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Journal articles on the topic 'Critical practice'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

OERMANN, MARILYN H. "Critical Thinking, Critical Practice." Nursing Management (Springhouse) 30, no. 4 (April 1999): 41. http://dx.doi.org/10.1097/00006247-199904000-00013.

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2

Smith, Katharine Capshaw. "Critical Practice." Children's Literature Association Quarterly 37, no. 2 (2012): 131–32. http://dx.doi.org/10.1353/chq.2012.0021.

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3

Wigglesworth, Sarah. "Critical practice." Journal of Architecture 10, no. 3 (June 2005): 335–46. http://dx.doi.org/10.1080/13602360500162238.

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4

Soutter, Lucy. "Critical (in) practice." Afterimage 29, no. 4 (January 2002): 4. http://dx.doi.org/10.1525/aft.2002.29.4.4.

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5

Geer, Ralph T. "Critical Care Practice." Anesthesia & Analgesia 74, no. 2 (February 1992): 320. http://dx.doi.org/10.1213/00000539-199202000-00044.

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6

Caldwell, John T. "Critical Industrial Practice." Television & New Media 7, no. 2 (May 2006): 99–134. http://dx.doi.org/10.1177/1527476403255811.

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7

Plevak, David J. "Critical Care Practice." Mayo Clinic Proceedings 68, no. 3 (March 1993): 317. http://dx.doi.org/10.1016/s0025-6196(12)60059-7.

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8

Mishra, A. K. "Critical Community Practice." Community Development Journal 44, no. 1 (July 30, 2007): 133–35. http://dx.doi.org/10.1093/cdj/bsn038.

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9

Alexander, Ernest R. "On planning, planning theories, and practices: A critical reflection." Planning Theory 21, no. 2 (January 4, 2022): 181–211. http://dx.doi.org/10.1177/14730952211066341.

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The futility of defining planning suggests that there is no planning as a recognizable practice. Sociology of knowledge definitions imply three kinds of planning practices: (1) Generic “planning”—what people do when they are planning; (2) Knowledge-centered “something” (e.g., spatial) planning; and (3) Real planning practiced in specific contexts, from metro-regional planning for Jakarta to transportation planning for the Trans-Europe Network, and enacted in general contexts, for example, informal- or Southern planning. Planning theories are linked to different practices: generic “planning” theories and “something” (e.g., regional, community, environmental, or Southern) planning theories. Selected topics illustrate the “planning” theory discourse and spatial planning theories are briefly reviewed. Three generations of planning practice studies are reviewed: the first, a-theoretical; the second, the “practice movement,” who studied practice for their own theorizing; and the third, informed by practice theories. Five books about planning show how their planning theorist authors understand planning practice. While recognizing planning as diverse practices, they hardly apply “planning” theory to planning practices. “Planning” theories are divorced from enacted planning practices, “something” (e.g., spatial) planning theories include constructive adaptations of “planning” theories and paradigms, but knowledge about real planning practices is limited. Implications from these conclusions are drawn for planning theory, education, and practices.
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10

Rodriguez, Alberto J., and Deborah Britzman. ""Practice Makes Practice": A Critical Review." Curriculum Inquiry 22, no. 2 (1992): 219. http://dx.doi.org/10.2307/1180035.

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11

Juárez, David Saúl Cuéllar. "Critical Reflection of Pedagogical Practice in the Socialized Method." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 81–90. http://dx.doi.org/10.9756/int-jecse/v14i1.221011.

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Science is the expression of social consciousness that is observed in the collective relations of systems where organic solidarity predominates and is characterized by the division of labor, the link between the citizen and the State (Durkheim, 1968 cited by Samaja, 2004); pedagogical practice is not alien to this reality insofar as teachers interact with their students using teaching strategies that promote active learning. One of the central vertebrae in educational models is the method associated with the teaching-learning process, in addition to the accelerated mediation in the acquisition and use of information and communication technologies in face-to-face and non-face-to-face education (Crook, 1999 cited by Nó and Ortega, 1999). The objective was to analyze and evaluate the different positions that teachers present in their pedagogical practice when they apply the socialized method; The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years.
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12

Hartoonian, Gevork. "Notes On Critical Practice." Architectural Theory Review 7, no. 1 (April 2002): 1–14. http://dx.doi.org/10.1080/13264820209478440.

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13

Belsey, Catherine. "Reading and critical practice." Critical Quarterly 45, no. 3 (October 2003): 22–31. http://dx.doi.org/10.1111/1467-8705.00503.

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14

Hopkin, John. "Critical thinking in practice." SecEd 2017, no. 30 (November 9, 2017): 13. http://dx.doi.org/10.12968/sece.2017.30.13.

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15

Wang, Dan S., Gregory Sholette, Stephanie Smith, Temporary Services, and Jacqueline Terrassa. "Practice in Critical Times." Art Journal 62, no. 2 (June 2003): 68–81. http://dx.doi.org/10.1080/00043249.2003.10792159.

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16

Emancipator, Kenneth. "Critical Values:ASCP Practice Parameter." American Journal of Clinical Pathology 108, no. 3 (September 1, 1997): 247–53. http://dx.doi.org/10.1093/ajcp/108.3.247.

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17

Thomas, Philip, and Patrick Bracken. "Critical psychiatry in practice." Advances in Psychiatric Treatment 10, no. 5 (September 2004): 361–70. http://dx.doi.org/10.1192/apt.10.5.361.

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The ideas of critical psychiatry are influencing a growing number of psychiatrists in Britain and elsewhere. In this article we examine the origins and development of critical psychiatry over the past 25 years, through the work of philosophers such as Foucault and of critical social theorists such as Ingleby, Miller and Rose. We outline the important differences between critical psychiatry and anti-psychiatry. Finally, we examine the current status of critical psychiatry, and what is called postpsychiatry. We regard both as an attempt by practising psychiatrists to engage with service users' concerns about psychiatry, with government policies that stress democracy, citizenship and the importance of social and cultural contexts in health care, and with what might broadly be described as postmodernism.
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18

Coyne, Imelda. "Critical engagement with practice." Journal of Children's and Young People's Nursing 1, no. 6 (October 2007): 298. http://dx.doi.org/10.12968/jcyn.2007.1.6.27666.

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19

JONES, ROGER. "Critical Reading." Family Practice 8, no. 1 (1991): 1–2. http://dx.doi.org/10.1093/fampra/8.1.1.

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20

Canagarajah, A. Suresh. "From Critical Research Practice to Critical Research Reporting." TESOL Quarterly 30, no. 2 (1996): 321. http://dx.doi.org/10.2307/3588146.

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21

Burns, Ryan, Craig M. Dalton, and Jim E. Thatcher. "Critical Data, Critical Technology in Theory and Practice." Professional Geographer 70, no. 1 (June 20, 2017): 126–28. http://dx.doi.org/10.1080/00330124.2017.1325749.

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22

Norsen, Lisa, Janice Opladen, and Jill Quinn. "Practice Model: Collaborative Practice." Critical Care Nursing Clinics of North America 7, no. 1 (March 1995): 43–52. http://dx.doi.org/10.1016/s0899-5885(18)30421-0.

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23

Crable, Jane, Martha E. Farrar Highfield, and Frances Patmon. "Evidence-based practice knowledge, attitudes, practices, and barriers." Nursing Critical Care 15, no. 5 (September 2020): 24–32. http://dx.doi.org/10.1097/01.ccn.0000694076.73284.a3.

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24

Pipkin, Ronald M., and Robert Gutman. "Architectural Practice: A Critical View." Contemporary Sociology 18, no. 2 (March 1989): 267. http://dx.doi.org/10.2307/2074121.

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25

Mosher, Cynthia, Pamela Cronk, Andrea Kidd, Patricia McCormick, Susan Stockton, and Cynthia Sulla. "Upgrading Practice with Critical Pathways." American Journal of Nursing 92, no. 1 (January 1992): 41. http://dx.doi.org/10.2307/3426626.

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26

Owen, Michael, Merryl Hammond, and Rob Collins. "Self-Directed Learning: Critical Practice." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 476. http://dx.doi.org/10.2307/1495450.

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27

Doughty, Howard A. "From Critical Practice to Response." International Journal of Adult Education and Technology 12, no. 4 (October 2021): 12–36. http://dx.doi.org/10.4018/ijaet.2021100102.

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On October 16, 2017, over 12,000 faculty, librarians, and counsellors in 24 independent postsecondary colleges in Ontario, Canada went on strike for the fourth time since they organized in 1971 as members of the Civil Service Association of Ontario and won their first collective agreement the next year. Begun as an apolitical, self-consciously quasi-colonial, and decidedly elitist “professional” body in 1911, the CSAO has transformed itself in name and in nature into an increasingly class-conscious and intermittently militant Ontario Public Service Employees Union with current membership of approximately 180,000 including: clerical staff; community and social service workers; corrections officers; healthcare, transportation, and natural resource workers; as well as college academic and support staff employees. Relations with their employers have become increasingly adversarial and rarely greater than in the college sector. This paper explores this strike.
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28

Wellen, Richard. "Critical Theory and Political Practice." International Studies in Philosophy 26, no. 1 (1994): 120–22. http://dx.doi.org/10.5840/intstudphil199426146.

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29

Fantasia, Rick, and Stephen T. Leonard. "Critical Theory in Political Practice." Contemporary Sociology 21, no. 4 (July 1992): 542. http://dx.doi.org/10.2307/2075919.

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30

Stack, Carol B. "Writing Ethnography: Feminist Critical Practice." Frontiers: A Journal of Women Studies 13, no. 3 (1993): 77. http://dx.doi.org/10.2307/3346744.

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31

Harris, Joseph. "Revision as a Critical Practice." College English 65, no. 6 (July 2003): 577. http://dx.doi.org/10.2307/3594271.

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32

Papademetriou, Peter C., and Robert Gutman. "Architectural Practice a Critical View." Journal of Architectural Education (1984-) 43, no. 4 (1990): 51. http://dx.doi.org/10.2307/1425051.

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33

Papademetriou, Peter C., and Robert Gutman. "Architectural Practice: A Critical View." Journal of Architectural Education (1984-) 43, no. 3 (1990): 49. http://dx.doi.org/10.2307/1425077.

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34

GUPPY, WILLIAM. "Critical Practice by Catherine Belsey." Critical Quarterly 37, no. 3 (September 1995): 116–18. http://dx.doi.org/10.1111/j.1467-8705.1995.tb01082.x.

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35

Hobson, Lindsay. "Critical Reflections on Ethical Practice." Ethics and Social Welfare 6, no. 1 (March 2012): 80–87. http://dx.doi.org/10.1080/17496535.2012.651895.

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36

Plumb, Donovan. "Communities of practice: critical perspectives." Studies in Continuing Education 31, no. 2 (July 2009): 199–202. http://dx.doi.org/10.1080/01580370902927360.

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37

Duboc, Leticia, Curtis McCord, Christoph Becker, and Syed Ishtiaque Ahmed. "Critical Requirements Engineering in Practice." IEEE Software 37, no. 1 (January 2020): 17–24. http://dx.doi.org/10.1109/ms.2019.2944784.

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38

Nahrwold, Cindy, and Dan Bauer. "Critical Practice in Technical Communication." Journal of Business and Technical Communication 18, no. 1 (January 2004): 112–23. http://dx.doi.org/10.1177/1050651904181005.

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39

Mosher, Cynthia M., Pamela Cronk, Andrea Kidd, Patricia McCormick, Susan Stockton, and Cynthia Sulla. "Upgrading Practice with Critical Pathways." AJN, American Journal of Nursing 92, no. 1 (January 1992): 41–44. http://dx.doi.org/10.1097/00000446-199201000-00014.

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40

Gardner, Fiona. "Critical Spirituality in Holistic Practice." Journal for the Study of Spirituality 6, no. 2 (July 2, 2016): 180–93. http://dx.doi.org/10.1080/20440243.2016.1235185.

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41

Yanchar, Stephen C., Brent D. Slife, and Russell Warne. "Critical Thinking as Disciplinary Practice." Review of General Psychology 12, no. 3 (September 2008): 265–81. http://dx.doi.org/10.1037/1089-2680.12.3.265.

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42

Burke, Laura J. "Practice of Critical Care Pharmacy." Dimensions of Critical Care Nursing 4, no. 5 (September 1985): 295. http://dx.doi.org/10.1097/00003465-198509000-00009.

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43

EDDLESTON, J. "Current Practice in Critical Illness." European Journal of Anaesthesiology 14, no. 4 (July 1997): 475. http://dx.doi.org/10.1097/00003643-199707000-00024.

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44

Nooruzzaman, ARM. "Critical Care Practice : Bangladesh Perspective." Bangladesh Critical Care Journal 1, no. 1 (March 30, 2013): 1–2. http://dx.doi.org/10.3329/bccj.v1i1.14357.

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45

Bauder, Harald. "Nation, ‘migration’ and critical practice." Area 45, no. 1 (August 29, 2012): 56–62. http://dx.doi.org/10.1111/j.1475-4762.2012.01129.x.

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46

Woolford, Kirk, Alan F. Blackwell, Sally Jane Norman, and Cecile Chevalier. "Crafting a Critical Technical Practice." Leonardo 43, no. 2 (April 2010): 202–3. http://dx.doi.org/10.1162/leon.2010.43.2.202.

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In recent years, the category of “practice-based research” has become an essential component of discourse around public funding and evaluation of the arts in British higher education. When included under the umbrella of public policy concerned with “the creative industries", technology researchers often find themselves collaborating with artists who consider their own participation to be a form of practice-based research. We are conducting a study under the “Creator” Digital Economies project asking whether technologists, themselves, should be considered as engaging in “practice-based” research, whether this occurs in collaborative situations, or even as a component of their own personal research [1].
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47

Scharber, Cassandra, Kris Isaacson, Tracey Pyscher, and Cynthia Lewis. "Participatory culture meets critical practice." English Teaching: Practice & Critique 15, no. 3 (December 5, 2016): 355–74. http://dx.doi.org/10.1108/etpc-01-2016-0021.

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Purpose This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary filmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. Findings Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system’s object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that “can facilitate learning, empowerment, and civic action” (Jenkins et al., 2016). Originality/value Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings “through the lens of equity and opportunity” (Ito et al., 2013).
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48

Weil, Max Harry. "Practice of Critical Care Pharmacy." Chest 88, no. 5 (November 1985): 22. http://dx.doi.org/10.1016/s0012-3692(16)62175-x.

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49

Papademetriou, Peter C. "Architectural Practice A Critical View." Journal of Architectural Education 43, no. 4 (July 1990): 51–52. http://dx.doi.org/10.1080/10464883.1990.10758589.

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50

Clegg, Jennifer. "Critical Issues in Clinical Practice." Journal of Psychiatric and Mental Health Nursing 6, no. 5 (October 4, 1999): 408–9. http://dx.doi.org/10.1046/j.1365-2850.1999.00227-7.x.

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