The Relationship Among Theory, Research, and Practice

2018 ◽  
Author(s):  
Lucretia Smith
Keyword(s):  
Research And Practice ◽  
Theory Research ◽  
The Relationship

A “recursive framework” of corruption and development

2016 ◽  
Vol 12 (4) ◽  
pp. 282-298 ◽  
Author(s):  
Joseph Ato Forson
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Institutional Quality ◽  
Content Type ◽  
Research And Practice ◽  
Development Trajectory ◽  
Improve Theory ◽  
Theory Research ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to provide a conceptual framework on the relationship between corruption and development. The paper demonstrates how the impact of corruption on economic development might vary substantially from sustainable development (SD). Design/methodology/approach A combination of literature-based analysis was employed by considering concepts from corruption and development. A synthesis of these two concepts leads to the development of the conceptual framework. Findings The findings shows that corruption originates from three main sources, and that the effect of corruption on development might differ depending on how it is conceptualized, but the spate of corruption is contingent on institutional quality and gains in previous development trajectory. Originality/value Relating the concept of corruption and SD and linking it to theories of development brings a sense of novelty. This paper has in its essence contributed to the conceptualization of the relationship between corruption and development which will help deepen understanding on this contentious subject. The framework will help to improve theory, research and practice in development studies and allied fields.

scholarly journals Footprints of emergence

2012 ◽  
Vol 13 (4) ◽  
pp. 49 ◽  
Author(s):  
Roy Trevor Williams ◽  
Jenny Mackness ◽  
Simone Gumtau
Keyword(s):  
3D Model ◽  
Research And Practice ◽  
The Past ◽  
Emergent Learning ◽  
Educational Processes ◽  
Complex Adaptive ◽  
Practical Tool ◽  
Theory Research ◽  
New Forms Of Learning ◽  
The Relationship

<p>It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop <em>practical tools to help us describe these new forms of learning</em> which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamics<br />between prescribed and emergent learning and how the learning landscape is curated.</p>

A “coalesced framework” of talent management and employee performance

2015 ◽  
Vol 64 (4) ◽  
pp. 544-566 ◽  
Author(s):  
James Kwame Mensah
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Work Performance ◽  
Employee Performance ◽  
Talent Management ◽  
Content Type ◽  
Research And Practice ◽  
Improve Theory ◽  
Theory Research ◽  
The Relationship

Purpose – The purpose of this paper is to provide a conceptual framework that demonstrates the mechanisms through which talent management (TM) leads to the various dimensions of employee performance. Design/methodology/approach – A literature-based analysis was employed by combining concepts from TM and employee performance. The syntheses of these two concepts lead to the development of the conceptual framework. Findings – The findings show that, implementation of a TM system leads to employee performance, but a TM output mediates the relationship between TM and employee performance. Originality/value – This paper has contributed to the conceptualisation of TM and employee performance which will help to improve theory, research and practice in all fields concerned with individual work performance.

scholarly journals A lezione con i task: fra teoria e operatività

EL LE ◽  
2018 ◽  
Author(s):  
Marilisa Birello ◽  
Enrico Odelli ◽  
Albert Vilagrasa
Keyword(s):  
Language Teaching ◽  
Current Theory ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Focus On Form ◽  
Practicing Teachers ◽  
Research And Practice ◽  
Set Up ◽  
Theory Research ◽  
The Relationship

This article aims to: present a literature review about Task-Based Language Teaching (TBLT) for practicing teachers and teachers in preparation; set up a link between TBLT and the guidelines of the Action-Oriented Approach described in the Common European Framework of Reference for Languages; and bring together current theory, research and practice. In this paper we define the notion of ‘task’ and we discuss the relationship between TBLT and a communicative language teaching. We also describe a TBLT syllabus, we analyse different instructional sequences, we outline our own framework according to the TBLT criteria and we argue which place the Focus on form must have in it. Additionally we explore which possibilities the Web 2.0 provides to this methodology. The text is illustrated with examples in order to bridge the gap between theory and practice.

Expressive Writing as an Intervention for Anxiety’s Negative Effects on Women Negotiators

2018 ◽  
Author(s):  
Naomi Rosenfeld
Keyword(s):  
Expressive Writing ◽  
Control Task ◽  
Negative Effects ◽  
Negative Stereotypes ◽  
Research And Practice ◽  
High Anxious ◽  
Negotiation Performance ◽  
Theory Research ◽  
The Relationship ◽  
Writing Task

The purpose of this research is to study the effects of anxiety resulting from negative stereotypes on women’s negotiation performance (Kray, Galinsky, & Thompson, 2001); furthermore, I test whether or not expressive writing may act as an intervention and moderate the relationship. I hypothesize that dispositionally anxious negotiators will perform worse in a stereotype-threatened environment relative to those with low anxiety. Secondly, I hypothesize that among high-anxious negotiators, those who complete an expressive writing task will report lower levels of anxiety and will be less anxious compared to their dispositionally anxious peers in the control condition. This decrease in anxiety is expected to lead to better negotiation outcomes. To test these hypotheses, I am engaging 100 mixed-sex dyads in a negotiation task and assessing a number of objective and subjective negotiation outcomes. Before the task, I am subtly reminding all participants in the dyads, whose female participants I have pre-screened for either high or low habitual negotiation anxiety, about the negative stereotypes that exist for women in negotiation. At random, half of the dyads will complete an expressive writing task just before negotiating while the other half will complete a control task. I will assess differences of anxiety and negotiation outcome measures between the groups. Implications for theory, research, and practice will be discussed. 

42. Restorative justice in the twenty-first century: making emotions mainstream

2017 ◽  
Author(s):  
Meredith Rossner
Keyword(s):  
Procedural Justice ◽  
Restorative Justice ◽  
Empirical Evidence ◽  
First Century ◽  
Justice Theory ◽  
Research And Practice ◽  
Recent Developments ◽  
Justice Theories ◽  
Theory Research ◽  
The Relationship

This chapter explores recent developments in restorative justice theory, research, and practice. It examines reasons why it has been challenging to define restorative justice and offers a comprehensive definition that articulates the relationship between values, processes, and outcomes. It then explores the main theoretical traditions that account for the claims of restorative justice: shame theories, procedural justice theories, and ritual theories. Following this, it reviews the empirical evidence on how offenders and victims experience restorative justice compared to court, and whether it can reduce reoffending. This chapter also discusses contemporary debates around restorative justice and punishment. It concludes by offering an assessment of the future of restorative justice.

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