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A Conceptual Framework for Thinking about Conceptual Frameworks: Bridging the Theory‐Practice Gap

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 April 1992

Abstract

Draws on the works of a number of authors to synthesize a conceptual framework (or, as we prefer, a linguistic‐conceptual system) within which to think about conceptual frameworks; indicates within that system what conceptual frameworks “are”; describes within that system what it “is” that we do when we appropriate them; specifies within that system what it “is” which we do when we apply them; suggests ways in which thinking about conceptual frameworks in the manner indicated may contribute to the development of competence in their appropriation and skilful application; points out the ways in which that competence might be expected to contribute to increased problem‐solving effectiveness, and identifies several implications for instruction. Suggests that the “theory‐practice gap” arises as a partial consequence of our failure to conceptualize adequately the “nature” of conceptual frameworks and the manner in which their use can enhance effectiveness in the analysis and reformulation of unstructured problems.

Keywords

Citation

Hills, J. and Gibson, C. (1992), "A Conceptual Framework for Thinking about Conceptual Frameworks: Bridging the Theory‐Practice Gap", Journal of Educational Administration, Vol. 30 No. 4. https://doi.org/10.1108/09578239210020453

Publisher

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MCB UP Ltd

Copyright © 1992, MCB UP Limited