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Journal articles on the topic 'Practice theories'

Author: Grafiati

Published: 25 May 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Segal, E. "Narrative Beginnings: Theories and Practice." Poetics Today 32, no. 1 (March 1, 2011): 203–6. http://dx.doi.org/10.1215/03335372-1188230.

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12

CARR, WILFRED. "Theories of Theory and Practice." Journal of Philosophy of Education 20, no. 2 (December 1986): 177–86. http://dx.doi.org/10.1111/j.1467-9752.1986.tb00125.x.

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13

Passow, A. Harry. "Talent Development: Theories and Practice." Gifted and Talented International 10, no. 1 (March 1995): 40–41. http://dx.doi.org/10.1080/15332276.1995.11672813.

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14

Barrett, John C., Colin Renfrew, and Paul Bahn. "Archaeology: Theories, Methods and Practice." Man 28, no. 2 (June 1993): 367. http://dx.doi.org/10.2307/2803423.

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15

Eckert, Julia. "Theories of Militancy in Practice." Social Science History 36, no. 3 (2012): 321–45. http://dx.doi.org/10.1017/s0145553200011858.

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This article analyzes the interaction between theories of radicalization and state responses to militancy in India. Focusing on the interpretation of the increased frequency of terrorist attacks in Indian metropolises in the last decade, the article examines the narratives surrounding those classified as terrorists in the context of rising Muslim militancy in the country. Different state agencies operate with different theories about the links between processes of radicalization and terrorist violence. The scenarios of radicalization underlying legislative efforts to prevent terrorism, the construction of motives by the police, and the interpretation of violence by the judiciary all rely on assumptions about radicalization and violence. Such narratives are used to explain terrorism both to security agencies and to the public; they inform the categories and scenarios of prevention. Prevention relies on detection of future deeds, planning, intentions, and even potential intentions. “Detection” of potential intentions relies on assumptions about specific dispositions. Identification of such dispositions in turn relies on the context-specific theories of the causes of militancy. These determine what “characteristics” of individuals or groups indicate potential threats and form the basis for their categorization as “potentially dangerous.” The article explores the cultural contexts of theories of radicalization, focusing on how they are framed by societal understandings of the causes of deviance and the relation between the individual and society emerging in contemporary India. It examines the shift in the perception of threat and the categories of “dangerous others” from a focus on role to a focus on ascriptive identity.

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16

Warde, Alan. "Consumption and Theories of Practice." Journal of Consumer Culture 5, no. 2 (July 2005): 131–53. http://dx.doi.org/10.1177/1469540505053090.

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17

Humphreys, A. J. B., C. Renfrew, and P. Bahn. "Archaeology: Theories, Methods and Practice." South African Archaeological Bulletin 47, no. 155 (June 1992): 66. http://dx.doi.org/10.2307/3888999.

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18

Southgate, Beverley. "‘Faddish Theories’ and Historical Practice." Annual Bulletin of Historical Literature 96, no. 1 (December 2012): 16–21. http://dx.doi.org/10.1111/j.1467-8314.2012.01293.x.

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19

Coles, Colin. "Diabetes education: Theories of practice." Practical Diabetes International 6, no. 5 (September 1989): 199–202. http://dx.doi.org/10.1002/pdi.1960060504.

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20

Hamdi, Nabeel, and Reinhard Goethert. "Implementation: Theories, strategies and practice." Habitat International 9, no. 1 (January 1985): 33–44. http://dx.doi.org/10.1016/0197-3975(85)90031-1.

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21

Moura, Elton Oliveira de, and Marcelo de Souza Bispo. "Sociomateriality: Theories, methodology, and practice." Canadian Journal of Administrative Sciences / Revue Canadienne des Sciences de l'Administration 37, no. 3 (September 2, 2019): 350–65. http://dx.doi.org/10.1002/cjas.1548.

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22

Everts, Jonathan, Matthias Lahr-Kurten, and Matt Watson. "Practice matters! Geographical inquiry and theories of practice." Erdkunde 65, no. 4 (December 31, 2011): 232–334. http://dx.doi.org/10.3112/erdkunde.2011.04.01.

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23

Agnihotri, Neha T., and Paul A. Greenberger. "Unproved and controversial methods and theories in allergy/immunology." Allergy and Asthma Proceedings 40, no. 6 (November 1, 2019): 490–93. http://dx.doi.org/10.2500/aap.2019.40.4278.

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Unproved methods and controversial theories in the diagnosis and management of allergy/immunology are those that lack scientific credibility. Some definitions are provided for perspective, as in chronic medical conditions, frequently nonscientifically based treatments are developed that can have a profound psychological effect on the patients in the absence of objective physical benefit. Standard practice uses methods of diagnosis and treatment used by reputable physicians in a particular subspecialty or primary care practice, with the understanding that diagnosis and treatment options are consistent with established mechanisms of conditions or diseases. Conventional medicine (Western or allopathic medicine) is that which is practiced by the majority of physicians, osteopaths, psychologists, registered nurses, and physical therapists. Complementary medicine involves diverse practices or products that are used with the practice of conventional medicine, such as using acupuncture in addition to opioids for pain relief. Alternative medicine implies use of complementary practices in place of conventional medicine. Unproved and controversial methods and theories do not have supporting data, validation, or sufficient scientific scrutiny, and they should not be used in the practice of allergy/immunology. Some examples of unproven theories about allergic/immunologic conditions include allergic toxemia, idiopathic environmental intolerance, and toxic disease from indoor molds. Unconventional diagnostic methods for allergic conditions include cytotoxic tests, provocation-neutralization, electrodermal diagnosis, applied kinesiology assessments, chemical analysis of body fluids, and serum immunoglobulin G (IgG) or IgG4 testing. Unproven treatments and intervention methods for allergic/immunologic conditions include acupuncture, homeopathy, halotherapy, and autogenous urine injections.

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24

Blue, Stanley, Elizabeth Shove, Chris Carmona, and Michael P. Kelly. "Theories of practice and public health: understanding (un)healthy practices." Critical Public Health 26, no. 1 (November 12, 2014): 36–50. http://dx.doi.org/10.1080/09581596.2014.980396.

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25

Dixon, Jane. "Practices for Political Impact and Practice Theories for Profession Building." Australian Social Work 45, no. 4 (December 1992): 9–20. http://dx.doi.org/10.1080/03124079208550171.

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26

Houchens, Gary W., and John L. Keedy. "Theories of Practice: Understanding the Practice of Educational Leadership." Journal of Thought 44, no. 3-4 (2009): 49. http://dx.doi.org/10.2307/jthought.44.3-4.49.

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27

Silk, Alex. "THEORIES OF VAGUENESS AND THEORIES OF LAW." Legal Theory 25, no. 2 (April 23, 2019): 132–52. http://dx.doi.org/10.1017/s1352325219000028.

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ABSTRACTIt is common to think that what theory of linguistic vagueness is correct has implications for debates in philosophy of law. I disagree. I argue that the implications of particular theories of vagueness on substantive issues of legal theory and practice are less far-reaching than often thought. I focus on four putative implications discussed in the literature concerning (i) the value of vagueness in the law, (ii) the possibility and value of legal indeterminacy, (iii) the possibility of the rule of law, and (iv) strong discretion. I conclude with some methodological remarks. Delineating questions about conventional meaning, legal content determination, and norms of legal interpretation and judicial practice can motivate clearer answers and a more refined understanding of the space of overall theories of vagueness, interpretation, and law.

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28

Kobayashi, Takayoshi. "Applied Sciences—Connecting Theories with Practice." Applied Sciences 1, no. 1 (September 16, 2011): 12. http://dx.doi.org/10.3390/app1010012.

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29

Malterud, Kirsti. "Medical theories derived from clinical practice." Scandinavian Journal of Primary Health Care 11, no. 2 (January 1993): 81–82. http://dx.doi.org/10.3109/02813439308994907.

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30

Gregory, Anne. "Systems theories and public relations practice." Journal of Communication Management 4, no. 3 (March 2000): 266–77. http://dx.doi.org/10.1108/eb023525.

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31

Gameson, Chris. "Theories and Practice in Interaction Design." Ergonomics 51, no. 6 (May 16, 2008): 947–48. http://dx.doi.org/10.1080/00140130701680213.

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32

Ashton, J. R. "Developing theories and methods for practice." Journal of Epidemiology & Community Health 56, no. 8 (August 1, 2002): 561. http://dx.doi.org/10.1136/jech.56.8.561.

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33

Nguyen, Quan Dong, Diana V. Do, Julia A. Haller, Jeffrey S. Heier, and Peter K. Kaiser. "Putting Theories and Results into Practice." Ophthalmology 120, no. 5 (May 2013): S16—S22. http://dx.doi.org/10.1016/j.ophtha.2013.01.060.

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34

Shayer, Michael. "Neo-Piagetian Theories and Educational Practice." International Journal of Psychology 22, no. 5-6 (January 1987): 751–72. http://dx.doi.org/10.1080/00207598708246801.

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35

Vella, F. "Contemporary theories and practice in education." Biochemical Education 24, no. 3 (July 1996): 182. http://dx.doi.org/10.1016/0307-4412(96)82521-0.

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36

Riemer, Manuel, Julie Rosof-Williams, and Leonard Bickman. "Theories Related to Changing Clinician Practice." Child and Adolescent Psychiatric Clinics of North America 14, no. 2 (April 2005): 241–54. http://dx.doi.org/10.1016/j.chc.2004.05.002.

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37

Sternberg, Robert. "Applying Psychological Theories to Educational Practice." American Educational Research Journal 45, no. 1 (March 2008): 150–65. http://dx.doi.org/10.3102/0002831207312910.

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Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testing domain-general theories. This article describes efforts to devise and test one such model, the theory of successful intelligence.

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38

Simon, Barbara Levy. "Are Theories for Practice Necessary? Yes!" Journal of Social Work Education 30, no. 2 (April 1994): 144–48. http://dx.doi.org/10.1080/10437797.1994.10672224.

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39

Thyer, Bruce A. "Are Theories for Practice Necessary? No!" Journal of Social Work Education 30, no. 2 (April 1994): 148–52. http://dx.doi.org/10.1080/10437797.1994.10672225.

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40

Khalil, Elias L. "Book Review: Socialisms: Theories and Practice." Review of Radical Political Economics 19, no. 4 (December 1987): 109–11. http://dx.doi.org/10.1177/048661348701900418.

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41

MacBlain, Sean. "Learning Theories for Early Years Practice." DECP Debate 1, no. 184 (January 2023): 56. http://dx.doi.org/10.53841/bpsdeb.2023.1.184.56.

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42

Bousso, Regina Szylit, Kátia Poles, and Diná de Almeida Lopes Monteiro da Cruz. "Nursing concepts and theories." Revista da Escola de Enfermagem da USP 48, no. 1 (February 2014): 141–45. http://dx.doi.org/10.1590/s0080-623420140000100018.

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The theory framework of nursing science is built in a dynamic process that arises from practice and is reproduced through research, mainly by analysis and development of concepts and theories. This study presents a theory reflection on nursing knowledge construction and points out subsidies for future studies in the area. The interrelation among theory, research, and clinical practice is required for continuous development of nursing as a profession and science. Ideally, the practice must be based on theory that is validated by research. Therefore, theory, research, and practice affect each other reciprocally and continuously.

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43

Llewellyn, Sue. "Theories for theorists or theories for practice? Liberating academic accounting research?" Accounting, Auditing & Accountability Journal 9, no. 4 (October 1996): 112–18. http://dx.doi.org/10.1108/09513579610129453.

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44

Tsangaridou, Niki, and Mary O’Sullivan. "Physical Education Teachers’ Theories of Action and Theories-In-Use." Journal of Teaching in Physical Education 22, no. 2 (January 2003): 132–52. http://dx.doi.org/10.1123/jtpe.22.2.132.

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This research was conducted to describe the relationship between physical education teachers’ educational theories of action and theories-in-use. The question addressed was, What are the educational theories and practices of physical education teachers, and to what degree do their educational theories guide their professional practices? Data were collected through class observations, formal and informal interviews, vignette interviews, and journals. Data were analyzed inductively. Results suggested that the four teachers in this study held strong and well articulated views about student learning and what constitutes a physically educated student. They agreed that the primary goal of a physical education program was the development of skills. They believed that guided student practice was important for student learning. The selection and implementation of teaching practices demonstrated the teachers’ commitment to gender equity and the needs and abilities of their students. There were only three discrepancies between the participants’ theories of action and their theories-in-use. These related to student independence, student choice of content, and the process of cooperation and negotiation. Otherwise the teachers’ theories-in-use were consistent with their theories of action. The results from this study do not substantiate the notion of a level of discrepancy between teachers’ espoused theories and professional practices as presented in the literature (Argyris & Schon, 1974; Knight & Smith, 1989).

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45

Hatzifilalithis, Stephanie, and Amanda M. Grenier. "UNDERSTANDING INTERGENERATIONALITY: THEORIES, REFLECTIONS, AND EXPERIENCES." Innovation in Aging 3, Supplement_1 (November 2019): S154. http://dx.doi.org/10.1093/geroni/igz038.552.

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Abstract Research into different aspects of intergenerationalities continues to develop at a considerable pace for individuals, communities, and society more generally. A number of programs and practices for older people are organized around the presumed benefits of intergenerational interaction between younger and older people, with intergenerational programming operating as a taken-for-granted practice. However, the merits of this approach, the models that inform practice, and the learning that takes place between older and younger people, remain under-theorized. This poster reviews and discusses dominant theoretical frameworks including reflections and experiences from intergenerational learning programs in Canada (e.g. Co-Housing). It documents how the field of intergenerationality is conceptualized and executed in the realms of theory and practice; how models retain age and stage-based assumptions, including the polarizing discourses of ‘decline’ and ‘activity’; and discusses the implications for methodology, application, and outcome measures. By understanding the underlying assumptions utilized in the field of intergenerational learning, this poster makes an important contribution to the theoretical foundations, methods, and approaches, that are required to build more appropriate intergenerational landscapes.

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46

Lopes Merino, Maria de Fátima Garcia, Paloma Luana de Azevedo Ramos da Silva, Maria Dalva de Barros de Carvalho, Sandra Marisa Pelloso, Vanessa Denardi Antoniassi Baldissera, and Ieda Harumi Higarashi. "Nursing theories in professional training and practice: perception of postgraduate nursing students." Revista da Rede de Enfermagem do Nordeste 19 (June 19, 2018): e3363. http://dx.doi.org/10.15253/2175-6783.2018193363.

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47

D'Antoni, Loris, and Margus Veanes. "Automata modulo theories." Communications of the ACM 64, no. 5 (May 2021): 86–95. http://dx.doi.org/10.1145/3419404.

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48

Silva, Minelle E., Morgane M. C. Fritz, and Wael Hassan El-Garaihy. "Practice theories and supply chain sustainability: a systematic literature review and a research agenda." Modern Supply Chain Research and Applications 4, no. 1 (February 17, 2022): 19–38. http://dx.doi.org/10.1108/mscra-01-2021-0001.

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PurposeThis paper presents an investigation into the ways the term “practice” is commonly referenced in supply chain management academic papers. Scholars have not yet developed a common understanding of the meaning and do not use practice theories when examining practices related to sustainability management in supply chains. Hence, the authors highlight theoretical gaps and make recommendations for future research.Design/methodology/approachGrounded in a systematic literature review of 232 peer-reviewed papers published in operations and supply chain management journals, a qualitative content analysis was conducted using both a deductive and an inductive approach.FindingsResults show that supply chain sustainability (SCS) scholars seem barely interested in increasing the understanding of the term “practice,” widely used in the literature to refer to a practical context. Moreover, a clear distinction between being practical and using practice theories to study SCS practices is needed. A descriptive and critical analysis revealed eight key supply chain practices connected to sustainability, with a clear reflection on their meaning. As awareness of practice theories for research on SCS is limited, few recommendations for researchers and practitioners were identified.Originality/valueUnlike prior literature reviews, the authors reinforce the need to increase the maturity of the SCS field by going beyond superficial theoretical building. Practice theories pathways are provided to enlighten scholars on how to avoid using the term “practice” as taken-for-granted and on how to deal with SCS research and practice.

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49

Watkins, Samantha. "Effective decision-making: applying the theories to nursing practice." British Journal of Nursing 29, no. 2 (January 23, 2020): 98–101. http://dx.doi.org/10.12968/bjon.2020.29.2.98.

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Many theories have been proposed for the decision-making conducted by nurses across all practices and disciplines. These theories are fundamental to consider when reflecting on our decision-making processes to inform future practice. In this article three of these theories are juxtaposed with a case study of a patient presenting with an ST-segment elevation myocardial infarction (STEMI). These theories are descriptive, normative and prescriptive, and will be used to analyse and interpret the process of decision-making within the context of patient assessment.

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50

Ryfe, David M. "A practice approach to the study of news production." Journalism 19, no. 2 (March 30, 2017): 217–33. http://dx.doi.org/10.1177/1464884917699854.

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Among news production scholars, interest in the theories of Bourdieu, Giddens, Latour, and related authors has grown in the last 20 years. However, few have recognized that these theories contribute to a broader practice perspective in social theory that traces back to the writings of Heidegger, and more directly, to Wittgenstein. In this essay, I outline four basic elements of this approach that are shared across these theories. Among these elements is the notion that social action is organized into discrete practices, and that these practices are produced and reproduced in their performance by individuals. I then assess the practice scholarship in the sociology of news in the context of these elements. I show that while a great deal of research has focused on news practices, relatively little has investigated journalistic performance. Thus, the field has not exploited, as well as it might, the panoply of tools and concepts developed by practice theorists.

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