Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/174
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dc.contributor.authorMcKenney, Susan
dc.contributor.authorvan Aalst, Jan
dc.contributor.authorForbes, Cory
dc.date.accessioned2017-03-21T12:05:42Z
dc.date.accessioned2017-05-27T14:30:32Z-
dc.date.available2017-03-21T12:05:42Z
dc.date.available2017-05-27T14:30:32Z-
dc.date.issued2016-07
dc.identifier.citationMcKenney, S., van Aalst, J., & Forbes, C. (2016). Realizing Research-Practice Connections: Three Cases From the Learning Sciences In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/174-
dc.identifier.urihttps://dx.doi.org/10.22318/icls2016.83
dc.description.abstractEmpirical insights from the learning sciences must be translatable to contexts of application to maximize impact. Despite the importance of dissemination, however, little guidance is available to help researchers proactively bridge the research-practice divide. To address this need, we draw from theoretical perspectives on the utility of empirical research to characterize, illustrate, and discuss three cases involving the communication and translation of research. By offering framework for analysis and initial findings based on three projects in the learning sciences, this paper helps learning scientists conceptualize a range of research-practice connection types and envision how they can take shape in learning sciences projects.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleRealizing Research-Practice Connections: Three Cases From the Learning Sciencesen_US
dc.typeBook chapteren_US
Appears in Collections:ICSL 2016

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