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Javiera Salazar Rivera, Nouf Alsaadi, Eliana I Parra-Esquivel, Christopher Morris & Christopher Boyle. (2023) A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-25.
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Man-Wai Chu, Barbara Brown & Sharon Friesen. (2022) Psychometric properties of the design-based professional learning for teachers survey. Professional Development in Education 48:4, pages 594-610.
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Po Yuk Ko. (2022) How Learning Study could empower teachers to embrace education initiatives through research–practice partnership in Hong Kong. Asia Pacific Journal of Education 42:1, pages 76-93.
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Mehdi Davari-Torshizi. (2020) Evidence-informed practice in assessment: forging the nexus between research, policy & practice. Assessment in Education: Principles, Policy & Practice 27:5, pages 544-561.
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Masoud Rahimi & Hiwa Weisi. (2018) The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception. Cogent Education 5:1.
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Articles from other publishers (27)
Caroline Christopher & Kimberly Nesbitt. (2023) Consistency and inconsistency in learning experiences across the early grades. Frontiers in Education 8.
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Tahnee Ooms, Klaudijo Klaser & Armine Ishkanian. (2023) The role of academia practice partnerships in the well-being economy: retracing synergies between health and social sciences using bibliometric analysis. Health Policy, pages 104936.
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Kara S. Finnigan. (2022) The Political and Social Contexts of Research Evidence Use in Partnerships. Educational Policy 37:1, pages 147-169.
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Chunxia Qi, Chen Cao & Rongjin Huang. (2021) Teacher Learning Through Collaboration Between Teachers and Researchers: a Case Study in China. International Journal of Science and Mathematics Education 21:1, pages 93-112.
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Caitlin C. Farrell, William R. Penuel, Annie Allen, Eleanor R. Anderson, Angel X. Bohannon, Cynthia E. Coburn & Stephanie L. Brown. (2022) Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships. Educational Researcher 51:3, pages 197-208.
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Simon Sjölund, Jannika Lindvall, Maria Larsson & Andreas Ryve. (2022) Using research to inform practice through research‐practice partnerships: A systematic literature review. Review of Education 10:1.
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Elizabeth Zumpe. 2022. The Emerald Handbook of Evidence-Informed Practice in Education. The Emerald Handbook of Evidence-Informed Practice in Education
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Deesha Chadha, James Campbell, Marsha Maraj, Clemens Brechtelsbauer, Andreas Kogelbauer, Umang Shah, Colin Hale & Klaus Hellgardt. (2022) Engaging students to shape their own learning: Driving curriculum re-design using a theory of change approach. Education for Chemical Engineers 38, pages 14-21.
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Hadjar Mohajerzad, Andreas Martin, Johannes Christ & Sarah Widany. (2021) Bridging the Gap Between Science and Practice: Research Collaboration and the Perception of Research Findings. Frontiers in Psychology 12.
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Monica M. McGill, Alan Peterfreund, Stacey Sexton, Rebecca Zarch & Maral Kargarmoakhar. (2021) Exploring research practice partnerships for use in K--12 computer science education. ACM Inroads 12:3, pages 24-31.
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Svetlana Storozheva, Anna Popova, Natalya Mikidenko, Alena Borisova & Ekaterina Borisova. (2021) Information Technologies in Evidence-Based Education. Information Technologies in Evidence-Based Education.
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Philip M. Newton, Ana Da Silva & Sam Berry. (2020) The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?. Frontiers in Education 5.
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Amanda Cooper, Stephen MacGregor & Samantha Shewchuk. (2020) A research model to study research-practice partnerships in education. Journal of Professional Capital and Community 6:1, pages 44-63.
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Julie R. Kochanek, Carrie Scholz, Brianne Monahan & Max Pardo. (2020) An Exploratory Study of how to Use RPPs to Build Trust and Support the Use of Early Warning Systems. Teachers College Record: The Voice of Scholarship in Education 122:14, pages 1-28.
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David Eddy-Spicer, Paula Arce-Trigatti & Michelle D. Young. (2020) Field building through strategic bricolage: system leadership and the institutionalizing role of intermediary organizations. Journal of Professional Capital and Community 6:1, pages 29-43.
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Ye He, Beverly S. Faircloth, Kimberly Kappler Hewitt, Marcia L. Rock, Sophia Rodriguez, Laura M. Gonzalez & Amy Vetter. (2020) Data management and use through research practice partnerships: A literature review. Educational Research Review 31, pages 100360.
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Kathryn E. Joyce & Nancy Cartwright. (2019) Bridging the Gap Between Research and Practice: Predicting What Will Work Locally. American Educational Research Journal 57:3, pages 1045-1082.
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Stephen Gorard, Beng Huat See & Nadia Siddiqui. (2020) What is the evidence on the best way to get evidence into use in education?. Review of Education 8:2, pages 570-610.
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Megan Hopkins, Hayley Weddle, Maxie Gluckman & Leslie Gautsch. (2019) Boundary Crossing in a Professional Association: The Dynamics of Research Use Among State Leaders and Researchers in a Research-Practice Partnership. AERA Open 5:4, pages 233285841989196.
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Howard Goldstein, Meaghan McKenna, Robert M. Barker & Tracye H. Brown. (2019) Research–Practice Partnership: Application to Implementation of Multitiered System of Supports in Early Childhood Education. Perspectives of the ASHA Special Interest Groups 4:1, pages 38-50.
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Edmond Sebestyén. (2019) A pedagógiai adatvezérelt döntéshozatal: elméleti megközelítések és vizsgálati lehetőségek. Magyar Pedagógia 119:4, pages 287-312.
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Chris Brown, Dell Zhang, Nan Xu & Stephen Corbett. (2018) Exploring the impact of social relationships on teachers’ use of research: A regression analysis of 389 teachers in England. International Journal of Educational Research 89, pages 36-46.
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