Response to Bridging the Research-to-Practice Gap

Billups, Lovely H.

doi:10.1177/001440299706300408

Cited by 15 publications

(11 citation statements)

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“…Unfortunately, translation of this research into routine educational practice has not always been observed (e.g., Camine, 1997;Stone, 1998). Explanations for the poor track record for translating research to practice are many and include such considerations as (a) limited trustworthiness, usability, and accessibility of educational research (Camine, 1997; Billups, 1997); (b) inconsistent research findings (Billups, 1997); and (c) research presentations that are unattractive or inaccessible to practitioners and research that ignores teachers' beliefs about change and expected outcomes (Richardson, Anders, Tidwell, & Lloyd, 1991).…”

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confidence: 99%

Translating Research Into Practice

et al. 2001

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In this study, we examined the beliefs of preservice teachers following their viewing of one of two videotaped presentations on curriculum-based measurement (CBM). In one presentation, statistical information that supported CBM's validity and utility was provided. In the second presentation, anecdotal "first-person" accounts supporting CBM's utility and validity were provided by a teacher who supposedly used CBM in her classroom. Following the videotape, participants responded to a questionnaire addressing their beliefs about CBM's utility and validity. Questions fell into five categories and were asked from three different orientations. Results revealed no effects for presentation format (statistical or anecdotal), but an interaction between category and question orientation was noted. In general, participants' beliefs were more positive about the utility of CBM than about its validity. This difference was most pronounced for student-oriented questions. Across all question types, participants rated as least positive their beliefs about the validity of the number of words read in 1 minute as an indicator of reading comprehension. Implications for practice are discussed.

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confidence: 99%

Translating Research Into Practice

et al. 2001

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“…Certainly, beyond the discipline of management accounting, numerous commentators on the researchpractice gap have voiced a range of opinions on how this gap may be bridged. For example, focusing on solving specific practice-based problems (Keefer and Stone, 2009); relying on managerial sensibility to shape research questions (Gulati, 2007); taking sabbaticals in industry (Rynes, et al, 2001); developing consulting relationships with organizations (Mohrman, Gibson, and Mohrman, 2001); confronting questions and anomalies existing in reality, (Van de Ven and Johnson, 2006); practitioners reviewing for academic journals, Cohen (2007); using consultants to bridge the gap (Gopinath and Hoffman, 1995); changing university incentive schemes to enable practitioner-based research to be afforded a higher credibility (Vermeulen, 2005); holding joint symposia, bringing academics and practitioners together (Keefer and Stone, 2009); and, creating awards to recognize those who relate research to practice (Billups, 1997). This is not an exhaustive list of initiatives proposed to bridge the gap.…”

Section: Nothing More Practical Than a Good Theory?mentioning

confidence: 99%

In Our Ivory Towers? The Research-Practice Gap in Management Accounting: An Academic Perspective

Tucker

Parker²

2012

SSRN Journal

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Motivated by repeated observations in the management accounting literature concerning the need for academic research to more effectively engage with practice, the aim of this study is to provide insights into the research-practice "gap", from the perspective of academics. On the basis of evidence drawn from a questionnaire survey and subsequent interviews with 64 senior management accounting academics from 55 universities in 14 countries, we advance a conceptual framework distinguishing between the "means" and "ends" of academic research. From this framework, we contend that depicting the question of how academic research engages with practice as a "gap" is potentially an oversimplification, and may not do sufficient justice to the broader but fundamental question of the role of academic research and researchers in management accounting.

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“…Traditional staff development typically takes the form of brief lectures or workshops, with little or no support or follow-up, that may or may not address the individual needs of the teachers. Further, information is often presented in packaged programs that may not accurately reflect the original research (Billups, 1997). In addition to the typical disadvantages of traditional staff development that most schools experience, rural school districts specifically are presented with the obstacles of limited access to training, minimal ongoing support in the application of new concepts, and increased expense (Knapczyk, Rhodes, & Brush, 1994;Storer & Crosswait, 1995).…”

Section: Traditional Staff Developmentmentioning

confidence: 99%

Putting Research in the Collaborative Hands of Teachers and Researchers: An Alternative to Traditional Staff Development

Alber

Nelson

2010

Rural Special Education Quarterly

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The research to practice gap continues to be a prominent concern among professionals in the field of education. Traditional staff development in which teachers attend presentations and workshops for a few days each year has been one method for attempting to bring empirically validated instructional practices into the classroom. Unfortunately, traditional staff development has had little effect on classroom practice. This paper will present an alternative strategy for bridging the research to practice gap—bringing university researchers and classroom teachers together to collaboratively plan and execute classroom research. Because a great many universities are located in or near rural areas, rural school districts can provide rich opportunities for collaborative partnerships. This paper will provide guidelines for uniting researchers and practitioners in the endeavor of collaboratively designing and implementing classroom research.

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Response to Bridging the Research-to-Practice Gap

Cited by 15 publications

References 0 publications

Translating Research Into Practice

Translating Research Into Practice

In Our Ivory Towers? The Research-Practice Gap in Management Accounting: An Academic Perspective

Putting Research in the Collaborative Hands of Teachers and Researchers: An Alternative to Traditional Staff Development

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