Relevant bibliographies by topics / Practice based research

Academic literature on the topic 'Practice based research'

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Published: 4 June 2021
Last updated: 7 July 2024

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Journal articles on the topic "Practice based research"

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Twycross, Alison. "Practice based research." Nurse Researcher 15, no. 2 (January 2008): 4–6. http://dx.doi.org/10.7748/nr2008.01.15.2.4.c6325.

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Seamark, David, and Clare Seamark. "Practice-based research." British Journal of General Practice 59, no. 566 (September 1, 2009): 691.1–691. http://dx.doi.org/10.3399/bjgp09x454151.

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Wilson, NairnH F., and VP Thompson. "Practice-based research." European Journal of General Dentistry 4, no. 1 (2015): 1. http://dx.doi.org/10.4103/2278-9626.149657.

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Santos, Roberto G., and Rachel Boba Santos. "Practice-Based Research." Evaluation Review 39, no. 5 (September 6, 2015): 451–79. http://dx.doi.org/10.1177/0193841x15602818.

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Wade, Kathleen, and Karen Neuman. "Practice-Based Research." Social Work in Health Care 44, no. 4 (June 13, 2007): 49–64. http://dx.doi.org/10.1300/j010v44n04_04.

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Thomas, Maureen. "Practice-based research." Digital Creativity 15, no. 1 (March 2004): 1. http://dx.doi.org/10.1076/digc.15.1.1.28154.

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Smith, Fred O. "PRACTICE-BASED RESEARCH." Southern Medical Journal 83, Supplement (September 1990): 2S—21. http://dx.doi.org/10.1097/00007611-199009001-00083.

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Smith, Fred O. "PRACTICE-BASED RESEARCH." Southern Medical Journal 83, Supplement (September 1990): 2S—97. http://dx.doi.org/10.1097/00007611-199009001-00389.

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Thomison, John B. "PRACTICE-BASED RESEARCH." Southern Medical Journal 84, no. 4 (April 1991): 419–20. http://dx.doi.org/10.1097/00007611-199104000-00001.

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Oldham, Robert K. "Practice-Based Research." Southern Medical Journal 84, no. 11 (November 1991): 1414. http://dx.doi.org/10.1097/00007611-199111000-00037.

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Dissertations / Theses on the topic "Practice based research"

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Jastrzab, Rebecca, and Frank Juliano. "Research Interests of Pharmacists in a Community Based Practice Based Research Network." The University of Arizona, 2010. http://hdl.handle.net/10150/623794.

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Class of 2010 Abstract
OBJECTIVES: Describe the characteristics and research interests of Community Health Centers (CHC) pharmacists and pharmacies in a pharmacy based practice based research network (PBRN). METHODS: Pharmacy directors of eight Arizona CHC pharmacies were initially contacted by telephone and asked to participate in a survey. The survey was then sent to these directors via email and a second telephone conversation was set up to re-­‐administer the survey and gather the answers to the questionnaire. The questionnaire consisted of demographic, clinical and practice related questions targeted at identifying areas of interest for research in developing a community pharmacy practice based research network (PBRN). RESULTS: The data regarding the demographics and characteristics of the Arizona CHC pharmacies, pharmacists, and patients showed that only two pharmacies served more than 300 patients per day and dispensed more than 400 prescriptions per day. The data found that an average of 46% of the patients that went to these pharmacies did not consider English as their primary language and that an average of 49% of the patients were Hispanic/Latino. The data collected regarding the clinical interests of these pharmacies showed that asthma had the highest level of clinical interest among the eight CHC pharmacies (average rank = 3.1). For the public health interests of the CHC pharmacies, patient adherence/compliance was ranked the most important (average rank = 3.1). In regards to internal practice site interests job satisfaction was the most highly ranked interests among these CHC pharmacies (average rank = 3.1). CONCLUSIONS: The data suggests asthma, job satisfaction and patient compliance/adherence are the top areas of interest in the clinical, internal worksite, and public health sectors. The data collected from this study will help to establish a pharmacy based PBRN in Arizona and provide a starting point in terms of research topics that will be explored. The establishment of an Arizona pharmacy based PBRN is very important since it will provide cohesiveness between research and community based practice of Community Health Centers in Arizona and is a step in the right direction in terms of growth of these centers.
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Edwards, D. J. A., F. M. Dattilio, and D. B. Bromley. "Developing evidence-based practice: the role of case-based research." Professional Psychology: Research and Practice, 2004. http://hdl.handle.net/10962/d1007856.

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How can practitioners engage in evidence-based practice when the evidence for effectiveness of psychological treatments comes from randomized controlled trials using patient populations different from those encountered in everyday settings and treatment manuals that seem oversimplified and inflexible? The authors argue that important evidence about best practice comes from case-based research, which builds knowledge in a clinically useful manner and complements what is achieved by multivariate research methods. A multidimensional model of the research process is provided that includes clinical practice and case-based research as significant contributors. The authors summarize the principles of case-based research and provide examples of recent technical advances. Finally, the authors suggest ways in which practitioners can apply the case-based approach in researching and publishing their own cases, perhaps in collaboration with university-based researchers.
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Ho, Mei-Yao. "Promoting research-based nursing practice in clinical settings." Thesis, Ulster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400863.

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Dannapfel, Petra. "Evidence-Based Practice in Practice : Exploring Conditions for Using Research in Physiotherapy." Doctoral thesis, Linköpings universitet, Avdelningen för samhällsmedicin, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122172.

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Research developments have led to increased opportunities for the use of improved diagnostic and treatment methods in physiotherapy and other areas of health care. The emergence of the evidence-based practice (EBP) movement has led to higher expectations for a more research-informed health care practice that integrates the best available research evidence with clinical experience and patient priorities and values. Physiotherapy research has grown exponentially, contributing to an increased interest in achieving a more evidence-based physiotherapy practice. However, implementation research has identified many individual and contextual barriers to research use. Strategies to achieve a more EBP tend to narrowly target individual practitioners to influence their knowledge, skills and attitudes concerning research use. However, there is an emerging recognition that contextual conditions such as leadership and culture are critical to successfully implementing EBP. Against this background, the overall aim of this thesis was to explore conditions at different levels, from the individual level to the organizational level and beyond, for the use of research and implementation of an evidence-based physiotherapy practice. The thesis consists of four interrelated papers that address various aspects of the aim. Individual and focus group interviews were conducted with physiotherapists and managers within physiotherapy in various county councils in Sweden between 2011 and 2014. Data were analysed using qualitative content analysis, direct content analysis and hermeneutics. It was found that many different types of motivation underlie physiotherapists’ use of research in their clinical practice, from amotivation (i.e. a lack of intention to engage in research use) to intrinsic motivation (research use is perceived as interesting and satisfying in itself). Most physiotherapists tend to view research use in favourable terms. Physiotherapists’ participation in a research project can yield many individual learning experiences that might contribute to a more research-informed physiotherapy practice. However, organizational learning was more limited. Numerous conditions at different levels (individual, workplace and extra-organizational levels) provide support for physiotherapists’ use of research in their clinical practice. However, physiotherapy leaders appear to contribute to a modest degree to establishing a culture that is conducive to implementing EBP in physiotherapy practice. Instead, EBP issues largely seem to depend on committed individual physiotherapists who keep to up to date with research in physiotherapy and inform colleagues about the latest research findings.
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Thomas, Catherine J. "The research utilisation nexus : putting research into practice : an examination of research utilisation in a child welfare practice context in New South Wales." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8406.

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Evidence-based practice and policy is a relatively new concept in a human service perspective. There is literature on the broad concept of translating such an approach from the medical field to a human service setting, but there is little literature of an evidence-based approach in a child welfare context. The aim of the research was to establish how managers, practitioners and policy-makers in a child welfare context in New South Wales use research to inform practice and policy-making. This thesis addresses an absence of academic literature both nationally and internationally on the topic, and adds to the understanding of the influences on the uptake of evidence-based practice and policy-making. The research was undertaken by a single case study approach over the period 2007 – 2010. The case study generated both qualitative and quantitative information (via document analysis, focus groups, manager surveys and semi-structured interviews) that was examined in an intensive manner. This thesis argues that firstly, there are determinants in the three spheres of influence (individual, work environment, and organisational) that impact on research utilisation within the case study organisation; that these three spheres need to be working in conjunction with each other to optimise the environment for research use, and that the organisational sphere of influence is the most integral to ensuring this occurs as it provides the platform or framework for the other spheres of influence to operate in. Secondly, that the uses of research (instrumental, conceptual and symbolic) are used simultaneously within the case study organisation; they are not static or mutually exclusive; they are dynamic. It is also argued that there is a possible fourth use type of research use which is ‘wider influence’. Thirdly, the application of research and expert knowledge generally falls into three key areas of informing direct practice outcomes, development work, and professional development practices. This assists the practitioner and policy-maker to legitimise their decision-making and professional judgement in both policy and practice settings, and finally, a new ‘typology of research users’ is proposed.
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Green, Paul. "A framework for the consideration of narrative in creative arts practice." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11160.

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This research project is aimed at creative practitioners in art and design who choose to engage in postgraduate research and who recognise narrative to be an important aspect of their work. While the goal of narratology has been explicitly declared as an interest in understanding narrative in all its forms, this project responded to a perceived absence of art and design centred perspectives in the general literature on narrative. A general attitude has developed throughout the course of the twentieth century resulting in a view that narrative has become a dead issue for contemporary practitioners. Findings from the investigations conducted as part of this project demonstrate a contrary view and show that definitions of narrative tend to be weak unless anchored in specific practices or disciplines. The lack of scholarship to support contemporary art and design research practitioners produces a problem by giving the false impression that narrative is largely irrelevant to practice. It also inhibits new scholarship when what currently exists is poorly categorised. The research question asks how it is possible to support the creative practitioner doing postgraduate research to better articulate their position on narrative in a way that contributes to scholarship in the arts and consequently to knowledge about narrative in general. The thesis argues that approaches to narrative traditionally associated with the discussion of art continue to be relevant today but only account for practice in a marginalised way. It posits that theorisation of narrative in the social sciences provides additional opportunities for creative arts practitioners. In psychology, sociology and anthropology the focus has tended towards localised or personal narrative in accordance with the disciplinary interests in those fields. If small stories, in contrast to the great narratives of history or literary art, can be regarded as the prototype of narrative, then artists can draw on other academic resources which better reflect their own disciplinary interests. Having established narrative to be more relevant than it might otherwise appear in the existing traditional scholarship, the thesis proceeds to make use of my practice as a case demonstrating narrative possibilities to be considered in relation to the work of practicing artists. Since my work operates across fields of art and design it was necessary to use a mix of methods to reveal the understanding of narrative in the different cases. Finally, the thesis proposes a narrative framework which categorises narrative in creative practice in five classes which incorporate the work, its reception, and the social space in which it is experienced. In addition, the practitioner's perspective is a distinct class. The purpose of the framework is not to describe narrative in all the forms that could ever be imagined by creative practitioners. Instead it offers a way of thinking about narrative that is derived from practice and structured relative to theories traditionally used to discuss narrative and art.
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Croft, Ivan Akira. "Effectiveness of school-based crisis intervention : research and practice /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3123.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Counseling and Personnel Services. Includes bibliographical references. Also available on the World Wide Web as a PDF file.
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Sjöberg, Johannes E. "Ethnofiction : genre hybridity in theory and practice-based research." Thesis, University of Manchester, 2009. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:68172.

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The thesis and the two films form a practice PhD in drama exploring ethnofiction - an experimental ethnographic filmmaking approach pioneered by visual anthropologist Jean Rouch. In the mid-1950's Rouch started to experiment with fiction and 'projective improvisation' in ethnographic films such as Jaguar (1957-1967), Moi, unnoir (1957) and La pyramide humaine (1959). Film critics would call these films 'ethnofictions'. After agreeing a story outline, the camera simply follows the subjects' improvisations of their own, and others', lived experiences. The aim is to show aspects of ethnographic research otherwise hard to represent. A key question of the doctoral research has been whether a nuanced understanding of foreign cultures can be created and mediated by combining ethnographic research methods with the processes of dramatic work. Even though Rouch made ethnofictions as part of his ethnographic research, he infused the genre with elements of surrealism and poetry, and often opposed anyone trying to establish theories about his films. Defying Rouch's view on this matter, this thesis explores ethnofiction as an ethnographic filmmaking method by drawing on the experiences from fieldwork and filmmaking among transgendered Brazilians living in São Paulo. The fieldwork resulted in a feature-length ethnofiction and an ethnographic documentary short: Transfiction focuses on identity and discrimination in the daily lives of Brazilian travestis and transsexuals. Informed by transgendered artists, prostitutes, healthworkers and political activists, Fabia Mirassos projected her life through the role of Meg, a transsexual hairdresser confronting intolerance and re-living memories of abuse. Savana 'Bibi' Meirelles plays Zilda who makes her living as one of the many transgendered sex workers in São Paulo, as she struggles to find her way out of prostitution. Drama Queens is an ethnographic documentary short and contains four scenes from the over 200 hours of rushes that were recorded during the fieldwork. The scenes are from São Paulo's annual Pride Parade and present Bibi, Fabia and Phedra who were the main informants of the research conducted at the theatre Os Satyros in central São Paulo.
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Wilson, Virginia. "Research in Practice: Evidence, Local Context, and the Hierarchy." Evidence Based Library and Information Practice, 2015. http://hdl.handle.net/10388/7083.

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Stolp, Mareli. "Contemporary performance practice of art music in South Africa : a practice-based research enquiry." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71885.

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Thesis (PhD)--Stellenbosch University, 2012.
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ENGLISH ABSTRACT: In this dissertation, I examine contemporary South African art music performance practice and the social function it fulfils. Performance practice is understood in this study to mean an art practice or cultural item constituted by three types of 'role-players': performers of art music, composers of works in the art music genre and audiences that assimilate and respond to these works when performed. My own position as a performing artist in South Africa has suggested most of the research questions and problems dealt with in this dissertation, which was approached as a practice-based research study. Practice-based research, an emergent kind of research which aims at integrating practical and scholarly work, is becoming increasingly prevalent in academe internationally, although the present study is one of the first examples of such an approach in South Africa. Drawing on contemporary interpretations of the theories of phenomenology articulated by Edmund Husserl and Maurice Merleau-Ponty, my position as a performer of art music in South Africa and the personal experiences I have had as a practitioner within this art practice are interrogated. While I was involved in a variety of practical engagements during the course of this study, all of which have contributed on some level to the final research product, the research design comprised five 'performance projects' that were designed to interrogate specific issues in contemporary art music performance practice in South Africa. The knowledge gained through these performance projects are presented together with theoretical work in this dissertation. An attempt is made to explicate these subjective experiences gained through practice and interrogate them through the application of social theory, ultimately translating them into an objective research outcome which is presented discursively. In this sense, the research project is approached according to a two-pronged strategy: subjective experiences generated through practice are examined through the use of social theory, ultimately resulting in a discursively articulated research outcome. I suggest in this dissertation that art music practice in contemporary South Africa has been and has remained a cultural territory largely inhabited by white South Africans. I further argue that this practice has shown little transformation since the end of apartheid in South Africa, in spite of the political, social and cultural transformation that has characterized the country since the beginning of democracy in 1994. Drawing on the theories of Homi Bhabha and Regula Qureshi, I posit that contemporary art music performance practice is providing an ideological counter-environment to predominant socio-cultural realities in post-apartheid South Africa. Qureshi suggests that the art music practice of a society 'constitutes a meaningful, cultural world for those who inhabit it'(Qureshi 2000: 26). Such a 'world within a society' is here interpreted as providing a counter-environment within which white South African identity can be articulated, negotiated and propagated.
AFRIKAANSE OPSOMMING: In hierdie proefskrif ondersoek ek die uitvoeringspraktyk van kontemporêre kunsmusiek in Suid-Afrika en die sosiale funksie wat dit vervul. Uitvoeringspraktyk word in hierdie studie geïnterpreteer as ‘n kunspraktyk of kulturele item wat uit drie 'rol-spelers' bestaan: uitvoerders van kunsmusiek, komponiste van werke in die kunsmusiek genre en gehore wat kunsmusiek assimileer en daarop reageer wanneer hierdie werke uitgevoer word. My eie posisie as uitvoerende kunstenaar het gelei tot die navorsingsvrae en navorsingsprobleme wat hierdie studie informeer. As sulks neem hierdie studie die vorm aan van ‘n praktyk-gebasseerde navorsingsstudie. Praktyk-gebasseerde navorsing is ‘n ontwikkelende soort navorsing wat internasionaal toenemend beoefen word. Hierdie studie is een van die eerste Suid-Afrikaanse voorbeelde van hierdie tipe navorsing in musiek. Die fenomenologiese teorieë van Edmund Husserl en Maurice Merleau-Ponty is gebruik om my persoonlike ervarings as uitvoerder van oorwegend kunsmusiek in Suid-Afrika te kontekstualiseer. My betrokkenheid by verskeie praktiese projekte gedurende die studietydperk, sowel as vyf praktiese projekte wat spesifiek vir die doeleindes van hierdie studie onderneem is, het deurgaans die studie geïnformeer. Hierdie projekte is aangepak om die bestudering van spesifieke aspekte van Suid-Afrikaanse uitvoeringspraktyk van kunsmusiek te fasiliteer. Die kennis wat deur middel van die praktiese werk ingewin is, is deurgaans in hierdie proefskrif met teoretiese werk versterk. Daar is gepoog om die subjektiewe ervarings van die uitvoerder aan te vul deur die toepassing van sosiale toerie, met die uiteindelike doel om hierdie ervarings in ‘n objektiewe en diskursief-artikuleerbare navorsingsresultaat te omskep. Die navorsing in hierdie proefskrif volg dus ‘n tweeledige benadering: subjektiewe, persoonlike ervarings wat deur praktyk gegenereer word, word deur middel van sosiale teorie benader, wat lei tot die uiteindelike navorsingsresultaat soos in die proefskrif aangebied. Ek stel dit in hierdie proefskrif dat kunsmusiekpraktyk in kontemporêre Suid-Afrika min bewyse van transformasie toon, ten spyte van die veranderende politiese- en sosio-kulturele omstandighede in Suid-Afrika sedert 1994. Dié praktyk word steeds gekenmerk deur deelname en ondersteuning vanuit die wit bevolkingsgroep. Die teorieë van Homi Bhabha en Regula Qureshi word gebruik om die argument te onderskryf dat kontemporêre kunsusiekpraktyk ‘n omgewing skep wat dien as ideologiese teenpool vir die sosio-kulturele realiteite van Suid-Afrika vandag. Qureshi is van mening dat ‘n gemeenskap se kunsmusiekpraktyk ‘n 'betekenisvolle, kulturele wereld skep vir die wat dit bewoon' (Qureshi 2000: 26). Hierdie 'wereld binne ‘n gemeenskap' word in hierdie proefskrif vertolk as ‘n 'ideologiese teen-omgewing' waarvandaan wit Suid-Afrikaanse identiteit geartikuleer, onderhandel en bevorder kan word.
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Books on the topic "Practice based research"

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Codd, R. Trent, ed. Practice-Based Research. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315524610.

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Richard, Pring, and Thomas Gary 1950-, eds. Evidence-based practice in education. Maidenhead: Open University Press, 2004.

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J, Thompson Cathy, ed. Translating research into practice. Philadelphia: W.B. Saunders, 2001.

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Martyn, Hammersley, and Open University, eds. Educational research and evidence-based practice. Los Angeles: SAGE Publications, 2007.

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Orme, Joan, and David Shemmings. Developing Research Based Social Work Practice. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-09119-2.

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Gilbert, John K., Onno Jong, Rosária Justi, David F. Treagust, and Jan H. Driel, eds. Chemical Education: Towards Research-based Practice. Dordrecht: Kluwer Academic Publishers, 2003. http://dx.doi.org/10.1007/0-306-47977-x.

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Borich, Gary D. Effective teaching methods: Research-based practice. 7th ed. Boston: Pearson/Allyn and Bacon, 2011.

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Newman, Diane Kaschak. Continence for women: Research-based practice. Wash.,D.C: AWHONN, 2000.

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M, Hopson Laura, ed. Research methods for evidence-based practice. Thousand Oaks: Sage Publications, Inc, 2012.

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John, Gilbert, ed. Chemical education: Towards research-based practice. Dordrecht: Kluwer Academic Publishers, 2002.

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Book chapters on the topic "Practice based research"

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Wenzel, Amy. "Practice-Based Scholarship." In Practice-Based Research, 170–90. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315524610-10.

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Hansen, Pil. "Research-based practice." In Performance as Research, 32–49. First edition. | New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315157672-3.

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Candy, Linda, Ernest Edmonds, and Craig Vear. "Practice-based research." In The Routledge International Handbook of Practice-Based Research, 27–41. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429324154-3.

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Smith, Steve. "Research-based practice:." In A Practical Guide to Teaching Foreign Languages in the Secondary School, 50–64. 3rd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003281399-5.

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Jeong Youn, Soo, Louis G. Castonguay, and Henry Xiao. "Practice Research Networks: Where Science and Practice Meet." In Practice-Based Research, 8–22. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315524610-2.

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Parahoo, Kader. "Eviaence-based Practice." In Nursing Research, 389–403. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28127-2_22.

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Persons, Jacqueline B. "Simultaneous Practice and Research: A Model for Conducting Research in Private Practice." In Practice-Based Research, 153–69. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315524610-9.

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Codd, R. Trent. "Introduction to Practice-Based Research." In Practice-Based Research, 2–7. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315524610-1.

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Waltman, Scott H. "Research Methods in Practice Settings." In Practice-Based Research, 24–43. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315524610-3.

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Osborne, Travis L. "Research in Private Practice Settings." In Practice-Based Research, 130–52. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315524610-8.

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Conference papers on the topic "Practice based research"

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Lastrapes, Renee. "An Action Research Study of Research-Based Practices via Practice-Based Instruction." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1568571.

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Bulbenko, Elena Sergeevna. "Modern Informational Linguistic Space (Based on the Material of the Russian Media)." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99334.

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Seliverstova, Elena Nikolaevna. "Technology of Project Based Learning in a Modern School: From Traditions to Innovations." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86045.

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Huang, Bin, Chengwei Li, Xiaomeng Wang, Jiayue Tao, and Jiajing Yi. "Discussion And Practice Of Production Practice Mode Based On Little Research." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.157.

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Kniazeva, Natalia Vladimirovna, and Nadezhda Vladimirovna Protopopova. "Repeat in Russian rock poetry (based on the texts of the rock band «Picnic»)." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97193.

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McMinn, Melissa, Igor Maksimov, Paora Mepham, Kirsten Price, Vanessa Madhar, and Lynne Brice. "School-Based Learning in Initial Teacher Education: An Authentic Partnership." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302006.

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While practicum experiences are a part of most initial teacher education programmes, Open Polytechnic | Te Pūkenga recognises successful entry into the profession lies in authentic partnerships between the initial teacher education provider and schools. Our programmes enable partner schools to contribute to the delivery of initial teacher education through school-based learning experiences, while enabling pre-service teachers to contribute to their school community. This partnership model is responsive to a strong sector drive to ensure beginning teachers enter the profession ‘work-ready’ with extensive practical experience alongside theoretical knowledge, and offers benefits to pre-service teachers and schools. This practice paper describes an authentic partner-driven co-construction of the development and delivery of a fundamental element of the new programmes. School-based learning experiences provide opportunities to observe and critique theoretical knowledge in authentic and situated practice.
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Guo, Yue, Ting-Ting Shen, and Yu-Man Lu. "Research and Practice on the Construction of Practice Teaching Base Based on the Production and Research Cooperation." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.31.

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Harfmann, Anton C., and Stuart S. Chen. "Building Representation within a Component Based Paradigm." In ACADIA 1990: From Research to Practice. ACADIA, 1990. http://dx.doi.org/10.52842/conf.acadia.1990.117.

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Leidner, Dorothy, Bill Kettinger, Ester Gonzalez, and Michael Milovich. "Introduction to Practice-based IS Research Minitrack." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.651.

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Leidner, Dorothy, Michael Milovich, and Ester Gonzalez. "Introduction to Practice-Based IS Research Minitrack." In 2016 49th Hawaii International Conference on System Sciences (HICSS). IEEE, 2016. http://dx.doi.org/10.1109/hicss.2016.630.

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Reports on the topic "Practice based research"

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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe, and Daniela Pineda. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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McDonagh, Marian S., Roger Chou, Jesse Wagner, Azrah Y. Ahmed, Benjamin J. Morasco, Suchitra Iyer, and Devan Kansagara. Living Systematic Reviews: Practical Considerations for the Agency for Healthcare Research and Quality Evidence-based Practice Center Program. Agency for Healthcare Research and Quality (AHRQ), March 2022. http://dx.doi.org/10.23970/ahrqepcwhitepaperlsr.

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Living systematic reviews are a relatively new approach to keeping the evidence in systematic reviews current by frequent surveillance and updating. The Agency for Healthcare Research and Quality’s Evidence-based Practice Center Program recently commissioned a systematic review of plant-based treatments for chronic pain management. This white paper describes the team’s experience in implementing the protocol that was developed a priori, and reflects on the challenges faced and lessons learned in the process of developing and maintaining a living systematic review. Challenges related to scoping, conducting searches, selecting studies, abstracting data, assessing risk of bias, conducting meta-analysis, performing narrative synthesis, assessing strength of evidence, and generating conclusions are described, as well as potential approaches to addressing these challenges.
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Sampson, James P., Debra S. Osborn, Emily Bullock-Yowell, Janet G. Lenz, Gary W. Peterson, Robert C. Reardon, V. Casey Dozier, Stephen J. Leierer, Seth C. W. Hayden, and Denise E. Saunders. An Introduction to Cognitive Information Processing Theory, Research, and Practice. Florida State University Libraries, August 2020. http://dx.doi.org/10.33009/fsu.1593091156.

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The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the introduction, the paper continues with three main sections that include CIP theory related to vocational behavior, research related to vocational behavior and career intervention, and CIP theory related to career interventions. The first main section describes CIP theory, including the evolution of CIP theory, the nature of career problems, theoretical assumptions, the pyramid of information processing domains, the CASVE Cycle, and the use of the pyramid and CASVE cycle. The second main section describes CIP theory-based research in examining vocational behavior and establishing evidence-based practice for CIP theory-based career interventions. The third main section describes CIP theory related to career intervention practice, including theoretical assumptions, readiness for career decision making, readiness for career intervention, the differentiated service delivery model, and critical ingredients of career interventions. The paper concludes with regularly updated sources of information on CIP theory.
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Zachry, Anne. Bridging the Gap Between Academia and Practice: Possibilities for Research Collaboration and Funding. University of Tennessee Health Science Center, 2019. http://dx.doi.org/10.21007/chp.ot.fp.2019.0002.

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Preparing a successful small grant proposal involves research, planning, preparation, and determination, but obtaining funding for a creative project is not unrealistic. Practitioners are in the trenches on a daily basis, and many likely have novel ideas and relevant questions, especially when it comes to interventions. These intervention questions are important, with the American Occupational Therapy Association reporting that more studies are needed to investigate and support occupation-based intervention. By developing partnerships, educators, practitioners, and students can engage in small scale projects to further the knowledge base in the field of occupational therapy.
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Pakhira, Deblina, and Judi Fusco. Designing for the future of research: Putting equity-relevant research into practice with scenarios and personas. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/163.

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SEERNet, a hub of five digital learning platforms (DLPs), either in K-12 or higher education, are enabling researchers with capabilities to conduct research and collect data on large numbers of students. Based on the new Standard for Excellence in Education Research (SEER Standards) around Equity, we propose that researchers should consider future-oriented approaches and methodologies to conduct equity-relevant research using DLPs. Taking a future-oriented approach, we created scenarios and personas to help us envision an equitable and inclusive future. Scenarios and personas are tools that may help center equity in research. We make three additional recommendations to bring new perspectives into future-oriented, equity-relevant research practices. First, include diverse research perspectives. Second, engage teachers, students, and families as partners in research. Third, minimize bias. In SEERNet, we invite the research community to join in future conversations as we continue to consider personas and future-oriented scenarios and see what they can help us understand and do.
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Saeidi, Elahe, and Virginia Wimberley. Precious Cut: A Practice-Based Research Toward Zero-Waste Design by Exploring Creative Pattern Cutting Methods and Draping Techniques. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-173.

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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben, and James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, May 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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Golan, Amos. Information-Theoretic Modeling and Inference: Theory and Practice. Instats Inc., 2023. http://dx.doi.org/10.61700/f5yykdaqso4bf469.

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Info-metrics is a framework for rational inference based on insufficient and imperfect information. This workshop explores the use and application of Information-Theoretic Modeling and Inference in a variety of scientific fields, emphasizing the use of info-metrics for solving complex, uncertain problems that traditional methods struggle with, and includes practical sessions with software experiments. Aimed at a wide range of researchers, the workshop offers deep theoretical insights and practical skills, enhancing participants' research capabilities and competitiveness in the research landscape.
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Davis, Greg, Katie Wampole, and Linda Anderson. Library Impact Practice Brief: Supporting Library Spaces Research in the Iowa State University Library with Project Outcome. Association of Research Libraries, September 2022. http://dx.doi.org/10.29242/report.iowastateu2022.

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In the busy world of academic research library assessment work, can simple and easy-to-use outcome-based assessment tools contribute in meaningful and actionable ways to library decision-making? This was the question at the center of a project conducted by staff in the Iowa State University (ISU) Library’s Assessment and Planning unit as part of the library’s participation in the ARL Research Library Impact Framework initiative. The ISU project was done in support of the ARL research question, “How do library spaces facilitate innovative research, creative thinking, and problem-solving?” The ISU research project was based on the use of the Association of College and Research Libraries (ACRL) Project Outcome for Academic Libraries survey tool. In the ISU project, data was collected and analyzed using the Project Outcome spaces survey, once every semester, from the fall of 2018 through the fall of 2021. The ISU project was designed to identify benefits of the Project Outcome survey through the hands-on use of the Project Outcome tool kit and to share those findings. This practice brief also provides information on how to use Project Outcome. A goal of the project was to support and encourage other ARL libraries in their own use of the Project Outcome resources.
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Gertler, Paul, Sebastian Martinez, Laura B. Rawlings, Patrick Premand, and Christel M. J. Vermeersch. Impact Evaluation in Practice: Second Edition. Inter-American Development Bank, September 2016. http://dx.doi.org/10.18235/0006529.

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The second edition of the Impact Evaluation in Practice handbook is a comprehensive and accessible introduction to impact evaluation for policy makers and development practitioners. First published in 2011, it has been used widely across the development and academic communities. The book incorporates real-world examples to present practical guidelines for designing and implementing impact evaluations. Readers will gain an understanding of impact evaluations and the best ways to use them to design evidence-based policies and programs. The updated version covers the newest techniques for evaluating programs and includes state-of-the-art implementation advice, as well as an expanded set of examples and case studies that draw on recent development challenges. It also includes new material on research ethics and partnerships to conduct impact evaluation. The handbook is divided into four sections: Part One discusses what to evaluate and why; Part Two presents the main impact evaluation methods; Part Three addresses how to manage impact evaluations; Part Four reviews impact evaluation sampling and data collection. Case studies illustrate different applications of impact evaluations. The book links to complementary instructional material available online, including an applied case as well as questions and answers. The updated second edition will be a valuable resource for the international development community, universities, and policy makers looking to build better evidence around what works in development.
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