Closing the Gap Between Research and Practice in Health: Lessons from a clinical effectiveness initiative

2002 ◽  
Vol 4 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Rebecca Surender ◽  
Louise Locock ◽  
David Chambers ◽  
Sue Dopson ◽  
John Gabbay
2004 ◽  
Author(s):  
Douglas W. Oldenburg ◽  
Roman Shehktman ◽  
Rob A. Eso ◽  
Colin G. Farquharson ◽  
Perry Eaton ◽  
...  

2004 ◽  
Vol 20 (3) ◽  
pp. 261-283 ◽  
Author(s):  
Sharon Walpole ◽  
Laura M. Justice ◽  
Marcia A. Invernizzi

2017 ◽  
Vol 48 (4) ◽  
pp. 342-347 ◽  
Author(s):  
Jinfa Cai ◽  
Anne Morris ◽  
Charles Hohensee ◽  
Stephen Hwang ◽  
Victoria Robison ◽  
...  

In our May editorial (Cai et al., 2017), we argued that a promising way of closing the gap between research and practice is for researchers to develop and test sequences of learning opportunities, at a grain size useful to teachers, that help students move toward well-defined learning goals. We wish to take this argument one step further. If researchers choose to focus on learning opportunities as a way to produce usable knowledge for teachers, we argue that they could increase their impact on practice even further by integrating the implementation of these learning opportunities into their research. That is, researchers who aim to impact practice by studying the specification of learning goals and productively aligned learning opportunities could add significant practical value by including implementation as an integral part of their work.


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