Search results

1 – 10 of 420
To view the access options for this content please click here
Book part
Publication date: 23 April 2010

Barbara J. Dray and Cathy Newman Thomas

Traditionally, preservice teacher education has been conducted in college and university classrooms and has relied heavily on what Shulman (1992) called “the twin demons…

Abstract

Traditionally, preservice teacher education has been conducted in college and university classrooms and has relied heavily on what Shulman (1992) called “the twin demons of lecture and textbook” (p. 1). This educational model neglects the importance and strength of preservice teachers’ beliefs about teaching and content (Nietfeld & Enders, 2003; Putnam & Borko, 2000) and has been termed a transmission model in which teaching is telling (McLeskey & Waldron, 2004; Russell, McPherson, & Martin, 2001). The type of knowledge conveyed is considered to be declarative (Sternberg, 1999) or formal (Lundeberg & Scheurman, 1997) and is derived from theory and comprised of facts, concepts, and rules. Whitehead (1929) and more recently Bransford, Brophy, and Williams (2000) reported that this type of knowledge tends to remain inert and is unlikely to be retrieved in the very circumstances that call for its use.

Details

Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation
Type: Book
ISBN: 978-1-84950-955-8

To view the access options for this content please click here
Book part
Publication date: 29 June 2016

Bryan G. Cook, Melody Tankersley and Timothy J. Landrum

Educators’ decisions regarding what instructional practices they use have significant consequences for the learning and life outcomes of their students. This is especially…

Abstract

Educators’ decisions regarding what instructional practices they use have significant consequences for the learning and life outcomes of their students. This is especially true for students with learning and behavioral disabilities, who require highly effective instruction to succeed in school and achieve their goals. In this volume of Advances in Learning and Behavioral Disabilities chapter authors provide readers with accessible information on theory, critical elements, and research for instructional practices that are and are not supported by bodies of scientific research as effective in critical outcome areas. Educators can use this content to inform and enhance their instructional decision making. To contextualize subsequent chapters, in this introductory chapter we discuss the research-to-practice gap in special education, the importance of considering scientific research when making instructional decisions and considerations for interpreting and applying research findings on instructional practices. We conclude with a preview of the chapters in the volume.

Details

Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Keywords

To view the access options for this content please click here
Book part
Publication date: 22 May 2013

Bryan G. Cook, Melody Tankersley and Timothy J. Landrum

The gap between research and practice in special education places an artificial ceiling on the achievement of students with learning and behavioral disabilities…

Abstract

The gap between research and practice in special education places an artificial ceiling on the achievement of students with learning and behavioral disabilities. Evidence-based practices (EBPs) are instructional practices shown by bodies of sound research to be generally effective. They represent a possible means to address the research-to-practice gap by identifying, and subsequently implementing, the most effective instructional practices on the basis of reliable, scientific research. In this chapter, we provide a context for the subsequent chapters in this volume by (a) defining and describing EBPs, (b) recognizing some of important limitations to EBPs, (c) introducing a number of ongoing issues related to EBPs in the field of learning and behavioral disabilities that are addressed by chapter authors in this volume, and (d) briefly considering a few emerging issues related to EBPs that we believe will become increasingly prominent in the near future.

Details

Evidence-Based Practices
Type: Book
ISBN: 978-1-78190-429-9

To view the access options for this content please click here
Book part
Publication date: 22 May 2013

Carol M. Trivette and Carl J. Dunst

A translation framework and associated processes and activities for bridging the research-to-practice gap in early childhood intervention are described. Translational…

Abstract

A translation framework and associated processes and activities for bridging the research-to-practice gap in early childhood intervention are described. Translational processes and activities include methods and procedures for identifying evidence-based practices, translating findings from research evidence into early childhood intervention procedures, and promoting practitioners’ and parents’ routine use of the practices. The framework includes four interrelated processes and activities. Type 1 translation uses research findings to develop evidence-based practices. Type 2 translation involves the use of evidence-based professional development (implementation) practices to promote practitioners’ and parents’ use of evidence-based early childhood intervention practices. Type 3 translation includes activities to evaluate whether the use of evidence-based practices as part of routine early intervention have expected benefits and outcomes. Type 4 translation includes activities for the dissemination, diffusion, and promotion of broad-based adoption and use of evidence-based practices. Examples of each type of translation are described as are implications for practice.

Details

Evidence-Based Practices
Type: Book
ISBN: 978-1-78190-429-9

To view the access options for this content please click here
Book part
Publication date: 26 August 2014

Robert A. Gable

There are few challenges as daunting as achieving positive outcomes for students with emotional disabilities. A major obstacle is the generally poor quality of classroom…

Abstract

There are few challenges as daunting as achieving positive outcomes for students with emotional disabilities. A major obstacle is the generally poor quality of classroom instruction. Too few general education teachers or special education teachers possess the knowledge and skills to adequately serve this population of learners. Various factors account for the inadequate level of teacher preparation, including licensure requirements that emphasize quantity over quality, the research-to-practice gap, a train-and-hope rather than a train-and-coach approach to teacher preparation, and the absence of an infrastructure to support sustained use of evidence-based practices. I discuss each of these factors and offer some recommendations for improving the quality of teacher preparation and, in turn, the potential for more positive student outcomes.

Details

Special Education Past, Present, and Future: Perspectives from the Field
Type: Book
ISBN: 978-1-78350-835-8

To view the access options for this content please click here
Article
Publication date: 3 August 2012

Richard Griffin

This article seeks to review the current state of workplace learning evaluation, to set out the rationale for evaluation along with the barriers that practitioners face…

Abstract

Purpose

This article seeks to review the current state of workplace learning evaluation, to set out the rationale for evaluation along with the barriers that practitioners face when seeking to assess the effectiveness of training and development. Finally, it aims to propose a scientifically robust and practitioner friendly approach to evaluation.

Design/methodology/approach

This article is based on a multi disciplinary literature review.

Findings

Despite the substantial investment in workplace learning there is a paucity of evaluation activity. There are a wide range of reasons for this including capacity and capability issues, lack of supportive organisational environment and a lack of effective measurement instruments. There is also a large research to practice gap. The starting point for evaluation approaches should be the needs of practitioners. Latest research on training suggests that effective evaluation approaches should adopt a stakeholder and systems approach and collect corroborative data.

Research limitations/implications

This article presents research findings, based on a multidisciplinary literature review, on the factors that inhibit effective workplace learning evaluation, sets out a novel evaluation framework and approach, grounded in a conceptual model of workplace learning.

Practical implications

The findings seek to assist practitioners such as learning and development professionals undertake more robust and efficient evaluations. The article also addresses the research to practice gap.

Originality/value

This article presents a novel approach to workplace learning evaluation.

Details

Journal of Workplace Learning, vol. 24 no. 6
Type: Research Article
ISSN: 1366-5626

Keywords

To view the access options for this content please click here
Book part
Publication date: 29 June 2016

Bryan G. Cook and Christina Keaulana

Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and…

Abstract

Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral disabilities are disfluent readers. To improve reading performance for these learners, educators should implement practices shown by reliable research to cause improved reading fluency. In this chapter, following a discussion of reading fluency and its importance, we describe two instructional practices that educators might use to improve students’ reading fluency: colored filters and repeated reading. The research on the colored filters is, at best, inconclusive, whereas the research literature suggests that repeated reading is an effective practice. To bridge the gap between research and practice and improve the reading fluency of students with learning and behavioral disabilities, educators and other stakeholders should prioritize the use of research-based practices (e.g., repeated reading) but avoid practices without clear research support (e.g., colored filters).

Details

Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Keywords

To view the access options for this content please click here
Article
Publication date: 9 January 2017

Nelson Blackley, Sheilagh Mary Resnick and Kim Cassidy

The purpose of this paper is to explore the reasons for the continuing “gap” between UK retail academic research and practice. A relationship marketing (RM) lens…

Abstract

Purpose

The purpose of this paper is to explore the reasons for the continuing “gap” between UK retail academic research and practice. A relationship marketing (RM) lens, focussing on relationship antecedents, is used to develop a deeper understanding of the barriers to collaboration and propose new solutions to close the gap.

Design/methodology/approach

The paper adopts a qualitative methodology to compile the evidence, using multiple data sources to identify the dynamics of the retail academic-practitioner divide.

Findings

The research illustrates a marked absence of the majority of the customer focussed, seller focussed and dyadic antecedents, essential for effective relational exchanges, and highlights that at the heart of the problem lies a lack of shared understanding of mutual relationship benefits with academics currently neither motivated nor incentivised to develop such relationships.

Research limitations/implications

Further research is needed to explore what characterises a successful sustainable research relationship. There is also a pressing need to understand the experience, skills and knowledge of “boundary spanners” who operate successfully in both academic and business cultures.

Practical implications

Universities should adopt a strategic approach towards building relationships with retailers based upon relationship antecedents. Reward structures should be developed to encourage academics to develop research relationships. Resources should be allocated to better defining and communicating the benefits of a university research relationship with retailers.

Originality/value

There has been limited empirical research on the academic-practitioner gap within the context of the UK retail sector. The RM lens draws attention to new insights about barriers to successful relationships and generates concrete ideas for closing the gap moving forward.

Details

International Journal of Retail & Distribution Management, vol. 45 no. 1
Type: Research Article
ISSN: 0959-0552

Keywords

To view the access options for this content please click here
Article
Publication date: 22 April 2012

Guangrong Dai and Kaiguang (Carl) Liang

The purpose of this paper is to examine the current status of competency modeling in Chinese organizations, and explore approaches to further advancing related research…

Abstract

Purpose

The purpose of this paper is to examine the current status of competency modeling in Chinese organizations, and explore approaches to further advancing related research and practice.

Design/methodology/approach

A literature review method with a content analysis approach was adopted. Based on the pattern of the literature, a three‐level competency modeling framework was derived. It was then used to analyze the research and practice of competency modeling in China.

Findings

The paper finds that Chinese literature has been focused on competencies for job qualifications. The practice in Chinese organizational setting has not achieved the strategic potential of competency modeling. Research on competency modeling has lagged behind the practice. Both research and practice pointed to the skills of human resource professionals as a critically component for strategic application of competency modeling.

Research limitations/implications

The paper identifies three research‐to‐practice gaps and recommends directions for future research.

Practice implications

The paper recommends approaches to enhance the strategic contribution of competency modeling for Human resource management (HRM) practice.

Originality/value

The paper contributes to the HRM literature by focusing on a pervasive HRM practice competency modeling. It offers a comprehensive review and analysis on both the research and practice of competency modeling in China.

To view the access options for this content please click here
Book part
Publication date: 30 November 2018

Timothy J. Landrum and Lauren W. Collins

In this chapter, we consider a number of issues that impact or are related to the identification and promotion of evidence-based practice (EBP) for students with emotional…

Abstract

In this chapter, we consider a number of issues that impact or are related to the identification and promotion of evidence-based practice (EBP) for students with emotional and behavioral disorders (EBD). Specifically, we offer (1) a brief overview of issues related to identifying EBP in special education generally; (2) some considerations about the prospects of identifying evidence-based practice for students with EBD in particular; (3) a discussion of the various sources from which information on EBPs can be drawn, and the issues and challenges associated with the search for EBPs; and (4) suggestions regarding reasonable expectations for practitioners in search of EBPs. We conclude with a discussion of several questions that must be addressed to ensure positive strides toward making EBPs available to practitioners in impactful ways for students with EBD.

1 – 10 of 420