Sentence examples for research on practice from inspiring English sources

Generally, learning theories under-constrain designs of effective instruction and learning environments, which fundamentally constricts the impact of research on practice.

Questions on practice characteristics were based on previous research on practice assessment [ 35].

This final component of the Framework includes recommendations aimed at maximizing the relevance and impact of research on practice, policy and programs.

Despite the declining use of survey research methods, this type of research remains an important way of research to gather information about physicians' knowledge, attitudes, and to evaluate the impact of clinical research on practice [ 9].

Though in previous research on practice size no consistent results were found, in general larger practices tend to show better performances and provide more extensive services, for instance more preventive activities [ 1- 5].

The Australian primary health care research sector has grown in strength and quality with the advent of the PHCRED strategy in 2000, but in a highly competitive funding environment its continued funding will be influenced by the perceived impact of research on practice and policy in this sector.

As operations management (OM) best practices have become mature, research on practices has begun to shift its interest from the justification of the value of those practices to the understanding of the contextual conditions under which they are effective OM practice contingency research (OM PCR).

The first of these modules asks participants to demonstrate an introductory-level understanding of the theory and research on practices contributing to teaching excellence.

The type of research that is permitted must be on conditions particularly affecting prisoners as a class, or "research on practices, both innovative and accepted, which have the intent and reasonable probability of improving the health or well-being of the subject".

In the past, these approaches have relied on a one-to-one fit between the research on effective practices and the implementation of these practices in routine care.

They argued that professional learning communities position teachers as active learners and typically ground learning in teachers' professional practices and research on effective practices.