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The distinction between theory and practice, as well as their specific role, function, and relevance within philosophy is at the core of most metaphilosophical discussions of philosophy as a way of life (PWL). At the same time, Hadot’s emphasis on the practical dimension of ancient philosophy and its alleged privilege of practice over theory is one of the most polemic and controversial aspects of his account of PWL. In this paper I will discuss three alternative ways of interpreting Hadot’s characterization of PWL and the roles and functions of theory and practice in his account: John Cooper’s, Miranda Vilchi’s and Matthew Sharpe’s. After critically evaluating each one of these readings, I will present my own view on the matter and conclude with some reflections on the relevance (or irrelevance) of maintaining the opposition between theory and practice in our account of PWL.

This article proposed to explain the relationship between theory and practice in the Alternation Pedagogy of Family Centers for Alternation Training (CEFFA). The construction was theoretically supported by the authors Gamboa (1995), Vázquez (2007), Gimonet (2007), Begnami (2019), Ribeiro (2010), and Caldart (2009). The systematization was possible based on bibliographical research, which directed the construction of the path of conceptions of the theory-practice relationship, from the ideological and pragmatic dichotomies to the dialectical unity of praxis and the Pedagogy of Alternation of CEFFA. The research allowed us to understand that theory, practice, and praxis are forms of human behavior in the face of historical and contradictory reality, as well as affirming the relevance of the relationship between theory and practice in the theoretical systematization of the Pedagogy of Alternation of CEFFA, enhanced, above all, by the pillars ends and means, through a diversity of pedagogical instruments that give vivacity to the alternation in a dialectical way. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author discusses articles within the issue on topics including the intersection of citizen science and science communication, stakeholder-centric approaches and communication strategies used across citizen science projects, and innovation, resilience and expansion in citizen science approaches.

Psychological theory suggests that evaluators' individual values and traits play a fundamental role in evaluation practice, though few empirical studies have explored those constructs in evaluators. This paper describes an empirical study on evaluators' individual, work, and political values, as well as their personality traits to predict evaluation practice and methodological orientation. The results suggest evaluators value benevolence, achievement, and universalism; they lean socially liberal but are slightly more conservative on fiscal issues; and they tend to be conscientious, agreeable, and open to new experiences. In the workplace, evaluators value competence and opportunities for growth, as well as status and independence. These constructs did not statistically predict evaluation practice, though some workplace values and individual values predicted quantitative methodological orientation. We conclude by discussing strengths, limitations, and next steps for this line of research. [ABSTRACT FROM AUTHOR]

Kirsten and Kate are scholar–practitioners studying the people with whom they interact and operate. In this empirical paper, based on their auto/ethnographic reflections, they study some often-neglected circumstances and by-products of scholar–practitioner research. They review aspects of entering research situations with which they are connected, participating in them, leaving them behind, and revisiting them. Kirsten is an ethnographer, both working with and studying intentional communities. Kate is a qualitative researcher who operates auto/ethnographically in studying Triple X unintentional communities. This article arises from discussions of Kirsten's and Kate's field notes, which have led them to compare and relate their convergent experiences with one another. Kirsten and Kate focus on the physical culture of the environments in which they study. Some traditional boundaries like the isolation of researchers and communities are eroding. Kirsten and Kate care about those they study and continue to hold some responsibility for the lives of people they have entered. They attempt to narrow the space between theory and practice in recognising their interconnected nature. Civic mission is gaining increased currency for researchers and may form a signpost towards the future of research. [ABSTRACT FROM AUTHOR]

The question of the theory-practice relationship is one of the core questions of philosophy and the social sciences. How should the proportions between theory and practice best be determined? Social work joins this discourse from a logic of applied sciences. It can develop an appropriate answer that can be generalized if it first participates on that discourse. For that, the theory-practice relationship is first distinguished from the theory-practice proportion. Because while a proportionality points to communication, which could be determined vertically in one way, in the case of the relationship is horizontality at the centre of the debate, which refers to the consent of the other actor. Therefore, the following paper will first distinguish the philosophical question of how the relationship between knowledge and action should be determined from the sociological question of how the proportion between knowledge and action is in a given profession. After an introduction, the genesis of the theorypractice communication the question is put what can be deduced from this distinction for social work. Depending on the viewpoint, the relationship can either be transformed into communication through mediation between theory and practice, or theory can be separated, decoupled from practice. In a third proposal developed here, this theory-driven relationship and/or proportion can be viewed from the logic of theory-practice complementarity. [ABSTRACT FROM AUTHOR]

Kirsten and Kate are scholar–practitioners studying the people with whom they interact and operate. In this empirical paper, based on their auto/ethnographic reflections, they study some often-neglected circumstances and by-products of scholar–practitioner research. They review aspects of entering research situations with which they are connected, participating in them, leaving them behind, and revisiting them. Kirsten is an ethnographer, both working with and studying intentional communities. Kate is a qualitative researcher who operates auto/ethnographically in studying Triple X unintentional communities. This article arises from discussions of Kirsten’s and Kate’s field notes, which have led them to compare and relate their convergent experiences with one another. Kirsten and Kate focus on the physical culture of the environments in which they study. Some traditional boundaries like the isolation of researchers and communities are eroding. Kirsten and Kate care about those they study and continue to hold some responsibility for the lives of people they have entered. They attempt to narrow the space between theory and practice in recognising their interconnected nature. Civic mission is gaining increased currency for researchers and may form a signpost towards the future of research.

Det er et skille mellom teori og praksis i lærerutdanningen – mellom det som skjer i undervisningen på studiet, og det som skjer i klasserommet i skolen. Dette var en av hovedutfordringene da lærerutdanningen ble reformert til en femårig masterutdanning i 2017, men vi vet lite om hvordan lærerstudenter erfarer den nye grunnskolelærerutdanningen (GLU). For å belyse denne mangelen i forskningsfeltet har vi i denne studien analysert studenter i den nye lærerutdanningens beskrivelser av GLU med den hensikt å løfte frem studentperspektivet på studieprogrammet. Datagrunnlaget for studien består av skriftlige svar fra 95 lærerstudenter ved to GLU-institusjoner på et åpent spørsmål om GLU, administrert via et spørreskjema. Dataene ble gjenstand for en tematisk analyse for å løfte frem studentenes perspektiv. Resultatene viser at lærerstudentene er motivert for å bli lærere, men samtidig kritiske til studiet de går på. Lærerstudentene gir klart uttrykk for hvordan studieprogrammet bør utvikles og forbedres for å imøtekomme deres forventninger til utdannelsen og læreryrket. Det studentene mener er hovedproblemene med GLU, er en opplevelse av manglende profesjonsrelevans i undervisningen på studiet, lærerutdannernes kompetanse og spenningen mellom individ og system. Vi drøfter resultatene i lys av tidligere forskning og kjente utfordringer i lærerutdanningen.

Copyright of Revista Perspectiva Empresarial is the property of Fundacion Universitaria Ceipa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This editorial proposes how to build original theoretical contributions in a context that privileges practice over theory, where Anglo-Saxon theories dominate the scientific field of administration, and it is even unclear what “theory” means. The central idea is that the approximation between theory and practice only exists when the theory is constructed in the concrete world, i.e., where practice happens. This means that the uncritical adoption of theories to understand specific realities leads to the false impression that “in theory, practice is different.” My conclusion is that the original theoretical contribution must consider the multiple ways of life, culture, and the constituent elements of the social phenomena one wants to research. Added to this is the appreciation of indigenous knowledge (scientific or otherwise) on the reality where one aims to offer an original theoretical contribution. [ABSTRACT FROM AUTHOR]

This editorial proposes how to build original theoretical contributions in a context that privileges practice over theory, where Anglo-Saxon theories dominate the scientific field of administration, and it is even unclear what “theory” means. The central idea is that the approximation between theory and practice only exists when the theory is constructed in the concrete world, i.e., where practice happens. This means that the uncritical adoption of theories to understand specific realities leads to the false impression that “in theory, practice is different.” My conclusion is that the original theoretical contribution must consider the multiple ways of life, culture, and the constituent elements of the social phenomena one wants to research. Added to this is the appreciation of indigenous knowledge (scientific or otherwise) on the reality where one aims to offer an original theoretical contribution. [ABSTRACT FROM AUTHOR]

Being a social worker requires facing many social upheavals, juggling with organizational changes, and working with various populations with increasing complex social issues. Future social workers must quickly familiarize themselves with the conditions of the practice. In order to do so, it is essential to provide students with multiple opportunities to integrate theory and practice throughout the school curriculum through educational activities that are as close as possible to professional practise. This article shows the results of a qualitative study that compares the comments of two groups of students, one exposed to an experiential pedagogy and the other not, in order to better understand the benefits of pedagogy for the integration of theory into practice. One of the principal results of this study shows that putting students in situations similar to practice environments makes the learning meaningful, promotes the integration of theory and practice, and strengthens professional identity. [ABSTRACT FROM AUTHOR]

Objective To evaluate the clinical teaching and training methods for newly recruited surgical nurses based on Guide to Operating Room Nursing Practice. Methods Newly recruited surgical nurses who started working from 2017 to 2019 and received traditional methods in clinical training were defined as the control group. Nurses who started working from 2020 to 2021 and trained based on Guide to Operating Room Nursing Practice were assigned as the experimental group. The theoretic knowledge level and clinical practical skills of nurses were assessed. Results Compared to the control group, the experimental group scored higher in assessment of theoretic knowledge regarding aseptic techniques, operative position, electrosurgery, isolation methods, risk management, inventory management of surgical supplies, instruments count, prevention of infection, and operating room staffing(P＜0. 05). Compared to the control group, the experimental group scored higher in assessment of clinical practical skills (P＜0. 05) except for aseptic techniques and electrosurgery. Conclusion Clinical teaching and training based on Guide to Operating Room Nursing Practice is effective to improve the theoretic knowledge level and clinical practical skills of newly recruited surgical nurses. It has become one of the best guidelines to facilitate the surgical nurse training at hospitals. (目的 探讨《手术室护理实践指南》在手术室临床培训中的应用效果。方法 2017年7月—2019年7月手术室新入职护士35名设为对照组, 采用传统培训方法。2020年7月—2021年7月手术室新入职护士45名设为观察组, 基于《手术室护理实践指南》知识构架开展培训。比较2组理论知识和临床实践水平。结果 观察组在无菌技术、手术体位、电外科、手术隔离技术、患者安全管理、仪器设备管理、手术物品清点、感染控制管理、手术室人员管理9个方面理论知识评分均高于对照组, 差异有统计学意义(P＜0. 05); 临床实践考核除无菌技术和电外科外, 其余项目评分均高于对照组, 差异有统计学意义(P＜0. 05)。结论 基于《手术室护理实践指南》知识构架对手术室新入职护士开展培训, 能明显提升护士专业知识水平和临床实践能力, 有助于提高手术室整体护理质量。)

Copyright of Journal of Global Sport Management is the property of the Global Alliance of Marketing & Management Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. (Copyright applies to all Abstracts.)

The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different positions on linking theory and practice. The tasks were therefore analysed with respect to the demarcation of conceptual objects as well as practice-based contexts. The findings indicate a difference with respect to the demarcation of conceptual objects, especially concepts relating to mathematics and mathematics education. This is seen as indicative of the reduced encouragement of linking theory and practice. [ABSTRACT FROM AUTHOR]

Woman‐centred care is a philosophy authentic to the midwifery profession, scaffolding and preceding the capacity and utility of woman‐centred care in daily practice. Through providing guidance on the philosophical capacities—the virtues—the practical capacity and utility of woman‐centred care becomes more clear and more tangible. This paper discusses the virtues of woman‐centred care in midwifery practice. Eighteen virtues, described by Comte‐Sponville, serve as a philosophical lens to explore and understand how each specific virtue integrates into the woman‐centred care concept or vice versa, herewith becoming woman‐centred care virtuous acts. The virtues are politeness, fidelity, prudence, temperance, courage, justice, generosity, compassion, mercy, gratitude, humility, simplicity, tolerance, purity, gentleness, good faith, humour and love. Exploring these virtues provides a manageable view of the complexity of woman‐centred care. In this paper, first each virtue is discussed in relation to the body of knowledge of woman‐centred care in midwifery. Thereafter, a sketch of pragmatism is provided through translating the virtues into practical recommendations for the professional socialization and transformation of becoming, being and doing woman‐centred care. [ABSTRACT FROM AUTHOR]

The academic practitioner divide and strategies to close that gap have been important lines of inquiry in the fields of public administration and public affairs. This study contributes to that significant body of work by reporting results from two surveys of faculty in NASPAA accredited programs and of practitioners affiliated with the International City/County Management Association (ICMA). These surveys tapped into the perceptions of both groups of respondents about five categories of strategies (e.g., knowledge sharing, technological strategies) aimed at reducing the divide. The overarching objective of this research is to examine if respondent status as faculty or practitioner had an impact on their perception of these strategies. Results from a multivariate analysis of variance indicate that both faculty and practitioners accord significantly different levels of importance to three of the five categories. Open-ended responses yielded additional insights. Implications of this research and its findings for public affairs education are discussed. [ABSTRACT FROM AUTHOR]

What does urgency mean for social work today? It seems that whichever way one turns, a sense of urgency is prevalent: whether the persistent time pressures exerted in day-to-day practice, or the recurrent themes of impending crisis confronting the profession itself. Frequently, these strains on time and resource perpetuate a division of 'theory' and 'practice'. In some cases, this is simply a re-assertion of the view that a social worker should get the practice done, and think about the theory later. But there is also a sense in which, under the neoliberal governance of social provision, urgency has become far more of an inherent feature of social work. This suggests a need to re-think the ways of acknowledging and representing this urgency, the problem of time that underlies the relationship between social work practice and theoretical inquiry, and the models of critique that can be applied to it. This paper applies an interdisciplinary approach to considering the impact of urgency on practice, by drawing together social work research with the tools of classical rhetoric and philosophy, in order to continue the growing discussions around the conceptual basis of social work, and in particular the concept of time itself within neoliberal social care. [ABSTRACT FROM AUTHOR]

Copyright of Magister: Revista de Formación del Profesorado e Innovación Educativa is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Within theological education, there are ongoing concerns that ministry education is dis-integrating and needs to recover by engaging a holistic focus. Training institutions are criticised for producing academically astute graduates, who lack the pastoral exposure or the required spirituality for Christian ministry. As ministry situations become more complex, an integrative approach to teaching and learning is required, since it connects learning to experience in an intentional way. Despite its complexity in implementing, integration as a method should be embraced more fully in the design and reformation of theological education. This article discusses proposals that can create spaces for integration, highlighting the place of disciplines of knowledge in curricular approaches, the theory-practice challenge, together with fostering active teaching and learning. These proposals are important considerations for purposeful theological education in this time of complex curricular changes in higher education.

Objective: To analyze the objectives proposed by the UN, linking them in a theoretical and practical way with the real condition of artisanal fishing cooperatives in Mexico, contrasting the theoretical scope of the 2030 Agenda vs. the real praxis of the communities of artisanal fishermen. Design/Methodology/Approach: Through the application of a Participatory Rapid Appraisal Workshop (PRAW) points of the Agenda 2030 were discussed with three artisanal fishing communities in Mexico. The participants learned in a theoretical way the objectives presented by the UN; selected those that in their opinion are important and punctual parts of their fishing activity; and then analyzed these objectives comparing them with their practical daily reality. Results: Conclusions and clarifications were obtained from the social subjects in which it was recognized as a general argument that for the Mexican artisanal fishing cooperatives framework the objectives of the 2030 Agenda are possible as long as the action strategy promotes a cooperative culture with community values and social bonds; respect for their environment and way of life; as well as the sustainability of the ocean as their means of work. Limitations/Implications of the study: the main implication noticed was the enormous importance that exists towards delivering theoretical considerations from international organizations and decision makers, to the social base who operates these proposals. These spaces create discussions that allow the theoretical analysis of practical needs which is mandatory in the social sciences. Findings/Conclusions: The neoliberal globalized economic system is the main disagreement for the 2030 Agenda. The 2030 Agenda encourages developed countries to support under-developed countries with knowledge, technology and investments to achieve sustainability. However, the Agenda does not recognize local knowledge, use forms and customs in those developing countries, as effective operational alternatives. [ABSTRACT FROM AUTHOR]

What exactly do evaluators learn about programs through experience and how? We chose a constructivist framework to investigate the structure of evaluators' program-related knowledge, namely the form, content, and origins of their expressed theories. In this context, we complemented a Piagetian theory of learning with new developments offered by "probabilistic" (or "Bayesian") models of learning. We conducted "explicitation" interviews with nine experienced practitioners, some specializing in the education or agri-environment sectors and some generalists. After examining the form and content of their program-related knowledge, we examine its development through experience but also through contact with researchers and readings. In conclusion, we discuss our study's strengths and limitations, as well as the implications of our results for evaluation training and teaching. [ABSTRACT FROM AUTHOR]

Within theological education, there are ongoing concerns that ministry education is dis-integrating and needs to recover by engaging a holistic focus. Training institutions are criticised for producing academically astute graduates, who lack the pastoral exposure or the required spirituality for Christian ministry. As ministry situations become more complex, an integrative approach to teaching and learning is required, since it connects learning to experience in an intentional way. Despite its complexity in implementing, integration as a method should be embraced more fully in the design and reformation of theological education. This article discusses proposals that can create spaces for integration, highlighting the place of disciplines of knowledge in curricular approaches, the theory-practice challenge, together with fostering active teaching and learning. These proposals are important considerations for purposeful theological education in this time of complex curricular changes in higher education. [ABSTRACT FROM AUTHOR]

In nursing practice, awareness of ethical inner values and a common understanding of nursing and caring are needed. It is therefore important to highlight ideas of caring in nursing practice. The aim of this paper was to illuminate nursing, caring and ethical inner values in caring and caring in nursing practice. By being attentive, open, respectful and treating the patient as a person, nurses can enhance both their own and the patient's sense of personal meaning in the caring relationship. Nurses can use self‐reflection to create an awareness of nursing, caring and ethical inner values in caring. [ABSTRACT FROM AUTHOR]

Our collaborative action research addresses a challenge in initial teacher education pertaining to the lack of theoretical coherence between teacher candidates' understandings of teaching and learning. The group comprised of three science teacher candidates (Authors 2 and 3) and a university faculty member (Author 1). Through a loosely adapted learning study approach, we embarked on the process of learning to apply a theoretical lens, i.e. variation theory, to frame lessons taught during the school-based practicum; we focused on the use of variation, which is a pedagogical strategy that is undertheorized in biology education. In this paper, we provided a description and reflection of the theory-framed lessons teacher candidates in our group taught. Data sources included lesson plans and materials, video recordings of lessons, reflections and teacher interviews that promoted further articulation of our experiences of the action research process. By comparing our employment of variation theory to frame lesson planning, classroom teaching and student learning, patterns of variation were reflected upon and theorized through the group process. This expanded our collective understandings about the application of variation theory to biology teaching. The paper thus demonstrates the theoretical work we engaged in as an ongoing and dialectical exploration of practice and theory. [ABSTRACT FROM AUTHOR]

The objective of this work is to present and discuss the results of the extension project developed between the Federal University of Goiás and students of elementary school II at the Colégio Estadual Professor Vandy de Castro Carneiro, located in the city of Goiânia - GO. Based on Paulo Freire, we bring the perspective of popular communication, strengthening the dialogue-action between the University and society. The action was based on socio-environmental education from a geographical perspective. In view of this, always relating the global-local scales, we bring the agroecological school garden as a teaching-learning strategy based on the integration of theory and practice and a didactic sequence that addresses contents of agrarian geography, such as: awareness of food consumption, defense of socio-biodiversity and traditional knowledge, structure and soil management, among others. Among the activities carried out to provide theoretical training and discussions, the following stand out: conversation circle with generating themes; dynamic about biodiversity; vertical vegetable garden and organic composting; soil class on school; organization of a pedagogical installation about this theme at the school science fair, fieldwork in other experiences of agroecological urban agriculture, in addition to the construction of the school garden. Thus, the central objective was limited to exchanges of knowledge about the different forms of agricultural production, its evolution, as well as themes related to agroecology and food sovereignty, in order to value family farming as the main responsible for the production of food that arrive at our tables, supports environmental sustainability and maintains popular culture. [ABSTRACT FROM AUTHOR]

In a complex, multisite initiative, a well-developed theory of change can help an organization's leadership make strategic decisions about program elements, organizational direction and priorities, as well as provide structure and accountability for evaluation. This article describes the multistep process used by the evaluation team of a large nonprofit to iteratively develop a theory of change for a complex national initiative, including challenges encountered during the creation process and the initial implementation phase. We describe the benefits derived from the development process and the uses of the theory of change by the program staff and by the evaluation team. Although the theory of change highlighted weaknesses in the evaluation, it also provided us with an opportunity to improve the evaluation. Recommendations are included for those evaluators seeking to develop a theory of change for their own organizations. [ABSTRACT FROM AUTHOR]

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Inspired by the thesis that an alliance between degrowth and environmental justice (EJ) movements is essential (Akbulut et al., this issue), this paper presents the findings of empirical research concerning the pitfalls and possibilities of such an alliance as understood by prominent Croatian EJ movement leaders. We outline the context of the Croatian EJ movement through two specifics – the country's semiperipheral position in the global world-system and the ecological distribution conflicts (EDCs) characteristic of the post-socialist societal metabolism in Europe. The research explores the theory-practice nexus, materialist vs. post-materialist value base, and the potential of 'a politico-metabolic reconfiguration' (ibid.) for the proposed alliance. Our findings indicate a hitherto limited, but positive potential for degrowth to provide a theoretical framework for the semiperipheral EJ movement. Both the EJ movement and degrowth demonstrably share a materialist motivation, but not for reasons of 'under-development' of semiperipheral societies. Our analysis concludes that semiperipheral EJ activists are open to a politico-metabolic reconfiguration proposal, though they are presently not aware that a viable reconfiguration strategy is proffered by the degrowth research community. On the European semiperiphery, an alliance between theory and movement would benefit from a clearer explication of such a strategy. Highlights • Empirical study of resonance of thesis about alliance between EJ movement and degrowth. • European semiperipheral EJ movement views degrowth theory approvingly. • EJ activists (movement) see degrowth as a theoretical concept, not as existing movement. • EJ campaigners' work and understanding of degrowth share materialist foundation. • Tighter links possible through explicit proposal of political strategy for metabolic alternative [ABSTRACT FROM AUTHOR]

The connection of theory to practice in public administration represents a critical transfer of information between scholarship and application. This important relationship establishes a basis of exchange among those engaged in the field, a bond that may be most magnified and accessible at the local levels of government. This study examines the perspectives of practitioners and scholars toward improving the theory–practice exchange in local government management through a series of focus group interviews held at the International City/County Management Association (ICMA) annual conference over 4 years. The findings suggest that the scholar and practitioner communities agree on several approaches and principles that may contribute to enhancing the theory–practice exchange within the themes of research transaction, collaboration, and professionalism. These themes offer mutual contexts for theory–practice interactions, which may help to inform institutional integration and best practice models, and facilitate a functional coexistence of interdependence and improved exchangeability in local government management. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The gap between nursing theory and practice is widely documented and debated in the literature, which defined as the discrepancy between what student nurse acquire through theoretical classroom lectures and what they experience in the clinical setting. Clinical instructors make a valuable contribution to the students learning process by enhance students' learning by creating a positive learning environment and participating as role models. Aim: The study aimed to assess the presented role of clinical nurse instructor in bridging the gap between theory and practice in perspective of student nurses. Methodology: A descriptive quantitative cross-sectional design was conducted in this study to identify the knowledge-practice gap in related to clinical instructor factors as perceived by the nurses' students. The study was conducted throughout a period of three consecutive months; from 1st June, 2017 to the end of August, 2017. Subjects were selected conveniently from the available students at the 4 main governmental hospitals of Gaza strip. Results: The finding also showed there was a significant agreement (mean 3.6, t = 14.6) among student nurses about the crucial role of instructors in reducing the theory-practice gap. Of which, continuous instructor's follow-up in departments help in reducing the gap was captured the highest mean score (3.9, 78%), while the instructor in the practice use theoretical teaching rather than clinical training had the lowest mean score (3.1, 62%). Conclusion: Nurses are confronted to provide equitable, effective, affordable, and high-quality health care services. There is quite evident that gap's phenomenon does exist and has its strengths as well as areas that can be improved by focus on the clinical instructors' approach throughout creating a positive learning environment, and regularly update their knowledge and skills on the latest trends in clinical practice. [ABSTRACT FROM AUTHOR]

This article takes a novel approach to thinking about the practice of educative leadership. An intellectual conversation between two academics and a school principal, it seeks to work through questions regarding the practicalities for a school principal in actually advancing educative leadership based on anarcho-syndicalist principles. Taking these questions seriously, the intention of this article is to think through these questions not from the ‘ivory tower’ but in dialogue. The aim was to write something that was more collaborative than an interview but less formal and academic than a philosophical dialogue. Instead, the authors worked together to have an intellectual conversation bringing together philosophical and practical reflection on how educative leadership based on anarcho-syndicalist principles might be imagined and initiated. [ABSTRACT FROM AUTHOR]

Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality. To our knowledge, no previous consideration of concept maps has evaluated the different types of knowledge (e.g., procedural and conceptual) embedded within a concept map, or the ways in which they may interact. In this paper we consider maps using the lens provided by the Legitimation Code Theory (LCT) to analyze concept maps in terms of semantic gravity and semantic density. Weaving between these qualitatively, different knowledges are considered necessary to achieve professional knowledge or expert understanding. Exemplar maps are used as illustrations of the way in which students may navigate their learning towards expertise and how this is manifested in their concept maps. Implications for curriculum design and teaching evaluation are included.

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Denne artikkelen retter fokus mot studenters læring i praksis. Gjennom beskrivelsen av et pilotprosjekt i barnevernet, ønsker vi å synliggjøre hvordan bruken av studenter som medforskere kan bidra til økt kunnskapsutbytte samt en større forståelse av samspillet mellom teori og praksis. Samtidig har feltet sosialt arbeid behov for en modernisering. Denne artikkelen søker å vise at bruk av studenter som medforskere kan bidra til den nevnte modernisering. To spørsmål reises i artikkelen: Hvordan håndterer lærere og studenter utfordringer i forskningsprosessen i prosjekter hvor studenter deltar som medforskere? På hvilken måte kan praksisnær forskning bidra til å kaste lys over studentens læring? Nøkkelord: Teori-praksis, kunnskapsbase, barnevern, medforskende studenter

Caring theories are the description and conceptualization of the care that is given in caring practise by nurses and other professional caregivers with the aim of verbalizing and communicating caring phenomena. Intermittently, a theory –practice gap is given expression- that theory does not go along with clinical practice in caring.The aim of this study was an investigation into the possible disparity between theory and practice in caring by analysing nurses’ lived experience of the understanding of caring theory in practice in the context of municipal elderly care.Hermeneutical phenomenology was the research approach used to explore the lived experience of caring science theories in caring practice from the perspective of 12 nurses working in municipal care for elderly.The findings shows that the nurses Impulsively described their experience of detachment to caring theory, but when describing their caring intentions, the relationship to theory became apparent, and even confirmed their practice. As such, a seedbed exists for caring theory to be reflected on and cultivated in caring praxis. However, as the nurses describe, the caring theory must be sensitive enough for the nursing practitioners to accept.The gap revealed itself on an organisational level, as the nurses’ commission in municipal care did not correspond with their caring intention.We believe it is important to seriously consider what we want to achieve as a caring profession. We have to reflect on our responsibility as culture carriers and knowledge developers. We must make the disparate forces of intention and organisation become one intertwining force.