Relevant bibliographies by topics / Practice of science

Contents

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

Academic literature on the topic 'Practice of science'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Practice of science"

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DŹWIGOŁ, Henryk. "Science and practice in research process." Scientific Papers of Silesian University of Technology. Organization and Management Series 2020, no. 146 (2020): 75–85. http://dx.doi.org/10.29119/1641-3466.2020.146.6.

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Purpose: The aim of the article is to compare the results of research on the use of research methods and techniques in solving management problems and in verifying which of the two acceptable approaches in the research process dominates among practitioners and theoreticians of management sciences. Design/methodology/approach: The survey was conducted by means of a questionnaire. The research was addressed to management science theoreticians and management practitioners being the target group covering: 272 foreign universities; 21,024 foreign researchers; 93 domestic universities; 2,307 domestic researchers; 52 foreign companies, 183 domestic companies. As a result of the research effort, 401 representatives of management science theoreticians and 118 practitioners were examined. Findings: The carried-out research has made it possible to identify methods, procedures, techniques and approaches that are most relevant to research processesin management sciences. Furthermore, both scientists and practitioners of management sciences use the same research methods. Research limitations/implications: It should be stated that management science and the methods used in it should support business practice and, to some extent, provide guidance to managers and directors. Management should be treated as a normative science, the aim of which is to formulate the principles of effective and efficient functioning of enterprises. Practical implications: The conclusions resulting from the carried-out research explicitly indicate that both scientists and practitioners of management sciences use the same research methods, i.e.: analysis of documentation, questionnaire, observation and interview. Research results obtained during the research process in the field of management sciences should be applied in practice. Social implications: Owing to the involvement of scientists and practitioners in research, it can be concluded that, while defining a research problem, it is difficult to choose a single method which allows for a full and thorough diagnosis of the problem under investigation. It is therefore necessary, in the research process, to use a variety of methods which will provide a comprehensive response to the posed problem. Originality/value: The research carried out has made it possible to identify methods, procedures, techniques and approaches that are most relevant to the research processes in management sciences. They were carried out in two stages. The commitment of both theoreticians and practitioners to the research process resulted in a broader interpretation of management sciences and allowed the author to diagnose the studied issues more fully and thoroughly.
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Sadanandan Nambiar, E. K. "Sustained productivity of plantations: science and practice." Bosque 16, no. 1 (1995): 3–8. http://dx.doi.org/10.4206/bosque.1995.v16n1-01.

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Chubaryan, Alexander. "Science Diplomacy: Theory and Practice." ISTORIYA 12, no. 12-2 (110) (2021): 0. http://dx.doi.org/10.18254/s207987840018743-6.

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Since 2021, within the framework of an agreement between the Russian Foundation for Basic Research and the House of Human Sciences Foundation (Paris, France), a joint Russian-French project has been implemented aimed at studying the phenomenon of science diplomacy in the modern world, its role in overcoming contradictions between states and the establishment of peace among peoples. The project aims to analyze the various practices of science diplomacy in the key periods of history, to compare the experience of different countries. In the article, several participants of the project formulate their idea of the phenomenon of science diplomacy. Professor of the University of Le Havre (France) P.-B. Ruffini focuses on the main aspects of science diplomacy, characterizing it as an innovative concept of the 21st century, able to withstand global challenges, and showing that science diplomacy is a phenomenon much wider than the cooperation of scientists from around the world. Scientific director of the Institute of World History of the Russian Academy of Sciences, Academician Alexander Chubaryan writes about the significant Russian contribution to the development of science diplomacy, drawing on various examples from the field of humanitarian cooperation. Professor of the Sorbonne P. Griset, using the example of Soviet-French cooperation during the Cold War, shows the mechanism for the practical implementation of the elements of science diplomacy in life. Professor of the Russian State University for the Humanities Vera Zabotkina touches upon the topic of the cognitive dimension of science diplomacy, one of the most promising components of modern science.
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Carter, Jean A. "Integrating science and practice: Reclaiming the science in practice." Journal of Clinical Psychology 58, no. 10 (September 30, 2002): 1285–90. http://dx.doi.org/10.1002/jclp.10112.

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Bismack, Amber S., Elizabeth A. Davis, and Annemarie S. Palincsar. "Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices." Science Education 106, no. 2 (January 7, 2022): 364–84. http://dx.doi.org/10.1002/sce.21698.

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Raine, Derek. "Practicing science practice." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 48–49. http://dx.doi.org/10.29311/ndtps.v0i1.404.

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Claiborn, Charles D. "Science for Practice." Contemporary Psychology: A Journal of Reviews 41, no. 11 (November 1996): 1100–1101. http://dx.doi.org/10.1037/003196.

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Scarrow, Ryan. "Science versus practice." Nature Plants 6, no. 6 (June 2020): 595. http://dx.doi.org/10.1038/s41477-020-0709-0.

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Moseley, Russell. "Practice of science." Nature 314, no. 6007 (March 1985): 204. http://dx.doi.org/10.1038/314204a0.

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Oldham, John. "Science-Based Practice." Journal of Psychiatric Practice 7, no. 4 (July 2001): 227. http://dx.doi.org/10.1097/00131746-200107000-00001.

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Dissertations / Theses on the topic "Practice of science"

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Kerr, E. Anne. "Feminising science : linking theory and practice." Thesis, University of Edinburgh, 1995. http://hdl.handle.net/1842/20604.

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In this thesis I propose a practical framework for a feminist science by seeking to ground feminist theories in an understanding of the practice of science. There are two inter-linking themes. The first concerns relating feminist epistemologies of science to an understanding of how the practice of science is gendered. This understanding is then developed in the second theme, namely, feminist strategies for change. These issues are explored further in two empirical studies which investigate experiences and perceptions of the next generation of scientists (undergraduate science students) and women practitioners who are sympathetic to feminism and science. Part 1 reviews feminist literature that addresses the position of women in science, the relationships between gender and science, and feminist epistemologies of science. I identify, and explore empirically in Part 2, limitations in the various theories. These fall under two main headings. First, the relationship between male domination of science and masculinity, focusing in particular, on the social construction of masculinity within science and differences in scientific practice. Second, I investigate the gap between theory and practice in feminist epistemologies of science, covering four main issues: the role of the individual feminist scientist within the scientific community; the tension between relativism and objectivism in a feminist methodology; the organisation of a feminist science; and the relationship between a feminist scientific community and the wider society.
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White, Robyn C. "Heroes from the past : their beliefs and practices, and influence on current science education practice." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/2590.

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This study reflects my own search to clarify the process of cultural change in an educational setting. In particular it clarifies for me the process through which State-wide science curriculum reform was enacted in the late 1950s and into the 1970s. This period is interesting because of a continuing perception amongst science teachers that the system-wide changes of the time were widely supported by teachers and influenced classroom practice. My aim in this study was to explore how the characteristics of this cultural change process may be applied in the current climate of school reform.The members of the local science teacher community of the 1950s, 1960s and 1970s engaged in similar activities and conversations as they attended the same University then continued to enter into similar school-based activities. As a group of people with shared experiences and values, who made decisions based on similar understandings and priorities, this group may be regarded as an identifiable culture.The day to day activities of this community of science teachers were underpinned by each teacher's beliefs about scientific knowledge and processes and school science, as well as understandings about the teaching and learning process. Many of these beliefs were so fundamental as to be unquestioned, and may be referred to as referents, or myths. For the members of a culture to change their practice then, new referents must be introduced, or existing referents modified.In searching for the process by which this culture was able to access new understandings, this study examined the comparative influence of two highly visible science educators who promoted science curriculum change in the State. As a result of data collection involving interviews with twenty-five key informants and the examination of private and public archival records; the crucial role of these unique personalities emerged consistently: Each of these men have been characterised as a Hero because each brought new understandings to their existing culture (Campbell, 1949).In reviewing the extended career of each Hero it was possible to draw strong parallels with mythical Greek heroes, Perseus and Theseus. This metaphorical representation not only effectively mirrored the life history of the modern-day heroes but also served to reconnect the logic of science along with that of the emotion of art - a balance well understood by the Greeks.The study found that the successful Heroes promoted significant long term change by instituting new rituals, ceremonies and artefacts throughout the science education community. Over time, these activities effectively modified older referents and created new ones, leading to new practice in the curriculum enacted by science teachers.In drawing together the stories of Perseus and Theseus, it was possible to recognise common elements in the processes by which these influential individuals were able to effect new practice in their community. Thus the study provides a template for the cultural change process in the future.In the final discussion, focus shifts to the relevance of this research to the everyday enterprise of schools and school systems. As a school practitioner z always read scholarly papers with the underpinning question; "See What?" The final chapter then, is largely hypothetical as it poses possibilities, makes predications and offers advice for readers seeking to improve the change process in their own context.
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Tolliver, Matthew, Jodi Polaha, Gayatri Jaishankar, Freda Campbell, and Lauren Selzer. "Be a Champion! Practical Strategies to Improve Your Practice Using Implementation Science." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8855.

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This presentation will feature real world implementation examples from a seasoned interprofessional team working in a high needs primary care clinic. In Part 1 of our session (approx. 30 minutes), we will define implementation science and familiarize the audience with the EPIS framework (Aarons, Hurlburt, & Horwitz, 2011). We will also describe champion teams as a practical and efficient way to conduct implementation science on the clinic level. Part 2 of our session (approx. 30 min) will be dedicated to translating concepts learned in Part 1 to audience members' personal work via individual worksheets, small and large group discussion, and a question and answer period. Additionally, participants will gain access to an electronic toolkit with relevant articles, worksheets and materials to and build on ideas generated during the session and support their project implementation after the conference.
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Ghezzi, Beverley J. "Culture, genderization and science practice in Japan." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37894.

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This study of Japanese women scientists recognizes that their workplaces are those in which the traditional culture of Japan meets the practices of a modern scientific laboratory. In many ways, the two places, Japan and the laboratory, hold contradictory values. Which values will subsume which? Having asked this question, I have attempted to determine the implications of this clash of values for Japanese women working in science. 85 non-Japanese postdoctoral researchers working in Japan were asked their opinions about the distinct characteristics of Japanese laboratory practice, and 62 Japanese women in science in Japan and abroad were asked to comment on a variety of issues in relation to their situation. Results of this survey indicate that Japanese cultural values predominate in science practice in Japan. This predominance has implications both for the scientists and for scientific results. Japan's science laboratories are psychologically less cold than they otherwise might be, but the warm human connections helpful on a social level are in some ways inimical to getting scientific tasks done. The vertical social structure, moreover, means that women who leave scientific work temporarily to fulfill home duties may find it difficult to return to their workplaces later, when these duties become less pressing. Individual needs relating to role models, mentoring, family issues, and to the cultivation of critical thought and independent thinking appear to be the most pressing for women scientists. Implications are: Japan needs a method of allowing field-independent discussion without reference to considerations of rank, seniority, or age. The government of Japan can be supportive of women in science in various ways. For example, they can adjust the gendered division of labour in the scientific workplace and in the Japanese home to include both masculine and feminine participation at both sites. They can also compose a new governmental word descriptive of the present
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Samuel, Andrew Monteith Marshall. "Science as practice : conserving Scotland's natural heritage." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337255.

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Williams, A. Lynn, S. M. Camarata, Nancy J. Scherer, and B. Bain. "The Science and Practice of Phonological Intervention." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2109.

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Abdo, Ragheb. "Islamist moderation in practice: democratic practices and their shifting meanings." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107854.

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The purpose of this thesis is to examine the causes of Islamist ideological moderation. It focuses on the role of discursive structures and social practices in bringing about this ideational change. Through an in-depth case study of the Muslim Brotherhood in Jordan, a discourse and practice analysis is conducted to provide a theory that traces this group's moderation as a process. The thesis presents the argument that the group's increasing moderation was a result of practicing politics in a structural environment that challenged them strategically and ideologically. Under these environmental conditions, significant contestation arose within the movement. Resolving these debates internally by providing ideological justifications for controversial political practices, and doing so through deliberative democratic processes, provided the legitimacy needed to alter, and moderate, the movement's ideology.
L'objectif du présent mémoire est d'examiner les causes qui sous-tendent la modération du discours idéologique des groupes Islamistes. À cet égard, ce mémoire se concentre sur le rôle des structures discursives et des pratiques sociales qui constituent la condition de possibilité de ce changement idéationnel. Grâce à une étude de cas approfondie des Frères Musulmans en Jordanie, ce mémoire mène une analyse du discours et des pratiques sociales pour formuler une théorie qui trace le processus de modération idéologique du dit groupe. Ainsi, ce mémoire présente la thèse que la croissante modération idéologique des Frères Musulmans en Jordanie est le résultat d'une façon de pratiquer la politique dans un environnement structurel qui les défit stratégiquement et idéologiquement. Sous ces conditions structurelles, un important courant de contestation est né au sein du groupe. Le fait de résoudre cette contestation à l'interne en ayant recours à des explications idéologiques pour justifier des pratiques politiques controversées, en plus de le faire en ayant recours à des processus démocratiques délibératifs, a fourni la légitimité nécessaire pour altérer et modérer l'idéologie du groupe.
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Kass, Natalie. "Science in the Sun: How Science is Performed as a Spatial Practice." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6657.

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This study analyzes how spatial organization impacts science communication at the St. Petersburg Science Festival in Florida. Through map analysis, qualitative interviews, and a close reading of evaluation reports, the author determines that sponsorship, logistics, exhibitor ambience, and map usability and design are the factors most affecting the spatial performance of science. To mitigate their effects, technical communicators can identify these factors and provide the necessary revisions when considering how science is communicated to the public.
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Canter, Richard John. "Clinical decision making in a surgical outpatients : relating the science of discovery with the science of implementation." Thesis, University of Bath, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267348.

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White, Robyn C. "Heroes from the past : their beliefs and practices, and influence on current science education practice." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9449.

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This study reflects my own search to clarify the process of cultural change in an educational setting. In particular it clarifies for me the process through which State-wide science curriculum reform was enacted in the late 1950s and into the 1970s. This period is interesting because of a continuing perception amongst science teachers that the system-wide changes of the time were widely supported by teachers and influenced classroom practice. My aim in this study was to explore how the characteristics of this cultural change process may be applied in the current climate of school reform.The members of the local science teacher community of the 1950s, 1960s and 1970s engaged in similar activities and conversations as they attended the same University then continued to enter into similar school-based activities. As a group of people with shared experiences and values, who made decisions based on similar understandings and priorities, this group may be regarded as an identifiable culture.The day to day activities of this community of science teachers were underpinned by each teacher's beliefs about scientific knowledge and processes and school science, as well as understandings about the teaching and learning process. Many of these beliefs were so fundamental as to be unquestioned, and may be referred to as referents, or myths. For the members of a culture to change their practice then, new referents must be introduced, or existing referents modified.In searching for the process by which this culture was able to access new understandings, this study examined the comparative influence of two highly visible science educators who promoted science curriculum change in the State. As a result of data collection involving interviews with twenty-five key informants and the examination of private and public archival records; the crucial role of these unique personalities emerged ++
consistently: Each of these men have been characterised as a Hero because each brought new understandings to their existing culture (Campbell, 1949).In reviewing the extended career of each Hero it was possible to draw strong parallels with mythical Greek heroes, Perseus and Theseus. This metaphorical representation not only effectively mirrored the life history of the modern-day heroes but also served to reconnect the logic of science along with that of the emotion of art - a balance well understood by the Greeks.The study found that the successful Heroes promoted significant long term change by instituting new rituals, ceremonies and artefacts throughout the science education community. Over time, these activities effectively modified older referents and created new ones, leading to new practice in the curriculum enacted by science teachers.In drawing together the stories of Perseus and Theseus, it was possible to recognise common elements in the processes by which these influential individuals were able to effect new practice in their community. Thus the study provides a template for the cultural change process in the future.In the final discussion, focus shifts to the relevance of this research to the everyday enterprise of schools and school systems. As a school practitioner z always read scholarly papers with the underpinning question; "See What?" The final chapter then, is largely hypothetical as it poses possibilities, makes predications and offers advice for readers seeking to improve the change process in their own context.
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Books on the topic "Practice of science"

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Maat, Harro. Science Cultivating Practice. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2954-3.

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Cialdini, Robert B. Influence: Science and practice. 2nd ed. Glenview, Ill: Scott, Foresman, 1988.

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Epple, Moritz, and Claus Zittel, eds. Science as Cultural Practice. Berlin: AKADEMIE VERLAG, 2010. http://dx.doi.org/10.1524/9783050087092.

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Kramer, Steven J. Audiology: Science to practice. San Diego: Plural Pub., 2008.

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Angler, Martin W. Journalistic Practice: Science Storytelling. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33857-2.

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Cialdini, Robert B. Influence: Science and practice. [Glenview, Ill.]: Scott, Foresman, 1985.

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Margottini, Claudio, Paolo Canuti, and Kyoji Sassa, eds. Landslide Science and Practice. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-31325-7.

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Margottini, Claudio, Paolo Canuti, and Kyoji Sassa, eds. Landslide Science and Practice. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-31337-0.

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Margottini, Claudio, Paolo Canuti, and Kyoji Sassa, eds. Landslide Science and Practice. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-31427-8.

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Margottini, Claudio, Paolo Canuti, and Kyoji Sassa, eds. Landslide Science and Practice. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-31445-2.

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Book chapters on the topic "Practice of science"

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Osborne, Jonathan. "Science as practice?" In Debates in Science Education, 115–31. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003137894-11.

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Vitellone, Nicole. "Practice." In Social Science of the Syringe, 94–113. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Routledge studies in the sociology of health and illness: Routledge, 2017. http://dx.doi.org/10.4324/9781315622729-7.

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Schneider, Peter. "Radiosynovectomy: Science and Practice." In Radionuclide and Hybrid Bone Imaging, 915–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-02400-9_39.

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van Eijck, Michiel, and Wolff-Michael Roth. "Science as Dynamic Practice." In Cultural Studies of Science Education, 73–90. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5392-1_4.

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Nowak, Glen J., and Michael A. Cacciatore. "Media Science and Practice." In Communicating about Risks and Safe Use of Medicines, 285–305. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3013-5_10.

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Eftelioglu, Emre, Fernando R. Miralles-Wilhelm, Rabi Mohtar, Benjamin L. Ruddell, Peter Saundry, and Shashi Shekhar. "Applying Science to Practice." In The Food-Energy-Water Nexus, 459–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29914-9_17.

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Danermark, Berth, Mats Ekström, and Jan Ch Karlsson. "Social science and practice." In Explaining Society, 197–214. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Routledge studies in critical realism | Translation of the author’s book Att fèorklara samhèallet.: Routledge, 2019. http://dx.doi.org/10.4324/9781351017831-8.

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Cabin, Robert J. "The Science-Practice Gap." In Intelligent Tinkering, 135–53. Washington, DC: Island Press/Center for Resource Economics, 2011. http://dx.doi.org/10.5822/978-1-61091-040-8_7.

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Williams, Daniel R. "Science, Practice, and Place." In Place-Based Conservation, 21–34. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5802-5_2.

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Roussel, Linda A., and Patricia L. Thomas. "Implementation Science and Practice." In Implementation Science in Nursing, 73–88. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003524601-7.

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Conference papers on the topic "Practice of science"

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Paul-Horn, Ina. "Science meets Practice – Practice meets Science: Intervention Research as "Method" for Citizen Science?" In Austrian Citizen Science Conference 2020. Trieste, Italy: Sissa Medialab, 2021. http://dx.doi.org/10.22323/1.393.0015.

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Vladlenov, Denis. "Topical issues of practice and science." In Topical issues of practice and science. International Science Group, 2021. http://dx.doi.org/10.46299/isg.2021.i.xxvi.

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The content and reliability of the articles are the responsibility of the authors. When using and borrowing materials reference to the publication is required. Collection of scientific articles published is the scientific and practical publication, which contains scientific articles of students, graduate students, Candidates and Doctors of Sciences, research workers and practitioners from Europe, Ukraine, Russia and from neighboring countries and beyond. The articles contain the study, reflecting the processes and changes in the structure of modern science. The collection of scientific articles is for students, postgraduate students, doctoral candidates, teachers, researchers, practitioners and people interested in the trends of modern science development.
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Denis, Vladlenov. "MODERN SCIENCE AND PRACTICE." In MODERN SCIENCE AND PRACTICE. Іnternational Science Group, 2020. http://dx.doi.org/10.46299/2020xv.

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Vladlenov, Denis. "MODERN SCIENCE, PRACTICE, SOCIETY." In MODERN SCIENCE, PRACTICE, SOCIETY. Іnternational Science Group, 2020. http://dx.doi.org/10.46299/isg.2020.xvii.

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Pace, Tyler, Shaowen Bardzell, and Geoffrey Fox. "Practice-centered e-science." In the 16th ACM international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1880071.1880119.

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Sykownik, Philipp, Katharina Emmerich, Jochen Peketz, and Maic Masuch. "Blending Science and Practice." In CHI PLAY '19: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341215.3354644.

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Yonezawa, Akinori, Tadashi Watanabe, Mitsuo Yokokawa, Mitsuhisa Sato, and Kimihiko Hirao. "Advanced Institute for Computational Science (AICS)." In State of the Practice Reports. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2063348.2063366.

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Elkan, Charles. "Theory versus practice in data science." In 2015 IEEE International Conference on Semantic Computing (ICSC). IEEE, 2015. http://dx.doi.org/10.1109/icosc.2015.7050762.

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Hall, Jason, Paul Buckley, Joanne Hayes, Ellen Schafheutle, Ruth Ledder, Gavin Humphries, and Victoria Silkstone. "Integrating science and practice on placements." In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226797.

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Magrupov, A. YU. "Human Resource Management: Science and Practice." In General question of world science. "Science of Russia", 2019. http://dx.doi.org/10.18411/gq-31-07-2019-13.

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Reports on the topic "Practice of science"

1

Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Tripp, Brie. From Theory to Practice: Interdisciplinary Science in Undergraduate Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7360.

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3

Lanzerstorfer, Marlene, and Simon Gorin. SNSF Datastory - Integrating research into practice. Swiss National Science Foundation, May 2022. http://dx.doi.org/10.46446/datastory.social-innovations.

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4

Perl, Martin. Certainty and Uncertainty in the Practice of Science: Electrons, Muons and Taus. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/9966.

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5

Bodnarczuk, M. Science as Knowledge, Practice, and Map Making: The Challenge of Defining Metrics for Evaluating and Improving DOE-Funded Basic Experimental Science. Office of Scientific and Technical Information (OSTI), March 1993. http://dx.doi.org/10.2172/1089588.

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6

Shaver, Amber, Hayam Megally, Sean Boynes, Tooka Zokaie, Nithya Puttige Ramesh, Don Clermont, and Annaliese Cothron. Illustrating the Role of Dental Journals in the Translational Science Process. American Institute of Dental Public Health, 2022. http://dx.doi.org/10.58677/pqbg1492.

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The “17-year odyssey” outlines the research-to-practice pipeline that begins with setting priorities for funding research, publishing and peer review, research synthesis, developing guidelines for evidence-based practice, then finally as applied practice. Few studies have focused on the implementation gap within oral health domain. In this report, AIDPH outlines barriers within the dental peer-reviewed publication process that slow the translation of research to clinical implementation while offering strategic recommendations to expedite this pipeline. Using a multi-method research approach, this publication illustrates the role of peer-reviewed publications in the oral health translation process. Strategic recommendations include: 1. Evaluate opportunities to reduce funding barriers. 2. Broaden access to peer-reviewed information 3. Increase funding for and publication of replication studies 4. Explore innovative technologies in clinical settings
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Balbus, Arielle, Andrew Hoffman, Peter Frumhoff, and Kate Cell. Increasing Public Understanding of Climate Risks & Choices: Learning from Social Science Research and Practice. University of Michigan, 2012. http://dx.doi.org/10.3998/2027.42/138021.

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8

Coninx, Ingrid, Bertram de Rooij, Flavia Casu, Marijke Dijkshoorn-Dekker, Eunice Likoko, Annemiek Eweg, Tossa Harding, et al. Just transition: an operational frameworkto make transitions more just : Lessons learned from science and practice. Wageningen: Wageningen Environmental Research, 2022. http://dx.doi.org/10.18174/583560.

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9

Angrist, Noam, and Stefan Dercon. Understanding Gaps between Policy and Practice. What wORKS Hub for Global Education, July 2024. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/04.

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Substantial effort is invested in improving education policy, yet for policy to matter it must be implemented in practice. This article presents new systematic analysis of the gap between education policy and practice across 50 countries during COVID-19, a time of substantial policy innovation. We find large gaps between policy intent and policy implementation in practice. While “policy-practice gaps” are large in most regions of the world, Latin America is a bright spot, with lessons for other regions. We further examine two components of the policy-practice gap to help better understand it: naive policy and ineffective service delivery. We find policies are often designed sensibly and are not naive; rather most of the policy-practice gap can be explained by ineffective service delivery. Our findings highlight the need to prioritise implementation science in education to close the gap between policy and practice. We also examine settings beyond COVID-19, and find similar patterns in the policy-practice gap. Substantial attention among the education community today is dedicated to policymaking, yet minimal attention is paid to policy implementation. Our results motivate as much attention on the latter as the former.
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Angrist, Noam, and Stefan Dercon. Understanding Gaps between Policy and Practice. What Works Hub for Global Education, July 2024. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2024/04.

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Abstract:
Substantial effort is invested in improving education policy, yet for policy to matter it must be implemented in practice. This article presents new systematic analysis of the gap between education policy and practice across 50 countries during COVID-19, a time of substantial policy innovation. We find large gaps between policy intent and policy implementation in practice. While “policy-practice gaps” are large in most regions of the world, Latin America is a bright spot, with lessons for other regions. We further examine two components of the policy-practice gap to help better understand it: naive policy and ineffective service delivery. We find policies are often designed sensibly and are not naive; rather most of the policy-practice gap can be explained by ineffective service delivery. Our findings highlight the need to prioritise implementation science in education to close the gap between policy and practice. We also examine settings beyond COVID-19, and find similar patterns in the policy-practice gap. Substantial attention among the education community today is dedicated to policymaking, yet minimal attention is paid to policy implementation. Our results motivate as much attention on the latter as the former.
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