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A Conceptual Framework for Thinking about Conceptual Frameworks Bridging the TheoryPractice Gap

A Conceptual Framework for Thinking about Conceptual Frameworks Bridging the TheoryPractice Gap Draws on the works of a number of authors to synthesize aconceptual framework or, as we prefer, a linguisticconceptual systemwithin which to think about conceptual frameworks indicates within thatsystem what conceptual frameworks are describes withinthat system what it is that we do when we appropriatethem specifies within that system what it is which we dowhen we apply them suggests ways in which thinking about conceptualframeworks in the manner indicated may contribute to the development ofcompetence in their appropriation and skilful application points outthe ways in which that competence might be expected to contribute toincreased problemsolving effectiveness, and identifies severalimplications for instruction. Suggests that the theorypracticegap arises as a partial consequence of our failure toconceptualize adequately the nature of conceptualframeworks and the manner in which their use can enhance effectivenessin the analysis and reformulation of unstructured problems. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

A Conceptual Framework for Thinking about Conceptual Frameworks Bridging the TheoryPractice Gap

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0957-8234
DOI
10.1108/09578239210020453
Publisher site
See Article on Publisher Site

Abstract

Draws on the works of a number of authors to synthesize aconceptual framework or, as we prefer, a linguisticconceptual systemwithin which to think about conceptual frameworks indicates within thatsystem what conceptual frameworks are describes withinthat system what it is that we do when we appropriatethem specifies within that system what it is which we dowhen we apply them suggests ways in which thinking about conceptualframeworks in the manner indicated may contribute to the development ofcompetence in their appropriation and skilful application points outthe ways in which that competence might be expected to contribute toincreased problemsolving effectiveness, and identifies severalimplications for instruction. Suggests that the theorypracticegap arises as a partial consequence of our failure toconceptualize adequately the nature of conceptualframeworks and the manner in which their use can enhance effectivenessin the analysis and reformulation of unstructured problems.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Apr 1, 1992

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