This book explains how educational research can inform the design of technology-enhanced learning environments. After laying pedagogical, technological and content foundations, it analyses learning in Web 2.0, Social Networking, Mobile Learning and Virtual Worlds to derive nuanced principles for technology-enhanced learning design.
Massage Therapy: Integrating Research and Practice presents the latest research examining the evidence for the use of various massage therapy techniques in treating pathological conditions and special populations. In this resource readers will find a synthesis of information from the diverse fields of kinesiology, medicine, nursing, physical therapy, and psychology. Authored by experts carefully selected for their specific knowledge, experience, and research acumen, Massage Therapy: Integrating Research and Practice will assist both students and practitioners in these areas: • Learning the benefits of evidence-based massage therapy practice • Understanding various research methods • Developing research skills by learning guidelines for writing case reports and journal articles • Understanding how to integrate massage therapy research into education and clinical practice This text presents a seamless integration of research and practice in four parts, providing readers first with a background to the field of massage therapy followed by discussion of research methods. Next is an evidence-based presentation of the efficacy of massage therapy for conditions and populations often encountered in massage therapy practice. This clinicial section presents three patient populations (pediatric, athletic, and elderly); three pain-related types (headache, neck and shoulder pain, and low back pain); and six conditions that massage therapists may encounter: pregnancy and labor, scar treatment, cancer, fibromyalgia, anxiety and depression, and clients who have experienced sexual trauma. Recommendations and evidence-based treatment guidelines are clearly defined for each condition. Case reports developed from real-life cases are included in this section, offering readers a real-world context for the clinical content presented. The final section illustrates specific ways to integrate research into the educational and professional development of current and future massage therapists. It provides readers with the fundamental tools for a research-based approach in clinical practice, especially as it relates to special populations. A running glossary, chapter summaries, and critical thinking questions assist students in learning the content and act as self-study tools for practitioners. Massage Therapy: Integrating Research and Practice offers both students and practitioners of massage therapy the most current evidence-based information, guidelines, and recommendations for the treatment of conditions often seen in massage therapy practice. This essential reference will assist practitioners in understanding the scientific literature and its application in enhancing the practice of this safe and effective health intervention.
A recent poll revealed that one in four Americans believe in both creationism and evolution, while another 41% believe that creationism is true and evolution is false. A minority (only 13%) believe only in evolution. Given the widespread resistance to the idea that humans and other animals have evolved and given the attention to the ongoing debate of what should be taught in public schools, issues related to the teaching and learning of evolution are quite timely. Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution goes beyond the science versus religion dispute to ask why evolution is so often rejected as a legitimate scientific fact, focusing on a wide range of cognitive, socio-cultural, and motivational factors that make concepts such as evolution difficult to grasp. The volume brings together researchers with diverse backgrounds in cognitive development and education to examine children's and adults' thinking, learning, and motivation, and how aspects of representational and symbolic knowledge influence learning about evolution. The book is organized around three main challenges inherent in teaching and learning evolutionary concepts: folk theories and conceptual biases, motivational and epistemological biases, and educational aspects in both formal and informal settings. Commentaries across the three main themes tie the book together thematically, and contributors provide ideas for future research and methods for improving the manner in which evolutionary concepts are conveyed in the classroom and in informal learning experiences. Evolution Challenges is a unique text that extends far beyond the traditional evolution debate and is an invaluable resource to researchers in cognitive development, science education and the philosophy of science, science teachers, and exhibit and curriculum developers.
Health care has been called one of the most complex sectors of the U.S. economy. Driven largely by robust innovation in treatments and interventions, this complexity has created an increased need for evidence about what works best for whom in order to inform decisions that lead to safe, efficient, effective, and affordable care. As health care becomes more digital, clinical datasets are becoming larger and more numerous. By realizing the potential of knowledge generation that is more closely integrated with the practice of care, it should be possible not only to produce more usable evidence to inform decisions, but also to increase the efficiency and decrease the costs of doing clinical research. Patient-Centered Clinical Research Network, or PCORnet, is a nation-wide patient-centered clinical research network intended to form a resource of clinical, administrative, and patient data that can be used to carry out observational and interventional research studies and enhance the use of clinical data to advance the learning health care system. The primary goal of the first phase of PCORnet will be to establish the data infrastructure necessary to do such research. In April and June 2014 the Institute of Medicine's Roundtable on Value and Science-Driven Health Care convened two workshops aimed at accelerating progress toward real-time knowledge generation through the seamless integration of clinical practice and research, one of the fundamental concepts of a continuously learning health system, centered on the development of the PCORnet. The first workshop brought together health care system leaders, both administrative and clinical, and researchers to consider issues and strategic priorities for building a successful and durable clinical research network and facilitate progress toward a continuously learning health care system more broadly, including issues related to science, technology, ethics, business, regulatory oversight, sustainability, and governance. The second workshop focused on implementation approaches. Health system CEOs convened to consider strategic priorities and explore approaches to implementation. These workshops will inform the decisions of field leaders moving forward, including PCORI, the PCORnet steering committee, and PCORnet grantees. Integrating Research and Practice is the summary of the presentations and discussions of the workshops.
This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com
Clinical Data-Mining (CDM) involves the conceptualization, extraction, analysis, and interpretation of available clinical data for practice knowledge-building, clinical decision-making and practitioner reflection. Depending upon the type of data mined, CDM can be qualitative or quantitative; it is generally retrospective, but may be meaningfully combined with original data collection.Any research method that relies on the contents of case records or information systems data inevitably has limitations, but with proper safeguards these can be minimized. Among CDM's strengths however, are that it is unobtrusive, inexpensive, presents little risk to research subjects, and is ethically compatible with practitioner value commitments. When conducted by practitioners, CDM yields conceptual as well as data-driven insight into their own practice- and program-generated questions.This pocket guide, from a seasoned practice-based researcher, covers all the basics of conducting practitioner-initiated CDM studies or CDM doctoral dissertations, drawing extensively on published CDM studies and completed CDM dissertations from multiple social work settings in the United States, Australia, Israel, Hong Kong and the United Kingdom. In addition, it describes consulting principles for researchers interested in forging collaborative university-agency CDM partnerships, making it a practical tool for novice practitioner-researchers and veteran academic-researchers alike.As such, this book is an exceptional guide both for professionals conducting practice-based research as well as for social work faculty seeking an evidence-informed approach to practice-research integration.
Architectural practices worldwide have to deal with increasingly complex design requirements. How do practices acquire the ability to do so? The Changing Shape of Practice provides a handbook of examples for practices that wish to integrate more research into their work and a reference book for students that seek to prepare themselves for the changing shape of practice in architecture. It addresses the increasing integration of research undertaken in architectural practices of different sizes ranging from small to very large practices from the UK, USA, Europe and Asia. The book is organized according to the size of the practices which is significant in that it addresses the different structures and resourcing requirements that are enabled by specific practice sizes, as this determines and constrains the type, scope and modes of research available to a given practice. The practices covered include: Woods Bagot Perkins + Will White AECOM UN Studio Shop Architects PLP Architecture Kieran Timberlake 3XN ONL AZPML Thomas Herzog + Partners Herreros Arquitectos Spacescape OCEAN Design Research Association By taking stock of the current shape of practice, the book provides essential information for professional architects who are integrating research into their practice.
This book provides a comprehensive overview of the process of building healthy early social and emotional relationships with infants from a developmental perspective. The book synthesizes current research on the contextual influences of attachment, family relationships, and caregiving practices on social-emotional development. Chapters examine the processes of socioemotional development—particularly in relationships with parents, other family members, and peers—and identify areas for promoting healthy attachments and resilience, improving caregiving skills, and intervening in traumatic and stressful situations. Chapters also present empirically-supported intervention and prevention programs focused on building early relationships from birth through three years of age. The book concludes with future directions for supporting infant mental health and its vital importance as a component of research, clinical and educational practice, and child and family policy. Topics featured in this book include: The effect of prenatal and neonatal attachment on social and emotional development. The impact of primary relationships and early experiences in toddlerhood. Toddler autonomy and peer awareness in the context of families and child care. Supporting early social and emotional relationships through The Legacy for ChildrenTM Intervention. How to build early relationship programming across various cultures. Building Early Social and Emotional Relationships with Infants and Toddlers is a must-have reference for researchers, clinicians and professionals, and graduate students in the fields of infant mental health, developmental psychology, pediatrics, public health, family studies, and early childhood education.
This integrated collection of perspectives on the spaces of teaching and learning uses ‘learning space’ to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research. The selection of chapters demonstrates the value of gathering together multiple sources of evidence, viewed through different epistemological lenses in order to push the field forward in a timely fashion. The book provides both a broad review of current practices as well as a deep-dive into particular educational and epistemological challenges that the various approaches adopted entail. Contrasts and commonalities between the different approaches emphasise the importance of developing a broad, robust evidence-base for practice in context. This is the inaugural book in the series Understanding Teaching-Learning Practice.
In this book, the authors highlight recent findings that hold the potential to improve software products or development processes; in addition, they help readers understand new concepts and technologies, and to see what it takes to migrate from old to new platforms. Some of the authors have spent most of their careers in industry, working at the frontiers of practice-based innovation, and are at the same time prominent researchers who have made significant academic contributions. Others work together with industry to test, in industrial settings, the methods they’ve developed in the lab. The choice of subject and authors represent the key elements of this book. Its respective chapters cover a wide range of topics, from cloud computing to agile development, applications of data science methods, re-engineering of aging applications into modern ones, and business and requirements engineering. Taken together, they offer a valuable asset for practitioners and researchers alike.
