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Relevant bibliographies by topics / Practice theories

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Academic literature on the topic 'Practice theories'

Author: Grafiati

Published: 25 May 2024

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Journal articles on the topic "Practice theories"

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Alexander, Ernest R. "On planning, planning theories, and practices: A critical reflection." Planning Theory 21, no. 2 (January 4, 2022): 181–211. http://dx.doi.org/10.1177/14730952211066341.

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The futility of defining planning suggests that there is no planning as a recognizable practice. Sociology of knowledge definitions imply three kinds of planning practices: (1) Generic “planning”—what people do when they are planning; (2) Knowledge-centered “something” (e.g., spatial) planning; and (3) Real planning practiced in specific contexts, from metro-regional planning for Jakarta to transportation planning for the Trans-Europe Network, and enacted in general contexts, for example, informal- or Southern planning. Planning theories are linked to different practices: generic “planning” theories and “something” (e.g., regional, community, environmental, or Southern) planning theories. Selected topics illustrate the “planning” theory discourse and spatial planning theories are briefly reviewed. Three generations of planning practice studies are reviewed: the first, a-theoretical; the second, the “practice movement,” who studied practice for their own theorizing; and the third, informed by practice theories. Five books about planning show how their planning theorist authors understand planning practice. While recognizing planning as diverse practices, they hardly apply “planning” theory to planning practices. “Planning” theories are divorced from enacted planning practices, “something” (e.g., spatial) planning theories include constructive adaptations of “planning” theories and paradigms, but knowledge about real planning practices is limited. Implications from these conclusions are drawn for planning theory, education, and practices.

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Grigoryeva, Elena. "theories and practice." проект байкал, no. 78 (December 17, 2023): 1. http://dx.doi.org/10.51461/issn.2309-3072/78.2217.

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Does a theory of architecture exist? If so, what does it involve? Researching and analysing what has already been implemented? Refining methods and matrices based on practice? In other words, is the theory secondary? The debate about this has been going on for many years and even centuries. But today, in the age of robots and computers, the question of architectural theory takes on a new meaning. As the development of technology accelerates all practical processes – from design approval to the construction of objects in material, when million cities appear on an empty place in five years, and single buildings – in a fortnight, the practice of architecture more closely resembles a cross-country race. One can assume that the practitioner behind the wheel is increasingly in need of a theorist, a navigator who follows the road on a map and charts the course of the journey. Or do the theories in this race follow the findings and insights of the practitioners? In this issue of the journal, we have collected several contemporary views on architectural theory. These views are heterogeneous and often do not agree with each other. The map on which the route of architectural development is travelled is pieced together from scraps, sketches and fragments of accurate but outdated plans and outlines. But we have no other map, and we will have to improve the theory and its connection with the practice right on the move. It is noteworthy that the news section also touches upon the theme of the issue: it opens with the jubilee exhibitions of Maria Nashchokina, a well-known theoretician and historian of architecture, and Andrey Bokov, a prominent practitioner and theorist.

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leong, choon kit. "Translating Theories into Practice." Singapore Family Physician 44, no. 2 (April 1, 2019): 31–34. http://dx.doi.org/10.33591/sfp.44.2.u4.

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Danvy, Olivier, and Lasse R. Nielsen. "Syntactic Theories in Practice." Electronic Notes in Theoretical Computer Science 59, no. 4 (November 2001): 358–74. http://dx.doi.org/10.1016/s1571-0661(04)00297-x.

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Gautam, Vinayshil. "Towards Internalising Practice Theories." Abhigyan 38, no. 3 (December 2020): ii—iii. http://dx.doi.org/10.1177/097023852020030i.

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Gram-Hanssen, Kirsten. "Conceptualising ethical consumption within theories of practice." Journal of Consumer Culture 21, no. 3 (May 12, 2021): 432–49. http://dx.doi.org/10.1177/14695405211013956.

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Since the turn of the century, sociological consumer research has had a strong focus on ordinary, routinised consumption, especially within the sustainability context. This approach has been a welcome alternative when understanding sustainable consumption compared with relying on individualistic psychological or identity-communicative approaches. However, with the shift towards a practice theoretical approach, there has been a tendency to ignore variation in consumer practices. Specifically, questions regarding the extent to which ethical concern can explain variance have not yet been included. Important questions, such as whether and how ethics takes part in changing practices in more sustainable directions, have similarly been neglected. This theoretically based article intends to contribute to further developing theories of practice by bringing together three discussions: how variation in carrying and performing practices can be conceptualised, how different approaches to consumption have conceptualised ethics and how ethics of care and the concept of general understandings can be used to conceptualise ethical aspects of consumption within theories of practice. The article concludes by summarising the findings from these discussions and raising questions of further empirical and theoretical concern.

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Rosser, Sue V. "The Theories behind the Practice." Women's Review of Books 12, no. 5 (February 1995): 17. http://dx.doi.org/10.2307/4021970.

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Manning, Kathleen. "Multicultural Theories for Multicultural Practice." NASPA Journal 31, no. 3 (April 1, 1994): 176–85. http://dx.doi.org/10.1080/00220973.1994.11072356.

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Adamson-Macedo, Elvidina N. "Neonatal Psychology: Theories and Practice." Journal of Human Growth and Development 26, no. 2 (August 29, 2016): 129. http://dx.doi.org/10.7322/jhgd.119236.

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Fagan, Brian, Colin Renfrew, and Paul Bahn. "Archaeology: Theories, Methods, and Practice." Journal of Field Archaeology 19, no. 1 (1992): 77. http://dx.doi.org/10.2307/530371.

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Dissertations / Theses on the topic "Practice theories"

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Nuccitelli, Saul A. (Saul Augustine). "Design education--theories and practice." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12309.

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Kiss, Jason William. "Theories of practice, the concept of practice in social theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57990.pdf.

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Baro, Mamadou Amadou 1959. "Household livelihood security: Theories, practice and perspectives." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282180.

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Conventional ways of looking at livelihood systems and household food security fail to capture the variations in procurement strategies used by different households to obtain resources. This can be attributed to the fact that the attention of the developers is mostly focused on national food supplies. Aggregate data obscures the local and regional inequality and seasonal disparities in access to food. This is exacerbated by the preconceived notion that peasant societies are a monolithic unit. Thus, our understanding of the internal dynamics of peasant communities, and of cooperation and conflict among their members becomes distorted. Considerable variability exists in Chad and Haiti both in terms of livelihood systems and household resource endowments. This dissertation argues that approaches to food security must address this variability at the household level. Social differentiation exists between households and within households within any given community. To improve our understanding of intra-household dynamics, gender analysis must be used to delineate the economic activities, division of labor, and access to and control over resources that exist among household members. Most food security scholars have assumed that rural households can adapt to sudden crises. This dissertation shows that rural households are always in the dynamic process of coping; crises are not conjunctural but rather endemic. The coping mechanisms they develop are not as well patterned as the literature portrays them. In a context of failing livelihood systems of the last two decades, people's responses to vulnerability vary according to changing circumstances. Another major assumption about food security is that child nutritional status is an indicator of the food and health conditions of child household and of the entire community. Research conducted in Haiti presents a case study which runs counter to this general assumption. Variability, flexibility, adaptability, diversification and resilience are key concepts in household food security. Studies on food security should take into consideration at least five major sources of variations: (1) Contrasts among livelihood systems; (2) Intra-community variations; (3) Differences in household resource endowments; (4) Variation between households or local communities in relation to the "national state"; and (5) Changes in all of the foregoing sources of variation over time.

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Brown, James. "'Theories .... to practice brought' : studies in Dryden's dramaturgy." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335659.

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Lehman, Michele Alene. "Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371.

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Call, Melissa Jewell. "Examination of Exceptional Student Educators’ Personal Practical Theories and the Implications for Practice." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/595.

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This study examined exceptional student educators’ (ESE) personal practical theories (PPTs) and how they impact complex decision-making when it comes to students with disabilities and their families. A case study methodology was selected to explore how four ESE teachers and leaders developed their PPTs as well as how they planned, interacted, and reflected upon decisions made during one workweek. The guiding questions of this study were: what are the PPTs of ESE leaders and teachers, what factors influence the development of PPTs, and how do PPTs impact special educators’ work with students with disabilities? To address these questions, four participants were selected based on their role within the district, their experiences working with students with disabilities, and their reputation for being high quality educators. Data were collected using a PPT workbook as well as in-depth, semi-structured interviews. The results of this study included five PPTs for each participant and eight common themes. These themes included: care for students and families, safety of students, administration and teacher professional development, ensuring high expectations for students, personal and professional advocacy, mentoring and collaboration, reflection and problem solving, and problems with inclusion. These results are presented in this dissertation in support of an argument for the need for increased pre-service and in-service for ESE educators, increased professional development for administrators, and increased training for inclusion teachers working with students with disabilities. Engaging in a practice of exploring and refining teacher and leader beliefs and assumptions using the PPT process may increase the reflective practice of teachers and perhaps result in a more appropriate form of evaluation for educators.

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Wright, Pete. "Teaching mathematics for social justice : translating theories into practice." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/53984/.

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This study reports on a project exploring how a commitment towards teaching mathematics for social justice amongst teachers can be translated into related classroom practice. It recounts how a group of teacher researchers set about achieving this through developing, trying out and evaluating a series of teaching ideas and activities. It contrasts the abundance of research literature on theories of mathematics education and social justice with the relative scarcity of studies on developing practice in this area. Mathematics lessons are generally characterised by too much focus on factual recall and procedural understanding, resulting in unacceptable levels of disengagement and disaffection amongst learners. A critical methodological stance is adopted in arguing that this current situation should not be taken as given. The research design is based on a model of participatory action research, which is socio-political, participative, collaborative, emancipatory and recursive in nature, and aims to bring about desirable social change. Careful consideration is given to the credibility, transferability, dependability and confirmability of the research findings, and particular attention is paid to the role of the researcher in facilitating the research group. Data was collected primarily from meetings of the research group and a series of semi-structured empathetic interviews conducted with each teacher researcher. Audio-recordings were transcribed and condensed before being coded inductively and analysed through a thematic approach, using the constant comparative method to draw out meaning from the data. A case study approach was used as a means to capture and report the stories of how teacher researchers' thinking and classroom practice evolve and develop over the course of the project. Findings from the project demonstrate how the five teacher researchers, through their involvement in the project, begin to question seriously and rethink previously held views about the nature of mathematics, their own relationship with the subject and notions of mathematical ability. They exhibit a growing belief that the development of students' mathematical understanding and awareness of social justice issues are inextricably linked, rather than separate objectives. These changes in epistemologies appear to have an impact on teacher researchers' classroom practice and their students' dispositions towards learning mathematics. There is evidence that making mathematics more relevant and meaningful leads to raised levels of student engagement, and that focusing on how mathematics can be used to understand real-life issues and to construct an argument for change leads to increased student agency. The collaborative and participative nature of the research group shows how a mutually supportive environment can be created which promotes the self-efficacy of teacher researchers in addressing issues of social justice in their mathematics classrooms. By relating the findings back to the underlying theories, conclusions are drawn of relevance to practitioners and researchers in the field of mathematics education. These relate to the relationship between teacher epistemologies and teaching approaches, the relevance and purpose of the school mathematics curriculum and the potential of participatory action research as a model of professional development which has a strong impact on classroom practice and promotes teachers' genuine engagement in and with research.

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Sommerville, Shiona L. "Communicating landscape architecture, a model for interpersonal theories of practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ56368.pdf.

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Zamburlini, G. I. C. "Modernist heritage conservation : an evaluation of theories and current practice." Thesis, University of Salford, 2016. http://usir.salford.ac.uk/40238/.

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This dissertation is concerned with the contentious issue of treating buildings of the recent past as part of a common architectural heritage to be protected. Specifically, it is concerned with issues of environmental compatibility, economic feasibility and social viability in the built environment. After an initial investigation of the topic generally, the research identifies the most pressing issues arising from the conservation of modernist heritage, whilst analysing key international cases emblematic of the Modern Movement. This approach develops a series of constructive observations that are intended to question the current conservation practice and that ensure that over-arching objectives of sustainability are met. A particular focus is given to recent practice in the U.K. Policies are considered in the light of the current theoretical and legislative framework, particularly highlighting English Heritage’s recent move since the late 1990s towards a more sustainable, integrated practice on post-war heritage. Originating from the theoretical roots of ‘Conservazione Integrata’, an Italian concept that was later promoted by the Council of Europe with the 1975 Charter of Architectural Heritage, the current idea of ‘Planned and Integrated Conservation’ has gradually replaced the traditional concept of restoration and preservation, whilst also facing the emerging dispute over sustainability. Through my research, I have investigated the discourse within international socially embedded contexts, where architectural heritage represents a source of social, environmental and economic values to be preserved and passed on to future generations.

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Streder, Katherine Lauren. "Variability of Practice and Strength Training Periodization: When Theories Collide." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1109.

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The primary purpose of this study was to examine whether variability of practice enhances neuromuscular adaptations when compared to traditional strength training. The secondary purpose was to investigate whether there was a difference in perception of exertion between the two strength programs. Forty one subjects (23 women and 18 men) were assigned to either the control group or one of two treatment groups by a blocked-random method. Subject's one repetition maximum (1RM) for the kettlebell press and leg press were measured at baseline, after 4 weeks of training, and after 8 weeks of training. The treatment groups completed 8 weeks of training consisting of 3 days a week with at least one recovery day in between each session. In weeks 1 through 3, subjects undergoing the traditional treatment completed 3 sets of 8 repetitions at 70% of their 1RM for each exercise. Weeks 4 through 6 were composed of 3 sets of 6 repetitions at 77% 1RM. In weeks 7 and 8, 3 sets of 4 repetitions at 85% 1RM were performed. Over the course of the eight weeks, the variable treatment was comprised of 5 sets of the kettlebell and leg press. A set of 4 repetitions at 77% of the subject's 1RM, one of 5 repetitions at 70% 1RM, another of 3 repetitions at 85% 1RM, one of 6 repetitions at 65% 1RM, and finally a set of 2 repetitions at 93% 1RM were performed every session. The order of these sets were changed every 3 weeks, altering where in the session the highest intensity set was in relation to the lower intensity sets. Ratings of perceived exertion (RPE) were recorded following treatment to determine subject's perception of intensity during each set. Analysis of variance with repeated measures did not reveal significantly different strength gains between treatment groups in either lift, although variable treatment resulted in greater mean strength gains over almost every time interval. Analyses of RPE data revealed significantly lower reported RPE values for the variable treatment compared to the traditional treatment in both lifts. The greater mean strength gains and significantly lower RPEs of the variable treatment program compel us to conclude it is a superior training method for increasing strength compared to the traditional program.

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Books on the topic "Practice theories"

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Nursing theories & nursing practice. Philadelphia, PA: F.A. Davis Company, 2015.

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E, Parker Marilyn, South Florida Nursing Theorist Conference (1989 : Miami, Fla.), and South Florida Nursing Theorist Conference (1990 : Miami, Fla.), eds. Nursing theories in practice. New York, N.Y: National League for Nursing, 1990.

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G, Bahn Paul, ed. Archaeology: Theories, methods, and practice. 2nd ed. London: Thames and Hudson, 1996.

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Schalley, Andrea C., ed. Practical Theories and Empirical Practice. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/hcp.40.

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E, Parker Marilyn, ed. Nursing theories and nursing practice. Philadelphia: F.A. Davis, 2001.

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G, Bahn Paul, ed. Archaeology: Theories, methods and practice. 5th ed. London: Thames & Hudson, 2008.

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Hong, Chui Wing, and Nellis Mike, eds. Probation: Theories, practice, and research. New York: Longman, 2003.

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Renfrew, Colin. Archaeology: Theories, methods, and practice. New York, N.Y: Thames and Hudson, 1991.

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Parker, Marilyn E. Nursing theories and nursing practice. 3rd ed. Philadelphia: F.A. Davis Co., 2010.

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McKenna, Hugh P. Nursing models, theories and practice. Oxford: Blackwell Pub., 2008.

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Book chapters on the topic "Practice theories"

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Smith, Ted A. "Theories of Practice." In The Wiley-Blackwell Companion to Practical Theology, 244–54. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345742.ch23.

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Aylward, Glen P. "Theories and Practice." In Practitioner’s Guide to Behavioral Problems in Children, 45–64. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0143-5_5.

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Alders Pike, Amanda. "Theories and Practice." In Eco-Art Therapy in Practice, 1–38. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003091004-1.

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Glennerster, H. "Theories and Practice." In Social Service Budgets and Social Policy, 17–43. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003459477-2.

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Francis, Ronald. "Theories." In Equality in Theory and Practice, 179–99. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3488-1_13.

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Özkirimli, Umut. "Nationalism: Theory and Practice." In Theories of Nationalism, 228–45. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-41116-7_7.

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Zwitter, Matjaž. "Ethical Theories." In Medical Ethics in Clinical Practice, 15–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00719-5_3.

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Levin-Keitel, Meike, and Lukas Behrend. "Planning Practice and Practices of Spatial Planning." In The Topology of Planning Theories, 11–24. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37857-7_2.

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Grootenboer, Peter. "Practice Philosophy and Theories." In The Practices of School Middle Leadership, 43–59. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0768-3_3.

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Goosey, David. "Theories for safeguarding practice." In Safeguarding Across the Life Span, 32–38. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529740004.n4.

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Conference papers on the topic "Practice theories"

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Zhao, Siyi. "Educational Theories in Practice." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.119.

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Alissandrakis, Aris, and Joe Saunders. "Imitation and robotics - background, theories, and practice." In 2008 RO-MAN: The 17th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2008. http://dx.doi.org/10.1109/roman.2008.4600630.

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Hendry, David G., and Batya Friedman. "Theories and practice of design for information systems." In the 7th ACM conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1394445.1394492.

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Qi, Qingwen. "Theories, methods, and practice on the National Atlases of China." In Geoinformatics 2007, edited by Manchun Li and Jiechen Wang. SPIE, 2007. http://dx.doi.org/10.1117/12.759479.

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Malmi, Lauri, Judy Sheard, Jane Sinclair, Päivi Kinnunen, and Simon. "Domain-Specific Theories of Teaching Computing: Do they Inform Practice?" In Koli Calling '23: 23rd Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3631802.3631810.

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Krawczyk, Andrzej, Ewa Korzeniewska, and Jacek Stando. "Electromagnetic Field in Social Perception – Myths and Conspiracy Theories." In 2020 IEEE Problems of Automated Electrodrive. Theory and Practice (PAEP). IEEE, 2020. http://dx.doi.org/10.1109/paep49887.2020.9240831.

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Obrist, Marianna, Virpi Roto, Effie Lai-Chong Law, Kaisa Väänänen-Vainio-Mattila, Arnold Vermeeren, and Elizabeth Buie. "Theories behind UX research and how they are used in practice." In the 2012 ACM annual conference extended abstracts. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2212776.2212712.

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Elsden, Chris. "Designing New Financial Transactions: Theories, Case Studies, Methods, Practice and Futures." In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.1070.

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Bondarenko, Serhii, Olexii Bialobrzheskyi, and Oleh Todorov. "Power Theories Application Rationality in Series Filter-Compensating Device Control System." In 2020 IEEE Problems of Automated Electrodrive. Theory and Practice (PAEP). IEEE, 2020. http://dx.doi.org/10.1109/paep49887.2020.9240773.

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Férey, Gaspard, and Jean-Pierre Jouannaud. "Confluence in Non-Left-Linear Untyped Higher-Order Rewrite Theories." In PPDP 2021: 23rd International Symposium on Principles and Practice of Declarative Programming. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3479394.3479403.

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Reports on the topic "Practice theories"

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Mulligan, Casey, and Xavier Sala-i-Martin. Social Security in Theory and Practice (II): Efficiency Theories, Narrative Theories, and Implications for Reform. Cambridge, MA: National Bureau of Economic Research, May 1999. http://dx.doi.org/10.3386/w7119.

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Mulligan, Casey, and Xavier Sala-i-Martin. Social Security in Theory and Practice (I): Facts and Political Theories. Cambridge, MA: National Bureau of Economic Research, May 1999. http://dx.doi.org/10.3386/w7118.

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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe, and Daniela Pineda. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.

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Johnson, Mark, John Wachen, and Steven McGee. Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery. The Learning Partnershipip, April 2021. http://dx.doi.org/10.51420/conf.2021.1.

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The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.

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Devereux, Stephen, and Anna Wolkenhauer. Agents, Coercive Learning, and Social Protection Policy Diffusion in Africa. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/ids.2021.068.

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This paper makes theoretical, empirical, and methodological contributions to the study of social policy diffusion, drawing on the case of social protection in Africa, and Zambia in particular. We examine a range of tactics deployed by transnational agencies (TAs) to encourage the adoption of cash transfers by African governments, at the intersection between learning and coercion, which we term ‘coercive learning’, to draw attention to the important role played by TA-commissioned policy drafting, evidence generation, advocacy, and capacity-building activities. Next, we argue for making individual agents central in the analysis of policy diffusion, because of their ability to reflect, learn, and interpret policy ideas. We substantiate this claim theoretically by drawing on practice theories, and empirically by telling the story of social protection policy diffusion in Zambia through three individual agents. This is complemented by two instances of self-reflexivity in which the authors draw on their personal engagements in the policy process in Zambia, to refine our conclusions about the interplay of structure and agency.

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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.

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Smirnov, Serhii. FACTS IN THEORIES OF TRUTH. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12151.

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The article describes the theoretical understanding of the fact from the point of view of the main theories of truth, and also shows a different understanding of the facts and its consequences in real life using a real example. The theoretical part analyzes the correspondence, coherent, conventional and pragmatic theories of truth and what each of them defines as truth (fact) and as untruth (fake). The result is that truth (fact) is defined differently in each of the theories of truth, and therefore the same thing will vary depending on the system we will use. Correspondent “What is” can become “what is not” in another system, because “it is not considered or accepted” (in the conventional system), “not to give the desired result” in the pragmatic system and “violate” the established (coherent) system. The main object of the practical part was to understand the fact of the Budapest Memorandum, which was signed by Ukraine, the Russian Federation, the USA and Great Britain in 1994 as a guarantee of Ukraine’s security in exchange for its relinquishment of its nuclear weapons. The research methodology was a search in open sources of publications, news and statements of the leaders of the signatory countries, analysis of these statements, comparison and classification of facts. The result was that each of the signatory countries created its own reality (based on what it considered to be a fact) that differed from the reality of the others. This was shown even more clearly by the situation after the second, large-scale military attack of the Russian Federation on Ukraine. At the same time, the Russian Federation insists that it did not violate the agreement, and the USA and Britain still had to provide assistance to Ukraine to protect and return its territory, an obligation they previously denied. The significant conclusions of the study are that the understanding of truth and deception, fact and fake and the system in which they are applied is important because it allows in information wars to classify the created realities, and therefore to identify the main fakes or denied facts in order to fight against them. , aiming to destroy the constructed reality itself, and not only its signs in the form of separate, multiplying fakes. Keywords: Social communications, fact, theories of truth, constructed realities, factcheking, information wars.

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Obua, Steven. Practal — Practical Logic: A Bicycle for Your Mathematical Mind. Recursive Mind, July 2021. http://dx.doi.org/10.47757/practal.1.

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Georgalakis, James, and Fajri Siregar. Executive Summary: Knowledge Translation in the Global South: Bridging Different Ways of Knowing for Equitable Development. Institute of Development Studies, July 2023. http://dx.doi.org/10.19088/ids.2023.034.

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This Executive Summary summarises findings from the longer Synthesis Report produced as part of the Knowledge Translation (KT) in the Global South research project. The project explores the KT strategies, practices and theories researchers and research intermediaries use in the global South, and the challenges they experience, and identifies the types of support required from research funders.

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Georgalakis, James, and Fajri Siregar. Knowledge Translation in the Global South: Bridging Different Ways of Knowing for Equitable Development. Institute of Development Studies, July 2023. http://dx.doi.org/10.19088/ids.2023.028.

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This study explores knowledge translation (KT) in the global South and provides recommendations for funders to support more effective structures and strategies for the use of research for equitable development. The project explores the KT strategies, practices and theories researchers and research intermediaries use in the global South, and the challenges they experience, and identifies the types of support required from research funders. The mixed methods design incorporated facilitated learning sessions, a review of the literature, case study selection and analysis, and semi-structured interviews. The research finds that KT is too narrowly defined and a holistic approach is needed support it in the global South. Recommendations for funders include creating challenge funds, taking a programme-level approach to supporting KT, and embracing complexity.

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