Bridging the Gap Between Theory and Practice with Design-Based Action Research

Nijhawan, Subin

doi:10.5817/sp2017-4-2

Cited by 8 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This impact case study is intended as a contribution to the research aimed at bridging the gap between theory, policies, and practice in school education and potentially in higher education. Action research and its wider dissemination could offer innovative solutions to the disconnect between theory and practice (Nijhawan, 2018). The school-based action research space, as well as all the other spaces on NTR (Scholarship of Learning and Teaching; Equality Diversity and Inclusion, and more), could be a step forward to provide academics, including those least agentic figures such as teachers who undertake Masters and PhD programmes, with the opportunity to publish, widely disseminate, and own their own academic intellectual properties identified with a unique DOI number.…”

Section: Discussionmentioning

confidence: 99%

Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace

Rodolico,

McGuire,

Sisi

2023

JPAAP

View full text Add to dashboard Cite

The MEd (Professional Practice) degree at the University of Glasgow, is aimed at In-Service teachers, qualified professionals who undertake situated research into pedagogical challenges evident in their establishments to improve the quality of teaching. Those who engage in such ethically approved professional inquiry, conduct Action Research, without being considered ‘academics. They have, however, the potential to bridge theory and practice in education and yet they are given neither voice nor space to effectively disseminate their small-scale, though still important, research. This paper aims to raise awareness of this issue and to generate solutions by discussing and showcasing the evolution of an Action-Research Student/Teacher National Teaching Repository (NTR) Webspace.

show abstract

Section: Discussionmentioning

confidence: 99%

Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace

Rodolico,

McGuire,

Sisi

2023

JPAAP

View full text Add to dashboard Cite

show abstract

“…Hence, apart from a team structure established at university, a similar structure was installed at school to plan, design, test and redesign the classes. Putting action and design-based research together into one single framework prompts it to be "design-based action research (DBAR)" (Nijhawan, 2017), uniting features of both underlying methods.…”

Section: Methodsmentioning

confidence: 99%

“…In that context, I proposed TRs to establish a broad team structure with both practitioners and academics, intervening into natural learning environments. This includes many small experiments within natural learning environments, often a result of lifelike and ad-hoc decisions with a variety in creativity resulting from such classroom dynamics (Nijhawan, 2017). Therefore, this study builds, as quite common with explorative research, on mixed methods.…”

Section: Rq: How Can Trans-fl As Classroom Pedagogy With Judicious An...mentioning

confidence: 99%

Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences

Nijhawan

2022

View full text Add to dashboard Cite

This monograph was composed on the basis of a fully revised paper-based dissertation, consisting of a binding text, three journal articles and one book chapter. Chapters III-VI, each of them single articles, were reproduced in accordance with the conventions of the respective publisher. Thus, there are inconsistencies with e.g., title capitalization, because the publishers provided different style sheets. Furthermore, footnote numbering was started anew each chapter, to mirror the original source. In line with the monographic format, the book contains only one single bibliography, in accordance with the conventions of the American Psychological Association ("APA 6th"). The same style sheet was used within the binding text.

show abstract

“…To bridge the theory-practice gap, some measures have been taken to change clinical teaching methods and incorporate innovation in clinical education (13). Although none of these measures has been able to bridge the gap between theory and practice in the growing nursing profession, they have been largely effective (14).…”

Section: Implementing the Internship Educational Method Amentioning

confidence: 99%

Implementing the Internship Educational Method, a Step to Reduce the Gap between Theory and Practice, Experience of Undergraduate Nursing Students: A Qualitative Content Analysis Study

Nematollahi

Bagherian

Mehdipour-Rabori

et al. 2022

J Qual Res Health Sci

View full text Add to dashboard Cite

Background: An internship project can be considered as a useful step for nursing interns in the transition period and bridge the theory-practice gap in nursing. Since the acquisition of professional competence and skills by students is essential, the present study attempted to provide a deep understanding of nursing students’ experiences. Methods: This study was conducted using a qualitative content analysis approach in the School of Nursing of Kerman University of Medical Sciences in 2020. The participants in the research sample were senior undergraduate nursing students who were selected using purposive sampling. The data were collected through semi-structured interviews with the participants and each interview lasted 60 to 90 minutes. A total of 27 interviews were conducted with 25 students. The collected data were analyzed using a qualitative content analysis method (Graneheim & Lundman, 2004). MAXQDA 20 software was also used to analyze the qualitative data. Results: The core category that emerged from the analysis of qualitative data was "implementing an internship program; a step to bridge the theory-practice gap", which was divided into three main categories: "transferring knowledge and experiences", "promoting the cooperation between the faculty members and the hospital staff", and "improving the process of clinical care". Conclusion: Internship programs that are considered a new training technique can increase cooperation between nursing schools and contribute to promoting nursing knowledge in nurses by supporting students and promoting their scientific skills.

show abstract

Bridging the Gap Between Theory and Practice with Design-Based Action Research

Abstract: This article proposes design-based action research as an addendum to large-scale educational research. Placing design-based research together with teachers' action research into one single method, this study takes a pragmatic approach in accordance with Dewey's (1938)

Cited by 8 publications

References 19 publications

Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace

Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace

Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences

Implementing the Internship Educational Method, a Step to Reduce the Gap between Theory and Practice, Experience of Undergraduate Nursing Students: A Qualitative Content Analysis Study

Contact Info

Product

Resources

About