Relevant bibliographies by topics / Understanding practice

Contents

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

Academic literature on the topic 'Understanding practice'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Understanding practice"

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Nicol, Jacqueline Sian, and Isabel Dosser. "Understanding reflective practice." Nursing Standard 30, no. 36 (May 4, 2016): 34–42. http://dx.doi.org/10.7748/ns.30.36.34.s44.

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Johnson, H. Wayne. "Understanding Generalist Practice." Journal of Baccalaureate Social Work 1, no. 2 (April 1, 1996): 92–94. http://dx.doi.org/10.18084/1084-7219.1.2.92.

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&NA;. "Understanding chiropractic practice." Nursing 35, no. 1 (January 2005): 73. http://dx.doi.org/10.1097/00152193-200501000-00058.

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Gripper, J. "Understanding practice accounts." Veterinary Record 124, no. 17 (April 29, 1989): 449–52. http://dx.doi.org/10.1136/vr.124.17.449.

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Wrigglesworth, Sue. "Understanding reflective practice." Nursing Standard 31, no. 8 (October 19, 2016): 72–73. http://dx.doi.org/10.7748/ns.31.8.72.s48.

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Forzani, Francesca M. "Understanding “Core Practices” and “Practice-Based” Teacher Education." Journal of Teacher Education 65, no. 4 (May 5, 2014): 357–68. http://dx.doi.org/10.1177/0022487114533800.

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Edwards, Anne. "Understanding context, understanding practice in early education." European Early Childhood Education Research Journal 12, no. 1 (January 2004): 85–101. http://dx.doi.org/10.1080/13502930485209331.

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Palmer, Sarah Jane. "Understanding autism in practice." British Journal of Healthcare Assistants 15, no. 8 (September 2, 2021): 407–11. http://dx.doi.org/10.12968/bjha.2021.15.8.407.

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Cullen, Deborah. "Welcome Understanding of Practice." Adoption & Fostering 17, no. 2 (July 1993): 63–64. http://dx.doi.org/10.1177/030857599301700221.

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Densley, Liz, and Ed Cantelo. "Understanding GP practice accounts." InnovAiT: Education and inspiration for general practice 12, no. 11 (September 2, 2019): 621–25. http://dx.doi.org/10.1177/1755738019869749.

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This article gives a basic outline of what is included in practice financial accounts and how they affect individual partners, highlighting areas that should raise questions and requests for further explanation by a doctor planning to join the practice. It does not go into detail about how GPs achieve their earnings.
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Dissertations / Theses on the topic "Understanding practice"

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Lewendon-Evans, Harry Edward. "Understanding, normativity, and scientific practice." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12780/.

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Understanding, Normativity, and Scientific Practice Harry Lewendon-Evans PhD Thesis Department of Philosophy Durham University 2018 Recent work in epistemology and philosophy of science has argued that understanding is an important cognitive achievement that philosophers should seek to address for its own sake. This thesis outlines and defends a new account of scientific understanding that analyses the concept of understanding in terms of the concept of normativity. The central claim is that to understand means to grasp something in the light of norms. The thesis is divided into two parts: Part I (chapters one to three) addresses the question of the agency of understanding and Part II (chapters four to five) focuses on the vehicles of scientific understanding. Chapter One begins with an account of understanding drawn from the work of Martin Heidegger, which presents understanding as a practical, normative capacity for making sense of entities. Chapter Two builds on Robert Brandom’s normative inferentialism to argue that conceptual understanding is grounded in inferential rules embedded within norm-governed, social practices. Chapter Three argues that normativity should be located in the intersubjective nature of social practices. The chapters in Part II draw on and extend the account of understanding developed in Part I by focusing on how models and explanations function within scientific practice to facilitate scientific understanding. Chapter Four investigates the nature of model-based understanding. It defends the claim that constructing and using models enables a form of conceptual articulation which facilitates scientific understanding by rendering scientific phenomena intelligible. Chapter Five considers the connection between understanding and explanation through the role of explanatory discourse in scientific practice. I argue that the function of explanations is to sculpt and make explicit the norms of intelligibility required for scientific understanding. This thesis concludes that scientific understanding is an inherently norm-governed phenomenon that is unintelligible without reference to the normative dimension of our social and scientific practices.
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Graham, Robert 1950. "Understanding ArtsCanada : history, practice and idea." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61852.

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Rhodes, R. A. W. "Understanding intergovernmental relations : Theory and practice." Thesis, University of Essex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355657.

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Endres, Tino [Verfasser], Alexander [Akademischer Betreuer] Renkl, Shana Akademischer Betreuer] Carpenter, and Andrea [Akademischer Betreuer] [Kiesel. "Specificity and enrichment in retrieval practice : : understanding retrieval practice in education." Freiburg : Universität, 2020. http://d-nb.info/1205256873/34.

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Haines, Helen M. "Understanding participatory ergonomics : developing theory and practice." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275290.

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Oswald, W. Andrew (William Andrew). "Understanding technology development processes theory & practice." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/90699.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, System Design and Management Program, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 75-77).
Technology development is hard for management to understand and hard for practitioners to explain, however it is an essential component of innovation. While there are standard and predictable processes for product development, many of these techniques don't apply well to technology development. Are there common processes for technology development that can make it predictable, or is it unpredictable like basic research and invention? In this thesis, after building a foundation by looking at product development processes, I survey some of the literature on technology development processes and compare them to a handful of case studies from a variety of industries. I then summarize the observations from the cases and build a generic model for technology development that can be used to provide insights into how to monitor and manage technology projects. One of the observations from the product development literature is that looping and iteration is problematic for establishing accurate schedules which becomes one of the fundamental disconnects between management and engineering. Technologists rely heavily on iteration as a tool for gaining knowledge and combined with other risks, technology development may appear "out of control". To mitigate these risks, technologists have developed a variety of approaches including: building a series of prototypes of increasing fidelity and using them as a form of communication, simultaneously developing multiple technologies as a hedge against failure or predicting and developing technologies they think will be needed outside of formal channels. Finally, I use my model to provide some insights as to how management can understand technology development projects. This gives technologists and non-technical managers a common ground for communication.
by W. Andrew Oswald.
S.M. in Engineering and Management
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Stodter, Anna. "Understanding coaches' learning : process, practice and impact." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16047.

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Although it seems clear that coaches become effective practitioners through idiosyncratic combinations of learning experiences (Werthner & Trudel, 2009), little is known about how and why this occurs and impacts on coaching knowledge and practice (Cushion et al., 2010). This research sought to understand the processes and impact of coaches learning in the context of UK youth football coaching, specifically centring on a formal education course. The research process utilised a pragmatic and integrated perspective, influenced by impact evaluation frameworks (e.g. Coldwell & Simkins, 2011). A group of 25 coaches were investigated at different points over a period of a year and a half, using a mixture of semi-structured interviews, systematic observations, video-based stimulated recall interviews and course observations, to build up increasingly in-depth levels of data. Using the principles of grounded theory methodology (Strauss & Corbin, 1998) as well as mixed analyses of variance (ANOVA), changes in the knowledge use and practice behaviours of course candidates, and equivalent coaches not undertaking formal education, were compared. The course had subtle impacts on coaches knowledge conceptions in interaction with wider knowledge sources, yet impact on practice was generally demonstrated only in the areas of questioning content and individually directed coaching interventions. Mismatches between the espoused theory of the course and what the candidates actually perceived, as well as a lack of individualised support to overcome disjuncture (Jarvis, 2006) created barriers to learning, preventing integration of theoretical conceptions into altered coaching practice. A substantive grounded theory was generated to explain the underpinning double-loop cognitive filter and reflective feedback processes involved in coaches learning. The model demonstrated that practitioners learning, guided by existing biography and driven by a practical focus on what works , was heavily influenced by context. Meaningful learning connected knowledge with implementation in practice through reflection. These processes help explain uneven learning across individuals; addressing for the first time questions of what works , how , 'why', and for whom in coach learning (McCullick et al., 2009). Thus the results generate an understanding of coaches learning which can be practically relevant in fostering better opportunities to enhance the development of capable and creative coaches.
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Doritou, Maria. "Understanding the number line : conception and practice." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2622/.

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This study investigates the relationship between teacher’s presentation and children’s understanding of the number line within an English primary school that follows the curricular guidance presented within the National Numeracy Strategy (DfEE, 1999a). Following an exploratory study, which guided the development of a questionnaire, the preparation of a pilot study, and the initial investigation with the trainee teachers, the study was re-conceptualised to consider the way in which teachers within each year group of a primary school used the number line and the ways in which their children conceptualized and interpreted it. Using a mixed methodology, the theoretical framework of the study draws upon methods associated with case study, action research and ethnography and involved the use of questionnaires, teacher observations and interviews with selected children. Analysis of the questionnaire data is mainly through the use of descriptive statistics that lead to discussion on children’s embodiments of the number line, their interpretations of what it is and their accuracy in estimating magnitudes. The results of the study suggest that conceptualising the number line as a continuous rather than discrete representation of the number system that evolves for the notion of a repeated unit was less important than carrying out actions on the number line. It is suggested that this emphasis caused ambiguity in the way teachers referred to the number line and restricted understanding amongst the children that focused upon the ordering of numbers and the actions that could be associated with this ordering. The results also suggest that children’s conceptions of magnitude on a segmented 0 to 100 number line neither meet objectives specified within the National Numeracy Strategy nor confirm hypothesised models that suggest a linear or logarithmic pattern of accuracy. The number line is seen to be a tool but its use as a tool becomes limited because teachers, and consequently children, display little if any awareness of its underlying structure and its strength as a representation of the number system.
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Hammersley, John. "Dialogue as practice and understanding in contemporary art." Thesis, Cardiff Metropolitan University, 2015. http://hdl.handle.net/10369/8076.

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This study investigates how social constructionist dialogue as art demonstrates a layered mode of practical inquiry, which weaves together interactive and explorative, re-presentational and reflective modes of dialogue in the performance of knowledge. Recent art debates present dialogue as a relational, collaborative and situated mode of meaning-making, and an alternative to traditional constraining frameworks of art. However, artists have been criticised for idealised interpretations of dialogue, which present it as something essentially good and democratic, for insufficiently scrutinising dialogical relationships, and for not providing adequate process accounts for secondary audiences. This study’s multi-layered performance of knowledge draws on thematic insights developed through fourteen interviews and five field conversation artworks from 2008 onwards. Research material from conversational encounters was combined and presented as three constructed written dialogues, which reflect the tensions and questions that emerge out of enacting such a layered mode of dialogue as art. These tensions are re-presented, and discussed in three central thematic chapters, which frame these themes as issues of context, competing characteristics of meaningmaking and relating. The constructed written dialogues provide a platform for further discussion and reflective analysis, which in turn are proposed as an invitation to continued dialogue and socially grounded interaction. The central implication of this study’s contribution to knowledge is that such an approach to practice-led inquiry articulates how dialogue may contribute to the increasing shift in critical art practices towards to more imbricated, uncertain, and performative approaches to knowledge, and provide an alternative to essentialised and foundationalist interpretations of dialogue.
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SOUSA, LEONARDO DA SILVA. "UNDERSTANDING HOW DEVELOPERS IDENTIFY DESIGN PROBLEMS IN PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35860@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
PROGRAMA DE DOUTORADO SANDUÍCHE NO EXTERIOR
Um problema de projeto é a manifestação de uma ou mais decisões de projeto inadequadas que afetam negativamente requisitos não funcionais. Por exemplo, Fat Interface, um problema que indica quando uma interface expõe serviços não coesos, no qual dificulta a extensibilidade e a manutenibilidade de um sistema de software. Apesar de problemas de projeto serem prejudiciais aos sistemas, identificá-los é uma tarefa difícil, especialmente quando o código-fonte é o único artefato disponível. Embora pesquisadores venham investigando técnicas para ajudar os desenvolvedores a identificar problemas de projeto, há pouco conhecimento sobre o processo de identificar problemas de projeto. Por exemplo, anomalias de códigos, um indicador de problemas de projeto, têm sido usadas para ajudar desenvolvedores a identificar problemas de projeto. No entanto, ainda não sabemos se elas são suficientes para ajudá-los ou não. Em particular, nenhum estudo tentou entender como os desenvolvedores identificam problemas de projeto. Nesse contexto, nós realizamos alguns estudos para entender a identificação de problemas de projeto. Em nossos dois primeiros estudos, nós investigamos o papel que as anomalias de código desempenham durante a identificação de problemas de design. Nossos resultados indicam que as anomalias de código são relevantes para os desenvolvedores na prática, por exemplo, eles são relevantes para indicar elementos a serem refatorados. Apesar da relevância, descobrimos que as anomalias de código não são suficientes para ajudar os desenvolvedores a identificar problemas de projeto. Nesse sentido, conduzimos outro estudo para investigar quais outros indicadores os desenvolvedores usam na prática e como eles são usados. Este estudo resultou em uma teoria sobre como os desenvolvedores identificam problemas de projeto na prática. A teoria revela quais são os indicadores que os desenvolvedores usam, como eles usam esses indicadores e as características de tais indicadores que os desenvolvedores consideram úteis. Os resultados encontrados nos forneceram uma melhor compreensão do processo de identificação de problemas de projeto, abrindo caminho para a elaboração de técnicas mais eficazes em ajudar os desenvolvedores a identificar problemas de projeto.
A design problem is the manifestation of one or more inappropriate design decisions that negatively impact non-functional requirements. For example, the Fat Interface, a problem that indicates when an interface exposes non-cohesive services, hampers the extensibility and maintainability of a software system. Despite its harmfulness, identifying a design problem in a system is difficult, especially when the source code is the only available artifact. Although researchers have been investigating techniques to help developers in identifying design problems, there is little or no knowledge about the process of identifying design problems. For instance, code smells, microstructures that are a surface indication of design problems, have been used in several techniques to support developers during the design problem identification. However, there is no knowledge if code smells suffice to help developers to identify design problems. In particular, no study has tried to understand how developers identify design problems in practice. Thus, in this thesis, we have conducted a series of studies to understand design problem identification. In our two first studies, we investigated the role that code smells play in supporting developers during the design problem identification. Our results indicate that code smells are relevant for developers in practice; for instance, they are relevant to indicate elements that need to be refactored. However, we found that code smells, despite their relevance, do not suffice in helping developers to identify design problems. In this vein, we conducted another study to investigate what indicators developers use in practice, and how they use them. This study resulted in a theory about how developers identify design problems in practice. For instance, the theory reveals the indicators that developers use, how they use these indicators, and the characteristics of such indicators that are perceived as helpful by developers. The results found by our studies provided us with a better understanding of the process of identifying design problems thitherto nonexistent. Moreover, our findings pave the way for the elaboration of more effective techniques to identify design problems in the source code.
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Books on the topic "Understanding practice"

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Kirst-Ashman, Karen Kay. Understanding generalist practice. 5th ed. Belmont, CA: Brooks/Cole, Cengage Learning, 2007.

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Jr, Hull Grafton H., ed. Understanding generalist practice. 3rd ed. Pacific Grove, CA: Brooks/Cole Thomson Learning, 2002.

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Understanding actuarial practice. Schaumburg, Ill: Society of Actuaries, 2013.

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Kirst-Ashman, Karen Kay. Understanding generalist practice. Chicago: Nelson-Hall Publishers, 1993.

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H, Hull Grafton, ed. Understanding generalist practice. 2nd ed. Chicago: Nelson-Hall, 1999.

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H, Hull Grafton, ed. Understanding generalist practice. 6th ed. Australia: Brooks/Cole, 2012.

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Understanding persuasion: Foundationsand practice. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Cochran, Carlotta B. Pastoral practice seeking understanding. Alexandria, Va: SEAD, 1997.

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Hathaway, Dawn, and Priscilla Norton. Understanding Problems of Practice. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77559-3.

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Understanding NLP: Principles and practice. 2nd ed. Carmarthen: Crown House Pub., 2004.

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Book chapters on the topic "Understanding practice"

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Royalty, Adam. "Reflective Design Practice." In Understanding Innovation, 239–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76324-4_13.

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Scourfield, Jonathan, and Jo Campling. "Understanding gendered practice." In Gender and Child Protection, 146–62. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-1-4039-1403-3_8.

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Turner, Tammy, Michelle Lucas, and Carol Whitaker. "Understanding reflective practice." In Peer Supervision in Coaching and Mentoring, 25–46. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315162454-3.

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Hunt, Cheryl. "Understanding Reflective Practice." In Critical Reflection, Spirituality and Professional Practice, 29–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66591-3_2.

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Race, Tracey, and Rebecca O Keefe. "UNDERSTANDING CHILDREN." In Child-Centred Practice, 56–80. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59703-8_3.

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Thompson, Neil. "Achieving good practice." In Understanding Social Work, 152–79. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-06649-7_6.

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Thompson, Neil. "Achieving good practice." In Understanding Social Work, 150–76. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-49710-9_6.

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Shardlow, Steven, and Mark Doel. "Understanding Learning." In Practice Learning and Teaching, 53–74. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-11308-8_4.

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Thrower, Catherine. "Understanding Ourselves." In Foundations of Nursing Practice, 294–314. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14608-6_10.

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Race, Tracey, and Rebecca O Keefe. "UNDERSTANDING CHILDREN’S RIGHTS." In Child-Centred Practice, 26–55. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-59703-8_2.

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Conference papers on the topic "Understanding practice"

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Xu, Liang. "Understanding Spreadsheet Evolution in Practice." In 2017 IEEE International Conference on Software Maintenance and Evolution (ICSME). IEEE, 2017. http://dx.doi.org/10.1109/icsme.2017.38.

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Chaudhuri, Bidisha, Linus Kendall, Janaki Srinivasan, Onkar Hoysala, and Purnabha Dasgupta. "Understanding capabilities through everyday practice." In ICTD '17: Ninth International Conference on Information and Communication Technologies and Development. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136560.3136578.

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Irving, Paul W., and Marcos D. Caballero. "Understanding the PICUP community of practice." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.042.

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Harjumaa, Marja, Katarina Segerståhl, and Harri Oinas-Kukkonen. "Understanding persuasive software functionality in practice." In the 4th International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1541948.1541952.

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Marjanovic, Olivera, and Ravi Seethamraju. "Understanding Knowledge-Intensive, Practice-Oriented Business Processes." In 2008 41st Annual Hawaii International Conference on System Sciences. IEEE, 2008. http://dx.doi.org/10.1109/hicss.2008.477.

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Steiss, Jacob. "Understanding Practitioners' Perspectives in Research-Practice Partnerships." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582200.

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"Installation of Adhesive Anchors—Theory and Practice." In "SP-283: Understanding Adhesive Anchors: Behavior, Materials, Installation, Design". American Concrete Institute, 2012. http://dx.doi.org/10.14359/51683760.

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Burdyko, Nikita Evgenyevich. "Podcasting in teaching perception and understanding of a foreign speech aurally." In International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-280867.

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She, Ling-Ye, Hemanta Doloi, and Anthony Mills. "Understanding the Organisational Behaviours in Alliances." In Research, Development and Practice in Structural Engineering and Construction. Singapore: Research Publishing Services, 2012. http://dx.doi.org/10.3850/978-981-08-7920-4_cpm-12-0184.

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Farmasari, Santi. "Understanding Teacher Agency in Practice: An Ecological Approach." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.080.

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Reports on the topic "Understanding practice"

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Datta, Soumentra, James Worsfold, and Zafar Maan. Understanding direct oral anticoagulants: an update for urology practice. BJUI Knowledge, July 2019. http://dx.doi.org/10.18591/bjuik.0315.

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Biswas, Krishnendu, and Soumendra Datta. Understanding direct oral anticoagulants: an update for urology practice. BJUI Knowledge, January 2023. http://dx.doi.org/10.18591/bjuik.0315.v2.

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Barnes, Katrina, Barnes, Katrina, Colin Anderson, Stephanie de Chassy, Affaf Ahmed, Mudabbir Ali, Myo Min Aung, Egidio Chaimite, et al. Understanding Governance from the Margins: What Does It Mean In Practice? Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/a4ea.2021.003.

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What does governance look like ‘from below’ – from the perspectives of poor and marginalised households? How do patterns of conflict affect that? These were the questions at the heart of the Governance at the Margins research project. Over three years from 2017-2020 we worked to explore this through in-depth study in conflict-affected areas of Mozambique, Myanmar, and Pakistan. Our research teams interviewed the same people regularly over that time, finding out how they resolved problems and interacted with authorities. In this paper we connect what we found to the realities and complexities of development practice, drawing on the input of 20 experienced practitioners working in bilateral and multilateral development agencies and international NGOs, who generously gave their time to help us think through the practical implications of our wealth of findings.
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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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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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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Walker, Brooke, Douglas Krafft, Brian McFall, Hande McCaw, and Scott Spurgeon. Current state of practice of nearshore nourishment by the United States Army Corps of Engineers. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/45280.

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This US Army Corps of Engineers (USACE) special report prepared by the US Army Engineer Research and Development Center, Coastal and Hydraulics Laboratory, provides an overview of the current state of practice for nearshore nourishment with dredged sediment. This special report was completed with responses and input from professionals across the dredging and placement teams from each of the USACE Coastal and Great Lakes districts, providing comprehensive overviews of the decision trees these districts utilize in the placement of their dredged sediment. This report describes the general practice of nearshore nourishment, the impediments and concerns faced by nearshore nourishment projects, and the practical methods utilized by the Coastal and Great Lakes districts for their nearshore nourishment projects. Understanding the current state of practice, along with the general and specific impediments the districts face, enables further research in and development of best practices for use across the USACE and better communication of the practice to other stakeholders.
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Phillips, Jake. Understanding the impact of inspection on probation. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.05.2021.

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This research sought to understand the impact of probation inspection on probation policy, practice and practitioners. This important but neglected area of study has significant ramifications because the Her Majesty’s Inspectorate of Probation has considerable power to influence policy through its inspection regime and research activities. The study utilised a mixed methodological approach comprising observations of inspections and interviews with people who work in probation, the Inspectorate and external stakeholders. In total, 77 people were interviewed or took part in focus groups. Probation practitioners, managers and leaders were interviewed in the weeks after an inspection to find out how they experienced the process of inspection. Staff at HMI Probation were interviewed to understand what inspection is for and how it works. External stakeholders representing people from the voluntary sector, politics and other non-departmental bodies were interviewed to find out how they used the work of inspection in their own roles. Finally, leaders within the National Probation Service and Her Majesty’s Prisons and Probation Service were interviewed to see how inspection impacts on policy more broadly. The data were analysed thematically with five key themes being identified. Overall, participants were positive about the way inspection is carried out in the field of probation. The main findings are: 1. Inspection places a burden on practitioners and organisations. Practitioners talked about the anxiety that a looming inspection created and how management teams created additional pressures which were hard to cope with on top of already high workloads. Staff responsible for managing the inspection and with leadership positions talked about the amount of time the process of inspection took up. Importantly, inspection was seen to take people away from their day jobs and meant other priorities were side-lined, even if temporarily. However, the case interviews that practitioners take part in were seen as incredibly valuable exercises which gave staff the opportunity to reflect on their practice and receive positive feedback and validation for their work. 2. Providers said that the findings and conclusions from inspections were often accurate and, to some extent, unsurprising. However, they sometimes find it difficult to implement recommendations due to reports failing to take context into account. Negative reports have a serious impact on staff morale, especially for CRCs and there was concern about the impact of negative findings on a provider’s reputation. 3. External stakeholders value the work of the Inspectorate. The Inspectorate is seen to generate highly valid and meaningful data which stakeholders can use in their own roles. This can include pushing for policy reform or holding government to account from different perspectives. In particular, thematic inspections were seen to be useful here. 4. The regulatory landscape in probation is complex with an array of actors working to hold providers to account. When compared to other forms of regulation such as audit or contract management the Inspectorate was perceived positively due to its methodological approach as well as the way it reflects the values of probation itself. 5. Overall, the inspectorate appears to garner considerable legitimacy from those it inspects. This should, in theory, support the way it can impact on policy and practice. There are some areas for development here though such as more engagement with service users. While recognising that the Inspectorate has made a concerted effort to do this in the last two years participants all felt that more needs to be done to increase that trust between the inspectorate and service users. Overall, the Inspectorate was seen to be independent and 3 impartial although this belief was less prevalent amongst people in CRCs who argued that the Inspectorate has been biased towards supporting its own arguments around reversing the now failed policy of Transforming Rehabilitation. There was some debate amongst participants about how the Inspectorate could, or should, enforce compliance with its recommendations although most people were happy with the primarily relational way of encouraging compliance with sanctions for non-compliance being considered relatively unnecessary. To conclude, the work of the Inspectorate has a significant impact on probation policy, practice and practitioners. The majority of participants were positive about the process of inspection and the Inspectorate more broadly, notwithstanding some of the issues raised in the findings. There are some developments which the Inspectorate could consider to reduce the burden inspection places on providers and practitioners and enhance its impact such as amending the frequency of inspection, improving the feedback given to practitioners and providing more localised feedback, and working to reduce or limit perceptions of bias amongst people in CRCs. The Inspectorate could also do more to capture the impact it has on providers and practitioners – both positive and negative - through existing procedures that are in place such as post-case interview surveys and tracking the implementation of recommendations.
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Horgan, John. Deradicalization Programs: Recommendations for Policy and Practice. RESOLVE Network, August 2021. http://dx.doi.org/10.37805/pn2021.18.vedr.

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Involvement in violent extremism is not a one-way street. People can, and do, leave violent extremist movements. Understanding how and why they leave (or want to leave) constitutes actionable knowledge that brings immense practical benefits. Such knowledge may help in designing initiatives aimed at persuading people to leave violent extremist groups as well as reducing the risk of re-engagement in violent extremism in the future. Deradicalization programs have much to offer but they are not a magic solution to a highly complex, fluid problem. Not everyone who engages in violent extremism is necessarily going to benefit from such interventions, and no program can ever expect to produce complete success. Yet, they continue to show promise. Deradicalization programs can be effective for some and, if subjected to greater evaluation efforts, may prove far more beneficial than is currently believed. Despite an abundance (and apparent increase) in programming, a continued lack of evaluation work both fuels skepticism and hinders our ability to believe that there is a strong future for these programs.
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Lippman, Betsy, Rebecca Sutton, Allyson Doby, Zeynep Ilkkursun, Gulsah Kurt, Shaffa Hameed, Ceren Acarturk, and Brigitte Rohwerder. Covid-19: Understanding the Impact of the Pandemic on Forcibly Displaced Persons. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/cc.2021.010.

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The Covid-19 pandemic has left no corner of the world untouched. To cite just one figure, 100 million people have been pushed into poverty, according to a recent World Bank study. The two-speed recovery from the pandemic, depending on vaccine availability, is expected to leave lasting imprints on the economic performances of countries, which data suggest will have a disproportionate effect on forcibly displaced persons and their host communities. This summary highlights key messages from research focusing on how people displaced by war and conflict have been affected by Covid 19 and its secondary impacts. Diverse lived experiences are explored, ranging from the erosion of forcibly displaced persons’ rights during the pandemic, to Syrian refugees with disabilities in Turkey, to displaced Rohingya in Bangladesh. This Research for Policy and Practice Paper sets out examples of the multidimensional social and economic challenges displaced people are facing during the pandemic and presents a series of evidence-based recommendations for positive change that could be achieved even in the most challenging contexts.
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