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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.

Given the fact that local food as a tool to create value-added is a relatively new trend in Scandinavian countries with a strong emphasis on organic food, only limited – and mainly qualitative and case-based - empirical evidence on producers and processors involved in local food value chains (FVCs) has been available so far. Thus, the present paper contributes to the small but growing literature analyzing local FVCs by providing and analyzing quantitative survey data. More specifically, the authors aim at investigating (1) how agricultural producers and processors define and perceive local food, (2) which drivers are important for the decision to become involved in local FVC and (3) whether these drivers differ in a systematic way across producers and processors.

In order to address these research questions, empirical data from a quantitative stakeholder survey carried out in spring in 2017 is used. Data are analyzed via descriptive and inductive statistics including a cluster analysis.

The survey results concerning the definition and perceptions of local food are in line with previous studies showing that there is usually a strong emphasis on geographic proximity. Besides, local (organic) food producers and processors are diverse and heterogeneous with differing distribution and product differentiation strategies being implemented and pursued. In particular, businesses employing primarily a personified distribution strategy (e.g. direct sales via farmers markets) differ quite substantially from businesses employing mainly a standardized distribution strategy (e.g. via retail) in their economic characteristics. Moreover, differences in the perception of potential benefits of local food as well as in the underlying drivers to become part of local FVCs were detected across businesses with different distribution strategies.

Although the employed data sample is considered adequate for analyzing heterogeneity in firms' business strategies, the sample is not representative for Denmark and cannot straight-forwardly be extrapolated to the population level.

One of the first quantitative study on producers' and processors' perceptions of local food and its interaction with organic farming. So far, there is a large literature on consumers' perceptions but empirical evidence for other stakeholders is scarce. Hence, the present study provides a complementary perspective on the topic of local food.

The purpose of this paper is to examine the perceptions of parental involvement among 317 teachers in the Arab education system in Israel.

A questionnaire measured teachers’ attitudes regarding parents’ involvement in the school relating to pedagogy, resources, and control.

The findings show that Arab teachers perceive parents’ involvement as related to pedagogy and resources rather than control. In addition, the research results revealed that young teachers in terms of age, and seniority of teaching, and teachers who are not members of the management team demonstrated a stronger perception of the pedagogy and control components than did older and senior teachers and teachers who are members of the management team. However, older and senior teachers and teachers who are members of the management team had a stronger perception that parental involvement related to resources than did young teachers and teachers who are not members of the management team.

Implications and directions for future research are discussed.

The paper contributes to our understandings of the different components that affect parental involvement in developing and minority societies.