Connecting leadership and knowledge." In ICEGOV2014: 8th International Conference on Theory and Practice of Electronic Governance. ACM, 2014. http://dx.doi.org/10.1145/2691195.2691229.

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Posluhaev, Maksim, Aleksandr Chernyshev, Ekaterina Kantieva, and Larisa Ponomarenko. "THE USE OF GLUE-FREE STUD JOINTS IN DOOR JOINERY MADE OF SOLID HARDWOOD." In Modern machines, equipment and IT solutions for industrial complex: theory and practice. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2021. http://dx.doi.org/10.34220/mmeitsic2021_292-298.

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When working with solid wood products, various ways of connecting parts are used, both in length, width and thickness, as well as connections in the structure. One of the most common ways to connect parts is considered to be a spike–groove connection. It is used to fasten the details of window frames, doorways, various furniture elements, and the walls of wooden boxes. The joint on the spikes has good mechanical strength, convenient to use. Spike joints in carpentry and carpentry were invented in order to create a strong bundle of two parts without the use of additional metal fasteners. Since the compound has been used for a long time, it is not surprising that it has been modified and improved. Today, there are several types of such fasteners. In the furniture and carpentry industry, where the reliability of the connection is necessary, it is most popular. But knowing such properties of wood as hygroscopicity, in some cases, during the operation of the product, when the operating conditions change (increasing or decreasing the temperature and humidity of the environment), the wood swells, or shrinks. This leads to the appearance of such defects as cracking, divergence of strips, the appearance of cracks. The method of connecting solid wood bars proposed in the article is relevant.
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Wang, Chao, and Stephen Phillips. "Connecting Theory to Practice in an Online Introductory Signals and Systems Course." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658701.

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Komazec, Nenad, Katarina Jankovic, Milica Mladenovic, Maja Mijatovic, and Zoran Lapcevic. "APPLICATION OF THE AHP METHOD IN RISK ASSESSMENT ON THE PIRAEUS-BELGRADE- BUDAPEST RAILWAY CORRIDOR WITHIN THE ,,BELT AND ROAD” INITIATIVE." In SECURITY AND CRISIS MANAGEMENT - THEORY AND PRACTICE. RASEC, 2024. https://doi.org/10.70995/wbpr9649.

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The paper examines the application of the AHP method in risk assessment for the Piraeus-Belgrade-Budapest railway corridor, which is part of the ,,Belt and Road Initiative”. The AHP method is employed to identify, analyze, and evaluate risks in five key areas: security, operational, economic, environmental, and political risks. The analysis includes the assessment of potential threats to infrastructure security, operational efficiency, economic sustainability, and environmental protection. The results are presented in a tabular format, providing insight into risk prioritization and their relative importance. This study contributes to the understanding of the complex challenges accompanying the implementation of major international infrastructure projects, offering a systematic approach to risk management and supporting decision- making within the comprehensive logistics chain connecting Asia and Europe.
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Sigurdardottir, Ingibjorg. "Professional Identity Through Action Research Process Preschool Teacher Graduate Students Connecting Theory and Practice." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1682673.

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Kangilaski, Taivo, Sidra Azmat Butt, Ingrid Pappel, and Erik Kangilaski. "Overcoming Challenges in the Silver Economy by Connecting Services in the Silver Hub." In ICEGOV 2021: 14th International Conference on Theory and Practice of Electronic Governance. ACM, 2021. http://dx.doi.org/10.1145/3494193.3494225.

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Rakovic, Radoslav. "INFORMATION SECURITY AND BUSINESS CONTINUITY ASSURANCE – PRACTICAL EXPERIENCES." In SECURITY AND CRISIS MANAGEMENT - THEORY AND PRACTICE. RASEC, 2024. https://doi.org/10.70995/xyej7347.

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Business continuity assurance is a concept that is oriented towards the adaptability of the organization in order to prepare to respond to disturbances that may occur in the environment, especially extreme disturbances - disasters, which can have a very large impact on the organization's operations, on its ability to deliver products and provide services. The main goal is to mitigate the consequences of these disturbances, to ensure the recovery of the organization and the continuation of its work even after these events. This concept is the subject of particular standards of the ISO/IEC 22300 series. In the implementation of the concept, information security is of particular importance, considering that nowadays the performance of the activities of organizations is closely related to information technologies. Information security is the subject of particular standards from ISO/IEC 27000 series, which are oriented towards preserving the basic properties of information - confidentiality, integrity and availability. This paper presents practical experiences in connecting these standards within the integrated management system in the organization.
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Reports on the topic "Connecting theory to practice"

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Ballard, Grey. Reducing Computation and Communication in Scientific Computing: Connecting Theory to Practice. Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1618256.

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Seferis, Louisa, and Paul Harvey. Accountability in Crises: Connecting Evidence from Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), 2022. http://dx.doi.org/10.19088/basic.2022.013.

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Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. This paper seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, and to identify opportunities for future research and learning.
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Kapp, Julie M., Ryanne Despain, Kristi Ressel, and Kathleen Quinn. Missouri Research-Extension (MO-RE) protocol to accelerate the translation of science to communities. University of Missouri, 2022. http://dx.doi.org/10.32469/10355/98962.

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This project is designed to strengthen the bridge between research and practice through which leading science developed throughout the University of Missouri system (UM) is delivered to its communities, particularly in rural areas. MU Extension’s delivery systems offer immense potential for knowledge translation given they reach every community in the state, but there are infrastructure barriers connecting research to practice that require intentionality before these systems can realize their potential. A focus area of the work is closing the health and health care equity gap with high-touch community health approaches delivered through Extension educational programs that link Missouri communities with university research. The protocol’s creation represents the confluence of research and scholarship, clinical training and practice, and public and community health needs. [Excerpted paragraph from p. 6]
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Seferis, Louisa, and Paul Harvey. Accountability in Crises: Connecting Evidence From Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), 2022. http://dx.doi.org/10.19088/basic.2022.026.

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Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. Approaches to accountability are usually researched and analysed separately as part of social protection, humanitarian, or governance (citizenship) responses in fragile contexts. This brief therefore seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, as well as to identify opportunities for future research and learning.
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Cuffe, Honae, Ariadne Vromen, and Patrick Brownlee. Brokering knowledge, brokering relationships: Improving research-practice collaboration in support of public sector reform. Australia and New Zealand School of Government, 2024. https://doi.org/10.54810/mzja1458.

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This report, produced by ANZSOG and the Crawford School of Public Policy at the Australian National University, explores how knowledge brokering works to cross institutional boundaries to connect research and practice and promote new approaches to evidence production and use. Brokering knowledge, brokering relationships: Improving research-practice collaboration in support of public sector reform, was written by Dr Honae Cuffe, Professor Ariadne Vromen and Dr Patrick Brownlee, and looks at the wide-ranging work of knowledge brokers and their potential to support programs of public sector reform in Australia and Aotearoa New Zealand. A key feature of current public sector reform is ensuring public servants have access to evidence and program evaluations for the provision of high-quality advice and better outcomes, and have the capability to use evidence and work in partnership with other sectors. Knowledge brokering works to close the gap between research and practice by connecting researchers with government to drive the translation, transfer, and mobilisation of research evidence into practice. Knowledge brokers are the organisations, groups and individual interlocutors who work across institutional boundaries to perform this work. Knowledge brokering work is wide-ranging, and includes: Finding, assessing and translating research into more accessible, implementation-focused outputs; Providing learning that targets improved cross-sectorial acumen; and Convening and facilitating interaction between researchers and policymakers. This report explores how knowledge brokers establish research-practice collaborations and opportunities to enhance public sector reform in Australia and Aotearoa New Zealand. It includes a review of the international literature and analysis of 24 interviews with individuals from government, universities and intermediary organisations who are engaged in knowledge brokering activities. Interviewees reflected on their experiences managing research-practice relationships and the relative benefits and effectiveness of different approaches. It provides advice on how a range of mechanisms and good practice principles can be implemented to help establish better research-practice collaborations.
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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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Brianna, Kennedy. Connecting Research and Practice Through Research Practice Partnerships. Research Brief. Centre for Teaching Excellence, University of Glasgow, 2025. https://doi.org/10.36399/gla.pubs.355111.

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Kokurina, Olga Yu. SOCIETAL-METABOLIC SYSTEM OF THE STATE: EXPERIENCE OF SYNTHETIC RESEARCH. THE ELECTRONIC MANUAL. SIB-Expertise, 2023. http://dx.doi.org/10.12731/er0756.18122023.

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This electronic manual presents a number of theoretical and methodological tools based on the key concept: “societal (social) metabolism.” In summary, the synthetic concept of societal metabolism goes beyond the perspective of traditional social sciences by contextualizing the biophysical dimension of metabolic exchange between society and nature. Distancing from reductionist approaches, the interdisciplinary concept of societal metabolism recognizes the importance of mutual connections and interactions of factors of material and social exchange, within the framework of established individual and group social practices in the life of society. The electronic manual will be useful to undergraduate and graduate students studying social and political sciences, and to anyone interested in the theory and practice of applying interdisciplinary approaches to social science problems.
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Chetty, Raj, and Amy Finkelstein. Social Insurance: Connecting Theory to Data. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18433.

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