On the public citation graph

Bridging the gap between research and practice

https://doi.org/10.1080/03057640500319065
0 signed · 365 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1007/bf00598128openalex-snapshot
The impact of research on policy and practice in education
inferredcites →https://doi.org/10.1016/0004-3702(87)90056-7openalex-snapshot
Mind over machine: The power of human intuition and expertise in the era of the computer
inferredcites →https://doi.org/10.1016/0738-3991(84)90022-3openalex-snapshot
The reflective practitioner: How professionals think in action
inferredcites →https://doi.org/10.1016/s0740-8188(96)90053-5openalex-snapshot
The art of case study research
inferredcites →https://doi.org/10.1016/s0742-051x(97)00014-0openalex-snapshot
Teachers' personal practical knowledge on the professional knowledge landscape
inferredcites →https://doi.org/10.1021/ie50076a031openalex-snapshot
Knowledge and Research.
inferredcites →https://doi.org/10.1037//0022-0663.78.2.75openalex-snapshot
The cognitive skill of teaching.
inferredcites →https://doi.org/10.1080/00071005.1981.9973589openalex-snapshot
What Counts as Research?
inferredcites →https://doi.org/10.1080/0267152032000176855openalex-snapshot
From evidence‐based practice to practice‐based evidence: the idea of situated generalisation
inferredcites →https://doi.org/10.1080/03057640500319073openalex-snapshot
How can research inform ideas of good practice in teaching? The contributions of some official initiatives in the UK
inferredcites →https://doi.org/10.1080/03057640500319081openalex-snapshot
Improving the development and warranting of good practice in teaching
inferredcites →https://doi.org/10.1080/09650790200200171openalex-snapshot
The development of a research culture in secondary schools
inferredcites →https://doi.org/10.1080/13674580400200472openalex-snapshot
International Handbook on the Continuing Professional Development of Teachers
inferredcites →https://doi.org/10.1109/mex.1987.4307079openalex-snapshot
Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer
inferredcites →https://doi.org/10.1111/1467-8527.00107openalex-snapshot
The Knowledge-Creating School
inferredcites →https://doi.org/10.1111/j.1467-9620.2005.00498.xopenalex-snapshot
The Cultural Myths and Realities of Classroom Teaching and Learning: A Personal Journey
inferredcites →https://doi.org/10.13140/rg.2.2.21303.65448openalex-snapshot
Researching Teachers, Researching Schools, Researching Networks: A Review of the Literature
inferredcites →https://doi.org/10.17763/haer.74.3.e08k1276713824u5openalex-snapshot
Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap
inferredcites →https://doi.org/10.1787/9789264181045-enopenalex-snapshot
Knowledge Management in the Learning Society
inferredcites →https://doi.org/10.2304/forum.2004.46.3.5openalex-snapshot
Learning without Limits
inferredcites →https://doi.org/10.2307/1415632openalex-snapshot
How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process
inferredcites →https://doi.org/10.2307/3119861openalex-snapshot
Research Perspectives in Education
inferredcites →https://doi.org/10.2307/3120033openalex-snapshot
The Impact of Research on Policy and Practice in Education
inferredcites →https://doi.org/10.2307/329758openalex-snapshot
The Art of Case Study Research
inferredcites →https://doi.org/10.2307/3324262openalex-snapshot
The Reflective Practitioner: How Professionals Think in Action
inferredcites →https://doi.org/10.4135/9781849209083openalex-snapshot
Educational Research, Policymaking and Practice
inferredcites →https://doi.org/10.4324/9780203486016openalex-snapshot
Developing Professional Knowledge And Competence
inferredcites →https://doi.org/10.4324/9780203839775-23openalex-snapshot
Learning without limits

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.2264630openalex-extracted
Social Science Research and Public Action: A Preface
inferred← citeshttps://doi.org/10.2139/ssrn.3748932openalex-extracted
'Exploring the Messages of African American Men Enrolled in HBCU Honors Programs'
inferred← citeshttps://doi.org/10.1002/berj.3480openalex-snapshot
How can educational research support practice at scale? Attending to educational designer needs
inferred← citeshttps://doi.org/10.1002/berj.3551openalex-snapshot
Bounded decision‐making, teachers’ reflection and organisational learning: How research can inform teachers and teaching
inferred← citeshttps://doi.org/10.1002/ckon.201210190openalex-snapshot
Bildung für eine nachhaltige Entwicklung (BnE) in der Chemielehrerbildung
inferred← citeshttps://doi.org/10.1002/j.1556-6678.2009.tb00556.xopenalex-snapshot
Diffusion of Innovation Theory: A Bridge for the Research‐Practice Gap in Counseling
inferred← citeshttps://doi.org/10.1002/kpm.314openalex-snapshot
The relevance of knowledge management and intellectual capital Research
inferred← citeshttps://doi.org/10.1002/kpm.363openalex-snapshot
Practical relevance of knowledge management and intellectual capital scholarly research: Books as knowledge translation agents
inferred← citeshttps://doi.org/10.1002/rev3.3001openalex-snapshot
To know is not enough: research knowledge and its use
inferred← citeshttps://doi.org/10.1002/sce.21495openalex-snapshot
Science museum educators' professional growth: Dynamics of changes in research–practitioner collaboration
inferred← citeshttps://doi.org/10.1007/978-3-030-17269-5_11openalex-snapshot
Cooperation of Education and Enterprises in Improving Professional Competences - Analysis of Needs
inferred← citeshttps://doi.org/10.1007/978-3-030-20062-6_2openalex-snapshot
Classic Design of Curriculum Innovations: Investigation of Teacher Involvement in Research, Development, and Diffusion
inferred← citeshttps://doi.org/10.1007/978-3-030-66460-2_1openalex-snapshot
The Relation Between Research and Practice
inferred← citeshttps://doi.org/10.1007/978-3-031-05254-5_2openalex-snapshot
Using the Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course
inferred← citeshttps://doi.org/10.1007/978-3-031-97393-2_2openalex-snapshot
Identifying Research Gaps
inferred← citeshttps://doi.org/10.1007/978-3-032-13788-3_24openalex-snapshot
Towards more Research-Informed Practice in the use of Practical Work in Science Education
inferred← citeshttps://doi.org/10.1007/978-3-319-06526-7_2openalex-snapshot
Teaching and Researching Visual Representations: Shared Vision or Divided Worlds?
inferred← citeshttps://doi.org/10.1007/978-3-319-08186-1_1openalex-snapshot
Assessing the Added Value of Human Resource Management Practices
inferred← citeshttps://doi.org/10.1007/978-3-319-63254-4_9openalex-snapshot
On Bridging Research and Practice in Disaster Science and Management: Unified System or Impossible Mission?
inferred← citeshttps://doi.org/10.1007/978-3-531-90418-4_11openalex-snapshot
Kooperatives Lernen im Chemieunterricht. Konzipierung und Untersuchung von Unterrichtseinheiten durch Partizipative Aktionsforschung
inferred← citeshttps://doi.org/10.1007/978-3-540-79472-1_9openalex-snapshot
Theory, Practice, and Education: On the Role of Business Ethics for Management Education at Business Schools or Universities
inferred← citeshttps://doi.org/10.1007/978-3-8350-5565-0_12openalex-snapshot
Wissensgrundlagen der Managementausbildung: Der Beitrag der Unternehmens- und Wirtschaftsethik zur Entwicklung der Kompetenzen von Business Schools und Universitäten
inferred← citeshttps://doi.org/10.1007/978-94-007-7808-5_4openalex-snapshot
Participatory Approaches to Curriculum Design From a Design Research Perspective
inferred← citeshttps://doi.org/10.1007/978-94-6300-630-9_11openalex-snapshot
Leading Professional Change Through Research(ING)
inferred← citeshttps://doi.org/10.1007/978-94-6300-630-9_6openalex-snapshot
The Teacher as a Learner
inferred← citeshttps://doi.org/10.1007/978-94-6300-749-8_39openalex-snapshot
Research Perspectives and Skills for Science Education
inferred← citeshttps://doi.org/10.1007/978-94-6300-866-2_2openalex-snapshot
Understanding Inclusive Pedagogy
inferred← citeshttps://doi.org/10.1007/978-981-10-0847-4_27openalex-snapshot
Professional Development of Science High School Teachers in Israel
inferred← citeshttps://doi.org/10.1007/978-981-10-3654-5_30openalex-snapshot
Building Social–Emotional Resilience in Schools
inferred← citeshttps://doi.org/10.1007/978-981-13-0708-9_9openalex-snapshot
Collaborative Partnerships Within Communities of Practice: The Need for School-Based Action Research in Bangladesh
inferred← citeshttps://doi.org/10.1007/978-981-19-7018-4_13openalex-snapshot
Writing a Grant Proposal for a Collaborative Study
inferred← citeshttps://doi.org/10.1007/978-981-287-564-8_5openalex-snapshot
Using the Student Voice to Promote Teachers’ Pedagogical Innovation in Small Classes
inferred← citeshttps://doi.org/10.1007/978-981-96-4824-5_9openalex-snapshot
Microbial Metabolomics for Nutraceutical Developments and Their Applications
inferred← citeshttps://doi.org/10.1007/978-981-99-0807-3_6openalex-snapshot
School–University Partnerships in Vietnam: Insights, Reflections, and Recommendations
inferred← citeshttps://doi.org/10.1007/s10763-011-9306-zopenalex-snapshot
DIFFERENT TYPES OF ACTION RESEARCH TO PROMOTE CHEMISTRY TEACHERS’ PROFESSIONAL DEVELOPMENT—A JOINED THEORETICAL REFLECTION ON TWO CASES FROM ISRAEL AND GERMANY
inferred← citeshttps://doi.org/10.1007/s10833-012-9200-7openalex-snapshot
Exploring knowledge processes based on teacher research in a school–university research network of a master’s program
inferred← citeshttps://doi.org/10.1007/s10833-014-9227-zopenalex-snapshot
Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry
inferred← citeshttps://doi.org/10.1007/s10912-012-9171-yopenalex-snapshot
Translation Through Argumentation in Medical Research and Physician-Citizenship
inferred← citeshttps://doi.org/10.1007/s10951-008-0077-5openalex-snapshot
A survey of search methodologies and automated system development for examination timetabling
inferred← citeshttps://doi.org/10.1007/s10972-016-9485-0openalex-snapshot
Professional Learning of K-6 Teachers in Science Through Collaborative Action Research: An Activity Theory Analysis
inferred← citeshttps://doi.org/10.1007/s11126-006-9016-9openalex-snapshot
Lessons Learned in Implementing Evidence-Based Practices: Implications for Psychiatric Administrators
inferred← citeshttps://doi.org/10.1007/s11165-012-9306-1openalex-snapshot
ComPratica: A Virtual Community of Practice for Promoting Biology Teachers’ Professional Development in Brazil
inferred← citeshttps://doi.org/10.1007/s11191-014-9685-yopenalex-snapshot
Mendel in Genetics Teaching: Some Contributions from History of Science and Articles for Teachers
inferred← citeshttps://doi.org/10.1007/s11191-020-00115-9openalex-snapshot
How Should We Select Conceptual Content for Biology High School Curricula?
inferred← citeshttps://doi.org/10.1007/s11528-020-00486-4openalex-snapshot
T-REX: the Teachers’ Research Exchange. Overcoming the Research-Practice Gap in Education
inferred← citeshttps://doi.org/10.1007/s11858-013-0498-2openalex-snapshot
The relationship of theory and practice in mathematics teacher professional development: an activity theory perspective
inferred← citeshttps://doi.org/10.1007/s11858-022-01349-3openalex-snapshot
Towards an international lexicon
inferred← citeshttps://doi.org/10.1007/s12652-021-03134-8openalex-snapshot
Tracking eye-gaze in smart home systems (SHS): first insights from eye-tracking and self-report measures
inferred← citeshttps://doi.org/10.1007/s13132-021-00764-3openalex-snapshot
Innovation and Leadership as Design: a Methodology to Lead and Exceed an Ecological Approach in Higher Education
inferred← citeshttps://doi.org/10.1007/s40617-020-00479-yopenalex-snapshot
Overcoming Barriers to Applied Research: A Guide for Practitioners
inferred← citeshttps://doi.org/10.1007/s40688-014-0016-8openalex-snapshot
Reported Use and Acceptability of Self-Management Interventions to Target Behavioral Outcomes
inferred← citeshttps://doi.org/10.1007/s40899-019-00304-7openalex-snapshot
Sustainable resource management: water practice issues
inferred← citeshttps://doi.org/10.1007/s42532-018-00005-zopenalex-snapshot
Resolving intractable soil constraints in urban forestry through research–practice synergy
inferred← citeshttps://doi.org/10.1007/s44217-024-00190-yopenalex-snapshot
Replication to first-year undergraduate students’ knowledge of academic misconduct
inferred← citeshttps://doi.org/10.1016/b978-044451020-4/50031-1openalex-snapshot
Eye Tracking in Human-Computer Interaction and Usability Research
inferred← citeshttps://doi.org/10.1016/j.ahj.2004.02.015openalex-snapshot
Participation versus education: The GISSI story and beyond
inferred← citeshttps://doi.org/10.1016/j.bpobgyn.2013.08.011openalex-snapshot
Treatment – Mother–infant relationship psychotherapy
inferred← citeshttps://doi.org/10.1016/j.chc.2007.05.011openalex-snapshot
Camp Experiences and Developmental Outcomes for Youth
inferred← citeshttps://doi.org/10.1016/j.edurev.2023.100509openalex-snapshot
The evaluation of school-university partnerships that improve teaching and learning practices: A systematic review
inferred← citeshttps://doi.org/10.1016/j.ejor.2010.01.044openalex-snapshot
Hybrid variable neighbourhood approaches to university exam timetabling
inferred← citeshttps://doi.org/10.1016/j.ijedro.2022.100224openalex-snapshot
Designing for impact? Identifying characteristics of teacher-researchers’ practice-oriented educational research studies with impact
inferred← citeshttps://doi.org/10.1016/j.ijer.2018.05.003openalex-snapshot
Barriers and conditions for teachers’ utilisation of academic knowledge
inferred← citeshttps://doi.org/10.1016/j.ijer.2023.102171openalex-snapshot
Beyond the research–practice gap: Constructing epistemic relations in teacher education
inferred← citeshttps://doi.org/10.1016/j.jcmg.2018.05.012openalex-snapshot
Anthracycline Therapy Is Associated With Cardiomyocyte Atrophy and Preclinical Manifestations of Heart Disease
inferred← citeshttps://doi.org/10.1016/j.jenvman.2022.115365openalex-snapshot
A public decision support system for the assessment of plant disease infection risk shared by Italian regions
inferred← citeshttps://doi.org/10.1016/j.jobe.2022.104191openalex-snapshot
Uncertainties in whole-building life cycle assessment: A systematic review
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102705openalex-snapshot
Disentangling doctoral well-being support in progress-focused workshops: Combining qualitative and quantitative data in single-case learning analytics
inferred← citeshttps://doi.org/10.1016/j.sbspro.2014.01.505openalex-snapshot
Thesis Projects in Teacher Training: A Possibility for Research-training
inferred← citeshttps://doi.org/10.1016/j.socscimed.2021.113669openalex-snapshot
Narcan and Narcan't: Implementation factors influencing police officer use of Narcan
inferred← citeshttps://doi.org/10.1016/j.system.2025.103642openalex-snapshot
Cultivating the nexus of research and practice in language teacher education: A duoethnographic exploration
inferred← citeshttps://doi.org/10.1016/j.tate.2006.07.010openalex-snapshot
Novices and veterans journeying into real-world teaching: How a veteran learns from novices
inferred← citeshttps://doi.org/10.1016/j.tate.2009.02.003openalex-snapshot
The inclusive practice project in Scotland: Teacher education for inclusive education
inferred← citeshttps://doi.org/10.1016/j.tate.2009.11.004openalex-snapshot
Teachers' views on educational research
inferred← citeshttps://doi.org/10.1016/j.tate.2011.09.001openalex-snapshot
An examination of teachers’ perceptions and practice when teaching large and reduced-size classes: Do teachers really teach them in the same way?
inferred← citeshttps://doi.org/10.1016/j.tate.2012.07.009openalex-snapshot
Collaborative inquiry in teacher professional development
inferred← citeshttps://doi.org/10.1016/j.tate.2016.02.010openalex-snapshot
Students' voice on literature teacher excellence. Towards a teacher-organized model of continuing professional development
inferred← citeshttps://doi.org/10.1016/j.tate.2017.09.009openalex-snapshot
Self-directed professional development to improve effective teaching: Key points for a model
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103033openalex-snapshot
The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103850openalex-snapshot
Singapore Teachers’ perceptions of research in practice: Contexts, constraints, and possibilities
inferred← citeshttps://doi.org/10.1016/j.tsc.2020.100674openalex-snapshot
Integrating critical thinking into the classroom: A teacher’s perspective
inferred← citeshttps://doi.org/10.1016/s1885-5857(06)60184-9openalex-snapshot
From Efficacy to Effectiveness in the Secondary Prevention of Coronary Heart Disease
inferred← citeshttps://doi.org/10.1017/9781108774390.025openalex-snapshot
Writing and Good Language Teachers
inferred← citeshttps://doi.org/10.1017/gmh.2016.11openalex-snapshot
Reducing the stigma of mental illness
inferred← citeshttps://doi.org/10.1017/s0266462314000737openalex-snapshot
DIFFERENCES IN EVALUATING HEALTH TECHNOLOGY ASSESSMENT KNOWLEDGE TRANSLATION BY RESEARCHERS AND POLICY MAKERS IN CHINA
inferred← citeshttps://doi.org/10.1021/bk-2020-1344.ch005openalex-snapshot
Greening the Senior High School Chemistry Curriculum: An Action Research Initiative
inferred← citeshttps://doi.org/10.1039/9781788013406-00083openalex-snapshot
Action Research as a Philosophy for Chemistry Teachers’ Professional Development and Emancipation
inferred← citeshttps://doi.org/10.1039/c1rp90067fopenalex-snapshot
An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching
inferred← citeshttps://doi.org/10.1039/c2rp20022hopenalex-snapshot
Jordanian chemistry teachers' views on teaching practices and educational reform
inferred← citeshttps://doi.org/10.1039/c3rp00071kopenalex-snapshot
On the development and assessment of a computer-based learning and assessment environment for the transition from lower to upper secondary chemistry education
inferred← citeshttps://doi.org/10.1039/c3rp00146fopenalex-snapshot
Increasing student motivation and the perception of chemistry's relevance in the classroom by learning about tattooing from a chemical and societal view
inferred← citeshttps://doi.org/10.1053/j.scrs.2012.10.004openalex-snapshot
The Role of Enhanced Recovery Pathways in the Setting of Minimally Invasive Colorectal Surgery
inferred← citeshttps://doi.org/10.1075/rmal.3.04satopenalex-snapshot
Mixed methods research in ISLA
inferred← citeshttps://doi.org/10.1080/00131911.2026.2722207openalex-snapshot
Research Circles: a collaborative, ethical and socially just space for bridging the gap between theory and practice?
inferred← citeshttps://doi.org/10.1080/00313831.2025.2516446openalex-snapshot
Theory-practice bridging through lesson design workshops
inferred← citeshttps://doi.org/10.1080/01411920902919257openalex-snapshot
The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers
inferred← citeshttps://doi.org/10.1080/01411926.2011.615389openalex-snapshot
Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’
inferred← citeshttps://doi.org/10.1080/01425692.2013.835713openalex-snapshot
Critical incidents as formative influences on the work of educational researchers: understanding an insider perspective through narrative enquiry
inferred← citeshttps://doi.org/10.1080/01626620.2016.1155094openalex-snapshot
How Do Preservice Teachers Understand the Use of Research to Inform Practice? Foundational Knowledge for Bridging the Gap
inferred← citeshttps://doi.org/10.1080/02607476.2015.1010874openalex-snapshot
Postgraduate student teachers’ developing conceptions of the place of theory in learning to teach: ‘more important to me now than when I started’
inferred← citeshttps://doi.org/10.1080/02607476.2016.1215551openalex-snapshot
The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty
inferred← citeshttps://doi.org/10.1080/02607476.2018.1516348openalex-snapshot
Mobilising knowledge through global partnerships to support research-informed teaching: five models for translational research
inferred← citeshttps://doi.org/10.1080/02607476.2019.1674564openalex-snapshot
How do university experts perform their boundary broker role to support teachers’ learning in the school-university partnership? An exploratory study in China
inferred← citeshttps://doi.org/10.1080/02607476.2020.1855061openalex-snapshot
Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning
inferred← citeshttps://doi.org/10.1080/02607476.2022.2061338openalex-snapshot
An extended model of school-university partnership for professional development: bridging universities’ theoretical knowledge and teachers’ practical knowledge
inferred← citeshttps://doi.org/10.1080/02619768.2011.643398openalex-snapshot
Teaching English to speakers of other languages teachers’ views on the relationship between research and practice
inferred← citeshttps://doi.org/10.1080/02619768.2014.882312openalex-snapshot
Linking research and practice through teacher communities: a place where formal and practical knowledge meet?
inferred← citeshttps://doi.org/10.1080/02619768.2016.1252912openalex-snapshot
Research utilisation and the struggle for the teacher’s soul: a narrative review
inferred← citeshttps://doi.org/10.1080/02619768.2016.1253674openalex-snapshot
The impact of postgraduate studies on the teachers’ practice
inferred← citeshttps://doi.org/10.1080/02671520903330992openalex-snapshot
Consulting pupils about classroom teaching and learning: policy, practice and response in one school
inferred← citeshttps://doi.org/10.1080/02671522.2016.1225807openalex-snapshot
Denial, opposition, rejection or dissent: why do teachers contest research evidence?
inferred← citeshttps://doi.org/10.1080/02671522.2019.1633558openalex-snapshot
Teacher-researchers’ quality concerns for practice-oriented educational research
inferred← citeshttps://doi.org/10.1080/03054985.2017.1316251openalex-snapshot
Fostering research engagement in partnership schools: networking and value creation
inferred← citeshttps://doi.org/10.1080/03054985.2019.1612342openalex-snapshot
How language teachers address the crisis of praxis in educational research
inferred← citeshttps://doi.org/10.1080/03054985.2025.2473966openalex-snapshot
Holistic, aspirational professional standards as a boundary object between communities of practice for pre-service teachers
inferred← citeshttps://doi.org/10.1080/03057260903562342openalex-snapshot
Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998–2008
inferred← citeshttps://doi.org/10.1080/0305764x.2010.502884openalex-snapshot
Blurring the boundaries: connecting research, practice and professional learning
inferred← citeshttps://doi.org/10.1080/0305764x.2010.526588openalex-snapshot
Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all
inferred← citeshttps://doi.org/10.1080/0305764x.2012.733341openalex-snapshot
Critical Communicative Methodology: including vulnerable voices in research through dialogue
inferred← citeshttps://doi.org/10.1080/0305764x.2013.774321openalex-snapshot
Performativity, work-related emotions and collective research identities in UK university education departments: an exploratory study
inferred← citeshttps://doi.org/10.1080/0305764x.2015.1102867openalex-snapshot
Teachers’ professional development through university–school partnerships: theoretical standpoints and evidence from two pilot studies in Chile
inferred← citeshttps://doi.org/10.1080/0305764x.2026.2620470openalex-snapshot
Learning at the school–university boundary: college researchers’ and school leaders’ narratives about partnership and the co-generation of knowledge in the UAE
inferred← citeshttps://doi.org/10.1080/09585170701589967openalex-snapshot
School–university partnerships for educational research—distinctions, dilemmas and challenges
inferred← citeshttps://doi.org/10.1080/09585176.2015.1020820openalex-snapshot
Teachers’ engagement with published research: addressing the knowledge problema
inferred← citeshttps://doi.org/10.1080/09599916.2024.2412609openalex-snapshot
A conceptual bridge for the ‘innovation-adoption gap’ in the property profession
inferred← citeshttps://doi.org/10.1080/09650792.2012.697402openalex-snapshot
‘Doing research was inspiring’: building a research community with teachers
inferred← citeshttps://doi.org/10.1080/09650792.2017.1358198openalex-snapshot
Action research in science education – an analytical review of the literature
inferred← citeshttps://doi.org/10.1080/09650792.2022.2159470openalex-snapshot
‘Between think big and hit hard’ exploring the role of teacher agency in becoming action researchers: the Egyptian context
inferred← citeshttps://doi.org/10.1080/09650792.2024.2313085openalex-snapshot
Teacher practitioner enquiry: a process for developing teacher learning and practice?
inferred← citeshttps://doi.org/10.1080/10476210.2022.2066076openalex-snapshot
A developmental research-based teacher education: designing and implementing a new program for preservice teachers in France
inferred← citeshttps://doi.org/10.1080/10476210601017477openalex-snapshot
Teacher Coaching—Connecting Research and Practice
inferred← citeshttps://doi.org/10.1080/10749039.2025.2489073openalex-snapshot
Maturana’s key insights on learning, language, and emotions: implications for resisting psychologized language in education
inferred← citeshttps://doi.org/10.1080/13502930802141592openalex-snapshot
Towards professionalism in early childhood practicum supervision – a personal journey
inferred← citeshttps://doi.org/10.1080/1350293x.2012.737236openalex-snapshot
Praxis, ethics and power: developing praxeology as a participatory paradigm for early childhood research
inferred← citeshttps://doi.org/10.1080/13540600701391960openalex-snapshot
Creating and translating knowledge about teaching and learning in collaborative school–university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how
inferred← citeshttps://doi.org/10.1080/13540602.2011.622545openalex-snapshot
Taking teachers seriously
inferred← citeshttps://doi.org/10.1080/13540602.2011.622548openalex-snapshot
Teachers’ funds of knowledge: a challenge to evidence-based practice
inferred← citeshttps://doi.org/10.1080/13540602.2012.709732openalex-snapshot
Classroom teachers’ craft knowledge of their inclusive practice
inferred← citeshttps://doi.org/10.1080/13540602.2014.995478openalex-snapshot
In search of the excellent literature teacher. An inductive approach to constructing professional teaching standards
inferred← citeshttps://doi.org/10.1080/13575279.2017.1420040openalex-snapshot
The (Dis)continuity of Parenthood Among Incarcerated Fathers: An Analysis of Caregivers’ Accounts
inferred← citeshttps://doi.org/10.1080/13596748.2011.630919openalex-snapshot
English Language Teaching management research in post-compulsory contexts: still ‘crawling out’?
inferred← citeshttps://doi.org/10.1080/13596748.2017.1381295openalex-snapshot
Iranian English language teachers’ views of research: implications for policy and practice
inferred← citeshttps://doi.org/10.1080/1359866x.2013.869546openalex-snapshot
Learning Study: nurturing the instructional design and teaching competency of pre-service teachers
inferred← citeshttps://doi.org/10.1080/1359866x.2016.1261392openalex-snapshot
How do primary school teachers develop knowledge by crossing boundaries in the school–university partnership? A case study in China
inferred← citeshttps://doi.org/10.1080/13603124.2013.776116openalex-snapshot
Towards transformative leadership in education
inferred← citeshttps://doi.org/10.1080/13632434.2017.1366438openalex-snapshot
How do you know what works, works for you? An investigation into the attitudes of senior leaders to using research evidence to inform teaching and learning in schools
inferred← citeshttps://doi.org/10.1080/13664530.2019.1693421openalex-snapshot
‘It’s definitely part of who I am in the role’. Developing teachers’ research engagement through a subject-specific Master’s programme
inferred← citeshttps://doi.org/10.1080/14613800600827730openalex-snapshot
Telling half the story: making explicit the significance of methods and methodologies in music education research
inferred← citeshttps://doi.org/10.1080/14790718.2015.1071020openalex-snapshot
Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
inferred← citeshttps://doi.org/10.1080/14790718.2025.2584166openalex-snapshot
Facing failure: unveiling challenges in implementing plurilingual pedagogy through teacher-researcher collaboration
inferred← citeshttps://doi.org/10.1080/15332700802127896openalex-snapshot
Education Resources Needed to Support the Teaching of Evidence-Based Practices
inferred← citeshttps://doi.org/10.1080/15548732.2014.915910openalex-snapshot
Bridging the Gap Between Research and Practice: The Work of the Steering Team for the Child Welfare Research and Evaluation Translational Framework Workgroup
inferred← citeshttps://doi.org/10.1080/15700763.2025.2468714openalex-snapshot
Bridging Educational Research and Teacher Performance: Multiple Mediation Analysis of Professional Development and Teacher Leadership
inferred← citeshttps://doi.org/10.1080/1743727x.2015.1113250openalex-snapshot
Reconciling rigour and impact by collaborative research design: study of teacher agency
inferred← citeshttps://doi.org/10.1080/1743727x.2018.1467890openalex-snapshot
The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue
inferred← citeshttps://doi.org/10.1080/1743727x.2021.1892060openalex-snapshot
Expanding the notion of ‘ownership’ in participatory research involving teachers and researchers
inferred← citeshttps://doi.org/10.1080/1743727x.2021.1926970openalex-snapshot
Co-researching OR researching with teachers in the space between: pitfalls and benefits
inferred← citeshttps://doi.org/10.1080/1743727x.2023.2231862openalex-snapshot
The development of a methodology for enhancing equity within education systems
inferred← citeshttps://doi.org/10.1080/17501229.2024.2315091openalex-snapshot
ESL teachers’ experiences in engaging with published research findings: an interpretative phenomenological analysis
inferred← citeshttps://doi.org/10.1080/18117295.2024.2334989openalex-snapshot
Exploring Learner Errors and Misconceptions in Algebraic Expressions with Grade 9 Learners Through the use of Algebra Tiles
inferred← citeshttps://doi.org/10.1080/19415257.2013.861860openalex-snapshot
English-language teachers’ engagement with research: findings from Bangladesh
inferred← citeshttps://doi.org/10.1080/19415257.2020.1763432openalex-snapshot
Conventionality and evidence: two elements of professional development that could matter to teachers
inferred← citeshttps://doi.org/10.1080/19415257.2021.1902837openalex-snapshot
The transformation of pedagogical practices into dialogic teaching: towards a dialogic notion of teacher learning
inferred← citeshttps://doi.org/10.1080/19415257.2024.2360461openalex-snapshot
Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners
inferred← citeshttps://doi.org/10.1080/19415257.2026.2639135openalex-snapshot
The case for a subsidiarity model of professional learning and development at a time of curriculum reform: perspectives from key Stage 3 (11–14 years) secondary music teachers in Wales
inferred← citeshttps://doi.org/10.1080/20004508.2026.2676287openalex-snapshot
Policies and pre-service teacher perspectives on summative assessment literacy in Sweden and Finland
inferred← citeshttps://doi.org/10.1080/21568235.2014.899154openalex-snapshot
Professionals' perceptions about the use of research in educational practice
inferred← citeshttps://doi.org/10.1080/21594937.2020.1843804openalex-snapshot
Participant engagement with play research – examples and lessons learned from the Centre for Play in Education, Development and Learning
inferred← citeshttps://doi.org/10.1080/2331186x.2023.2214222openalex-snapshot
Effectiveness of teaching-learning, research and innovative actions in Hawassa University, Ethiopia
inferred← citeshttps://doi.org/10.1080/25783858.2020.1732636openalex-snapshot
Perceptions of the research–practice nexus: a case study of a secondary Postgraduate Certificate in Education course
inferred← citeshttps://doi.org/10.1088/1742-6596/1286/1/012045openalex-snapshot
The Presence of Physics Education Research in the Curriculum of an Initial Teacher Education Programme
inferred← citeshttps://doi.org/10.1093/applin/amp007openalex-snapshot
English Language Teachers' Conceptions of Research
inferred← citeshttps://doi.org/10.1097/01.tld.0000269927.96009.b7openalex-snapshot
Promoting Peer Interaction Skills
inferred← citeshttps://doi.org/10.1097/jhm-d-21-00070openalex-snapshot
Professional Behavior and Value Erosion: A Qualitative Study of Physicians and the Electronic Health Record
inferred← citeshttps://doi.org/10.1098/rstb.2023.0156openalex-snapshot
Gestures can help children learn mathematics: how researchers can work with teachers to make gesture studies applicable to classrooms
inferred← citeshttps://doi.org/10.1108/09513550510608886openalex-snapshot
Bridging the research-practice gap: barriers and facilitators to research use among school principals from England and Israel
inferred← citeshttps://doi.org/10.1108/14684520710841748openalex-snapshot
The medical digital library landscape
inferred← citeshttps://doi.org/10.1108/978-1-62396-609-620251008openalex-snapshot
Innovative Practice in Teaching the English Language Arts: Building Bridges Between Literacy In School and Out
inferred← citeshttps://doi.org/10.1108/978-1-64802-249-420251014openalex-snapshot
“Droppin’ the Mic”
inferred← citeshttps://doi.org/10.1108/book-978-1-64802-114-520251005openalex-snapshot
Pedagogy and Adverse Childhood Experiences
inferred← citeshttps://doi.org/10.1108/ijem-02-2020-0090openalex-snapshot
Breaking out of your comfort zone: an archival research on epistemology in inclusive education pedagogy for Industry 4.0
inferred← citeshttps://doi.org/10.1108/ijlls-11-2018-0084openalex-snapshot
Mechanisms enabling knowledge production in learning study
inferred← citeshttps://doi.org/10.1108/jic-11-2012-0099openalex-snapshot
Investigating the current state and impact of the intellectual capital academic discipline
inferred← citeshttps://doi.org/10.1108/jkm-05-2013-0166openalex-snapshot
Meta-analysis of scientometric research of knowledge management: discovering the identity of the discipline
inferred← citeshttps://doi.org/10.1108/s1479-363620140000003029openalex-snapshot
Developing and Using a Framework for Gauging the Use of Inclusive Pedagogy by New and Experienced Teachers
inferred← citeshttps://doi.org/10.1108/s1479-367920200000039005openalex-snapshot
Meeting in the Middle: Expanding the Use of CIE Academic Research through Access, Relevance and Practitioner Support
inferred← citeshttps://doi.org/10.1109/ase63991.2025.00140openalex-snapshot
Leveraging Mixture-of-Experts Framework for Smart Contract Vulnerability Repair with Large Language Model
inferred← citeshttps://doi.org/10.1111/1468-5973.12428openalex-snapshot
Inclusive recovery planning for incremental systemic change: A methodology, early outcomes, and limitations from the Falkland Islands' Covid‐19 recovery planning experience
inferred← citeshttps://doi.org/10.1111/1471-3802.12068openalex-snapshot
Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention ( AISI )
inferred← citeshttps://doi.org/10.1111/brv.12385openalex-snapshot
A conceptual framework for understanding the perspectives on the causes of the science–practice gap in ecology and conservation
inferred← citeshttps://doi.org/10.1111/flan.70023openalex-snapshot
Bridging the research‐practice divide: Insights from a Korean online Community of Practice
inferred← citeshttps://doi.org/10.1111/modl.12791openalex-snapshot
The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future
inferred← citeshttps://doi.org/10.1111/tger.10183openalex-snapshot
Bridging the Gap between Researchers and Practitioners
inferred← citeshttps://doi.org/10.1111/tops.12539openalex-snapshot
Translating a Theory of Active Learning: An Attempt to Close the Research‐Practice Gap in Education
inferred← citeshttps://doi.org/10.1136/bjsm.2008.049577openalex-snapshot
General practitioners’ perceptions and practices of physical activity counselling: changes over the past 10 years
inferred← citeshttps://doi.org/10.1136/bjsm.2008.053629openalex-snapshot
Whole of community physical activity interventions: easier said than done
inferred← citeshttps://doi.org/10.1136/qshc.2007.025601openalex-snapshot
Sequential monitoring of hospital adverse events when control charts fail: the example of fall injuries in hospitals
inferred← citeshttps://doi.org/10.1145/3715336.3735686openalex-snapshot
What About My Design Context?: Exploring the Use of Generative AI to Support Customization of Translational Research Artifacts
inferred← citeshttps://doi.org/10.11594/ijmaber.02.10.04openalex-snapshot
Capturing Emerging Trends to Bridge Relevancy Gap Between Academic Delivery of Course on Business Research and Talent Expectation of Re-search Industry
inferred← citeshttps://doi.org/10.11606/d.41.2017.tde-17102017-165730openalex-snapshot
The science-practice interface in Ecology and Conservation: a conceptual framework and shared ways of thinking among scientists and decision-makers
inferred← citeshttps://doi.org/10.1163/9781848884571_012openalex-snapshot
Pukepuke Fonua: An Exploratory Study on the faikava as an Identity Marker for New Zealand-Born Tongan Males in Auckland New Zealand
showing the first 200 of 337
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.