Concept "value-action gap" is most often mentioned in frame of behavioral studies of individial approach to ecological issues. Its meaning lies in description of a gap that opens between values claimed by respondents and their consequent actions (people act in accordance with values which are different than those pro-environmental values that they originally signed up to). There also is a concept of "knowing-doing gap" which stems from a different context and describes different situations. Its authors demonstrate how many corporations/firms/organizations employ disfunctional/ineffective management practices and ways of work organization - and all that in a situation when responsible employees and managers know about better practices. Furthermore, those employees are being continually educated about those more effective practices; corporation/firm also has plans of implementation of those done by hired consultants and all those plans would have had better results, should they be implemented. But despite this knowledge and good experiences of other organizations - managers keep on working using old inefective means. In this text I examined whether it is possible to identify a combination of those two concepts/phenomena in a frame of discourse related to expert knowledge about a state of natural...

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations from participants to improve upon professional development. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption. Improvements to reading instruction lead to positive social change by increasing student achievement, thereby preparing students to be world citizens in a competitive global market.