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1. An ocean practices maturity model: from good to best practices

   https://doi.org/10.3389/fmars.2024.1415374  

   Mantovani, Carlo; Pearlman, Jay; Rubio, Anna; Przeslawski, Rachel; Bushnell, Mark; Simpson, Pauline; Corgnati, Lorenzo; Alvarez, Enrique; Cosoli, Simone; Roarty, Hugh (August 2024, Frontiers in Marine Science)

   NA (Ed.)

   Ocean practices, intended as a wide spectrum of methodologies supporting ocean-related research, operations, and applications, are constantly developed and improved to enable informed decision-making. Practices start from the idea of an individual or a group and often evolve towards what can be called good or best practices. This bottom-up approach may in principle result in different paths for the evolution of each practice, and ultimately generate situations where it is not clear to a new user how to compare two practices aiming at the same objective, and determine which one is best. Also, although a best practice is supposed to be the result of a multi-institutional collaborative effort based on the principles of evidence, repeatability and comparability, a set of individual requirements is not yet defined in literature for a practice to be considered a good, better, and ultimately a best practice. This paper proposes a method for addressing those questions and presents a new maturity model for ocean practices, built upon existing maturity models for systems and software, developed and adopted in the last decades. The model provides attributes for assessing both the maturity of the practice description and its implementation. It also provides a framework for analyzing gaps and suggesting actions for practice evolution. The model has been tested against a series of widely adopted practices and the results are reported and discussed. This work facilitates a common approach for developing and assessing practices, from which greater interoperability and trust can be achieved. 

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2. Improving academic mentorship practices

   https://doi.org/10.1038/s41562-024-01910-y  

   Sarabipour, Sarvenaz; Macklin, Paul; Niemi, Natalie M (June 2024, Nature Human Behaviour)
3. Conceptualizing high uptake practices.

   de Araujo, Z.; Wambua, M. M.; Wonsavage, F. P.; Otten, S.; Candela, A. (January 2022, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S. (Ed.)
4. Evidence‐Based Change Practices

   https://doi.org/10.1002/jee.20152  

   Herman, Geoffrey L.; Loewenstein, Jeffrey (January 2017, Journal of Engineering Education)
5. FORMATIVE ASSESSMENT FOR MATHEMATICAL PRACTICES

   Coomes, Jacqueline (January 2020, 14th International Congress on Mathematical Education)

   null (Ed.)

   This case study investigated preservice secondary mathematics teachers’ (PSMTs’) developing understanding of formative assessment as a way to leverage mathematical practices for student learning. Qualitative data came from PSMTs’ responses to a learning sequence designed to help them develop nuanced and disciplinary-specific understandings of formative assessment. Analyses suggest a trajectory for PSMTs learning to use formative assessment in problem-solving environments, but also shows how the orientation of one PSMT continued to obstruct her progress. The results suggest that mathematics teacher educators must themselves use formative assessment that supports PMSTs’ developing orientations to currently suggested ways of teaching. 

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