scholarly journals Reinvestigating the theory and practice gap in Participatory Educational Research

2019 ◽  
Vol 9 (1) ◽  
pp. 1-10
Author(s):  
Airi Rovio-Johansson
Keyword(s):  
Educational Research ◽  
Theory And Practice ◽  
Practice Gap

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

The Interplay between Theory and Practice in HRD

2016 ◽  
pp. 47-65 ◽  
Author(s):  
Matthew W. Gosney
Keyword(s):  
Critical Thinking ◽  
Historical Context ◽  
Core Competency ◽  
Theory And Practice ◽  
Careful Evaluation ◽  
Compelling Reason ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Modern Era

While few would argue that a tension exists between HRD theoreticians and practitioners, few models explain why such tension exists. Leveraging Gosney's Model of Modern Era Theory & Practice Generation in HRD (Gosney, 2014; Gosney & Hughes, 2015), a careful evaluation of current HRD context and informing philosophy reveals compelling reason for the theory-practice gap. In reviewing both the current historical context, capitalism, and the predominant informing philosophy, pragmatism, both theoreticians and practitioners are better equipped to understand and ameliorate the divide. The chapter concludes with specific recommendations to the discipline, including a more robust exploration by theoreticians of pragmatism as an informing philosophy in HRD and the adoption of critical thinking as a core competency in practitioners.

Accumulating reflexivity in collaborative HIV educational research: a model in theory and practice

2004 ◽  
Vol 5 (2) ◽  
pp. 209-224
Author(s):  
David Mcinnes * ◽  
Liz Mcdonnell ◽  
Gary Dowsett
Keyword(s):  
Educational Research ◽  
Theory And Practice

Breaking through barriers: the impact of organizational culture on open government reform

2016 ◽  
Vol 10 (2) ◽  
pp. 335-350 ◽  
Author(s):  
Erna H.J.M. Ruijer ◽  
Richard F. Huff
Keyword(s):  
Organizational Culture ◽  
Theory And Practice ◽  
Open Government ◽  
Government Reform ◽  
Content Type ◽  
Use Of Technology ◽  
Practice Gap ◽  
Government Reforms ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of organizational culture on open government reforms by developing a theoretical framework bridging the theory and practice gap. Design/methodology/approach An exploratory qualitative study consisting of a document analysis and a case study was conducted. Findings An open organizational culture is a precursor to effective open government. A network strategy as a facilitator for developing an open culture was used in one US federal agency, breaking across boundaries within the organization, creating greater symmetrical horizontal and vertical openness. Originality/value Much of the focus in both theory and practice has been on the use of technology as a vehicle to increase government openness. This study argues that a movement toward openness is beyond the technical. Organizational culture is a key to openness and may need to be changed. A networks strategy may be one way to facilitate a transformation to a more open culture.

scholarly journals KOREAN SCIENCE TEACHERS’ PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING

2016 ◽  
Vol 15 (4) ◽  
pp. 411-423
Author(s):  
Jongwon Park ◽  
Youngmin Kim ◽  
Jongseok Park ◽  
Jin-Su Jeong ◽  
Young-Shin Park
Keyword(s):  
Science Teacher ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Science Classroom ◽  
Science Teacher Education ◽  
Theory And Practice ◽  
Educational Theories ◽  
Practice Gap ◽  
Theory Practice Gap

Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers’ knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students' low interest in learning science. However, teachers’ perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers’ ETTS what they already know and to guide them to use ETTS in their actual science teaching. Key words: theory-practice gap, science teacher education, secondary science teacher, teaching strategy.

scholarly journals Remembering Why: The Role of Story in Educational Research

in education ◽  
2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Marni Binder
Keyword(s):  
Inner City ◽  
Educational Research ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Research Community ◽  
Research Tool ◽  
Theory And Practice ◽  
Teaching And Research ◽  
Powerful Research Tool

This paper examines the role of story in educational research as an empowering method of inquiry. By stepping back and remembering why, the author retells a professional story of practice between her and a colleague, exploring Vivian Gussin Paley’s story play in a Grade 1/2 inner city classroom. Moving in and through past and present experiences illustrates the need for story in researching professional practice, the significance of story as a powerful research tool, and the profound understanding of teaching and learning that unfolds as a result of such collaborations. Story creates an ethos in the teaching and research community, uniting theory and practice into a visible partnership.Keywords: story; educational research; theory and practice

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