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Journal articles on the topic 'Practitioner research'

To see the other types of publications on this topic, follow the link: Practitioner research.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

donahue, michael. "Practitioner Driven Action Research…Created by a Practitioner, for Practitioners!" Muma Business Review 4 (2020): 119–21. http://dx.doi.org/10.28945/4587.

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The dissertation culminates in an artifact creation called the Practitioner Driven Action Research (PDAR) framework. It was conceptualized, refined, and field-tested during a yearlong Action Research project at the United States Special Operations Command (USSOCOM). PDAR focuses on immediate problem-solving and driving practitioners towards adopting action-driven outcomes grounded in Action Research. The framework seeks to help practitioners across USSOCOM approach organizational problem-solving more systematically and scientifically along with better integrating academic resources into the process.

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2

Casey, Ashley. "Practitioner research." European Physical Education Review 19, no. 1 (December 6, 2012): 76–90. http://dx.doi.org/10.1177/1356336x12465510.

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3

Allwright, Dick. "Practitioner research." Language Teaching Research 8, no. 3 (July 2004): 329. http://dx.doi.org/10.1191/1362168804lr141xx.

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4

Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 1 (January 2005): 95. http://dx.doi.org/10.1191/1362168805lr155xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 2 (April 2005): 193. http://dx.doi.org/10.1191/1362168805lr165xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 3 (July 2005): 319. http://dx.doi.org/10.1191/1362168805lr168oa.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 4 (October 2005): 447. http://dx.doi.org/10.1191/1362168805lr177xx.

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8

Allwright, Dick. "Practitioner research." Language Teaching Research 10, no. 1 (January 2006): 94. http://dx.doi.org/10.1191/1362168806lr186oa.

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9

Allwright, Dick. "Practitioner research." Language Teaching Research 10, no. 3 (July 2006): 329. http://dx.doi.org/10.1191/1362168806lr199xx.

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10

Allwright, D. "Practitioner research." Language Teaching Research 10, no. 4 (October 1, 2006): 435. http://dx.doi.org/10.1191/1362168806lr205pr.

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11

Allwright, Dick. "Practitioner research." Language Teaching Research 11, no. 1 (January 2007): 83. http://dx.doi.org/10.1177/1362168806072491.

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12

Allwright, Dick. "Practitioner research." Language Teaching Research 11, no. 4 (October 2007): 481. http://dx.doi.org/10.1177/1362168807080964.

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13

Allwright, Dick. "Practitioner research." Language Teaching Research 12, no. 1 (January 2008): 103. http://dx.doi.org/10.1177/1362168807084496.

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14

Allwright, Dick. "Practitioner research." Language Teaching Research 12, no. 4 (October 2008): 515. http://dx.doi.org/10.1177/1362168808097164.

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15

Allwright, Dick. "Practitioner research." Language Teaching Research 13, no. 3 (June 25, 2009): 300. http://dx.doi.org/10.1177/1362168809104701.

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16

Allwright, Dick. "Practitioner research." Language Teaching Research 14, no. 2 (April 2010): 207. http://dx.doi.org/10.1177/1362168810363939.

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17

Allwright, Dick. "Practitioner research." Language Teaching Research 15, no. 2 (March 14, 2011): 253. http://dx.doi.org/10.1177/1362168810388724.

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18

Kaffenberger, Carol J. "A Call for School Counseling Practitioner Research." Professional School Counseling 16, no. 1 (October 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600107.

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Despite the repeated call to increase the number of practitioner research manuscripts being published in counseling publications, practitioner research accounts for less than five percent of all manuscripts published. This article describes the challenges faced by practitioners seeking to publish their research, defines practitioner research, and renews the call for research conducted and reported by school counseling practitioners. It also offers resources to support practitioner research.

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19

Hubbard, Raymond, and Andrew T. Norman. "What impact has practitioner research had in the marketing academy?" Management Research News 30, no. 1 (December 22, 2006): 25–33. http://dx.doi.org/10.1108/01409170710724278.

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PurposeGiven marketing's fundamentally applied nature, to compare the relative impacts in the academy of work published by three groups – practitioners, practitioner‐academic alliances, and academics.Design/methodology/approach – Social Sciences Citation Index data were used to estimate the influence of 438 articles published by practitioners, practitioner‐academic alliances, and academics in five marketing journals over the period 1970‐2000.Findings – Citations for academic research were more than twice as high as those for practitioners. Conversely, citations for practitioner‐academic research rival those of the academics, and sometimes exceed them.Research limitations/implications – Only considered US marketing journals.Practical implications – Despite some excellent citation evidence for practitioner‐academic work, additional cooperative efforts must be pursued to ensure the relevance of academic marketing research to practitioner needs.Originality/value – This is the only study to “objectively” address the impact of practitioner, practitioner‐academic alliance, and academic research in the academy.

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20

MacEachron, Ann E., and Nora S. Gustavsson. "Reframing Practitioner Research." Families in Society: The Journal of Contemporary Social Services 78, no. 6 (December 1997): 651–56. http://dx.doi.org/10.1606/1044-3894.3400.

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21

&NA;, &NA;. "Nurse Practitioner Research." Nurse Practitioner 11, no. 4 (April 1986): 75–76. http://dx.doi.org/10.1097/00006205-198604000-00012.

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22

Stanford, Dennyse. "Nurse Practitioner Research." Nurse Practitioner 12, no. 1 (January 1987): 64???74. http://dx.doi.org/10.1097/00006205-198701000-00011.

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23

Tracey, Shelley. "Networking practitioner research." Research Papers in Education 25, no. 2 (June 2010): 245–46. http://dx.doi.org/10.1080/02671521003707691.

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24

MOLDE, SUSAN, and DONNA DIERS. "Nurse Practitioner Research." Nursing Research 34, no. 6 (November 1985): 362???367. http://dx.doi.org/10.1097/00006199-198511000-00017.

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25

Shaw, I., and N. Lunt. "Navigating Practitioner Research." British Journal of Social Work 41, no. 8 (March 11, 2011): 1548–65. http://dx.doi.org/10.1093/bjsw/bcr025.

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26

Spilka, Rachel. "Practitioner Research Instruction." Journal of Business and Technical Communication 23, no. 2 (January 23, 2009): 216–37. http://dx.doi.org/10.1177/1050651908328882.

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27

Allwright, Dick. "Introduction: Practitioner research." Language Teaching Research 11, no. 2 (April 2007): 223. http://dx.doi.org/10.1177/1362168807074612.

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28

Allwright, Dick. "Introduction: Practitioner research." Language Teaching Research 12, no. 2 (April 2008): 263. http://dx.doi.org/10.1177/1362168807086294.

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29

Allwright, Dick. "Practitioner research: Introduction." Language Teaching Research 14, no. 1 (January 2010): 75. http://dx.doi.org/10.1177/1362168809346512.

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30

Shaw, I., and N. Lunt. "Constructing Practitioner Research." Social Work Research 36, no. 3 (September 1, 2012): 197–208. http://dx.doi.org/10.1093/swr/svs013.

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31

Simon, Gail. "Distinctions in Practitioner Research between Professional Practice and Research Practice." Murmurations: Journal of Transformative Systemic Practice 5, no. 2 (December 19, 2022): 82–119. http://dx.doi.org/10.28963/5.2.8.

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Practitioners undertaking research into their professional practice and those involved in evaluating it often struggle to identify distinctions between the professional practice under investigation and the research practice used to study it. This paper identifies ten areas of distinction between professional practice and research practice. It provides some example questions under each of the ten categories. These questions can be adapted for practitioner researchers as both a preparation exercise and to develop documentation to submit with research proposals or research ethics applications. The paper starts with a definition of practitioner research and then gives a brief history of practitioner research followed by reflections on the relationship between academic and professional knowledge and decolonising practitioner research. The material in this paper was originally delivered at the 7th International Conference on Professional and Practice Based Doctorates, UKCGE, 25th February 2021 (Simon, 2021).

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32

Lunt, Neil, and Ian Shaw. "Developing good practitioner research: an agenda for research commissioners, agencies and practitioners." China Journal of Social Work 8, no. 1 (January 2, 2015): 3–16. http://dx.doi.org/10.1080/17525098.2015.1009140.

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33

Marsh, Josephine Peyton, and Deborah Gonzalez. "Practitioner Advice for Getting Started With Practitioner Research." Journal of Adolescent & Adult Literacy 63, no. 6 (April 29, 2020): 720–23. http://dx.doi.org/10.1002/jaal.1048.

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34

Edmonds, Ernest, and Linda Candy. "Relating Theory, Practice and Evaluation in Practitioner Research." Leonardo 43, no. 5 (October 2010): 470–76. http://dx.doi.org/10.1162/leon_a_00040.

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The authors have developed a model of practice-based research from observations and studies of practitioners undertaking Ph.D.s in digital art and specifically interactive art. Trajectories of research and practice have been identified that have common elements but are driven by different practitioner goals and preferences. The authors present a model of practitioner research that represents the relationship between theory, practice and evaluation, and they describe how different trajectories of research and practice lead to the development of theoretical frameworks by practitioners. Whilst the common features of the trajectories are important to identify so that the characteristics of practitioner research can be understood more generally, the authors believe that having scope for individuality is vital to such research.

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35

Tracey, Shelley. "Learning from Practitioner Research." International Journal of Learning: Annual Review 12, no. 6 (2007): 171–80. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45377.

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36

Shopper, Moisy. "PRACTITIONER QUESTIONS ABOUT RESEARCH." Journal of the American Academy of Child & Adolescent Psychiatry 35, no. 6 (June 1996): 697–98. http://dx.doi.org/10.1097/00004583-199606000-00001.

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37

Jensen, Peter S., Henry K. Watanabe, John E. Richters, and Margaret Roper. "PRACTITIONER QUESTIONS ABOUT RESEARCH." Journal of the American Academy of Child & Adolescent Psychiatry 35, no. 6 (June 1996): 698–99. http://dx.doi.org/10.1097/00004583-199606000-00002.

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38

Shaw, Ian, and Neil Lunt. "Forms of Practitioner Research." British Journal of Social Work 48, no. 1 (April 17, 2017): 141–57. http://dx.doi.org/10.1093/bjsw/bcx024.

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39

Ward, Yvette L., W. Brad Johnson, and Clark D. Campbell. "Practitioner Research Vertical Teams." Clinical Supervisor 23, no. 1 (March 2004): 179–90. http://dx.doi.org/10.1300/j001v23n01_11.

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40

Spurgeon, Peter. "The Research/Practitioner Interface." Health Services Management Research 1, no. 1 (March 1988): 3. http://dx.doi.org/10.1177/095148488800100101.

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41

Newman, Linda, and Nicole Leggett. "Practitioner research: with intent." European Early Childhood Education Research Journal 27, no. 1 (December 11, 2018): 120–37. http://dx.doi.org/10.1080/1350293x.2018.1556538.

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42

Pelz, Jörg, Wolfgang Köhler, and Harm Peters. "Practitioner Research Literacy Skills." Medical Science Educator 23, no. 1 (March 2013): 61–63. http://dx.doi.org/10.1007/bf03341804.

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43

Lunt, Neil, and Christa Fouché. "Practitioner Research, Ethics and Research Governance." Ethics and Social Welfare 4, no. 3 (November 2010): 219–35. http://dx.doi.org/10.1080/17496535.2010.516117.

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44

Miller, Keith. "Practice research enabler: Enabling research in a social work practice context." Qualitative Social Work 18, no. 4 (January 8, 2018): 677–92. http://dx.doi.org/10.1177/1473325017751038.

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Practitioners are curious people but have become increasingly estranged from investigation and the research process. A false divide has developed wherein knowledge gained from practice is considered by some as inferior to knowledge constructed by academics. The concept of phronesis, as practical wisdom, can provide a link to give a legitimacy to practice research. One difference between academic research and practice research is in the collaborative relationship between practitioner and researcher, a true engagement with equal partners. The academic can be seen as a practice research enabler who facilitates the knowledge which practitioners develop in a localized setting and situates it in a broader theoretical perspective. As a research enabler, a researcher brings academic expertise to supplement the practice expertise of the practitioner to develop new knowledge. In a series of examples, and using a critical discourse analysis approach, the author critically assesses his own practice to identify an unsuccessful, a partially successful and a successful example of being a practice research enabler.

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45

Heale, Roberta. "Theory of the Evolution of Nurse Practitioner Practice." Nurse Practitioner Open Journal 1, no. 1 (May 30, 2021): 23–36. http://dx.doi.org/10.28984/npoj.v1i1.340.

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Aim: To determine the nurse practitioner's perception of scope of practice and understanding of changes to practice over time. Background: A great deal of research about nurse practitioners has been conducted related to such things as role clarity, transition, or preparedness to practice and job satisfaction. Conceptual models of nurse practitioner practice have been developed to highlight practice processes, interprofessional relationships and more. However, none of this literature addresses nurse practitioner's perception of scope of practice, the impact of their changing practice experiences and how the understanding of their practice changes over time. Methods: This grounded theory study was undertaken in Ontario, Canada, with interviews of primary health care nurse practitioners which resulted in the Theory of the Evolution of Nurse Practitioner Practice. Conclusion: Within this theory, scope of practice is defined as nurse practitioners working to their maximum potential. There are both intrinsic and extrinsic elements which render maximum practice potential a fluid and changing state.

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46

Morrison, Susan, and Lyn McLafferty. "Bridging the gaps in mathematics and numeracy: Supporting schools in practitioner research." Educational and Child Psychology 35, no. 2 (September 2018): 93–107. http://dx.doi.org/10.53841/bpsecp.2018.35.2.93.

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AimThis project aimed to explore the effectiveness of a model of service delivery to enhance practitioner research skills, focusing on the identification of interventions to bridge attainment gaps in mathematics and numeracy.MethodSixteen practitioners from 13 schools attended 12 sessions across an academic year. The sessions incorporated a combination of research skills and learning and teaching pedagogy to support mathematics and numeracy attainment (the term mathematics is used throughout to incorporate mathematics and numeracy).FindingsFour diverse projects were developed and led by the practitioner researchers. This paper focuses on an evaluation of the methodology used to enable practitioners to develop research skills and apply these to identify evidence-informed interventions. The findings suggest that this methodology is effective in developing practitioner research to apply to the task of bridging attainment gaps. Additionally, practitioners increased knowledge and application of effective evidence-informed pedagogy to close attainment gaps.ConclusionsThis approach to service delivery may assist educational psychology services to build capacity, enhance practice and ultimately improve attainment.

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47

Dadds, Marion. "Empathetic validity in practitioner research." Educational Action Research 16, no. 2 (June 2008): 279–90. http://dx.doi.org/10.1080/09650790802011973.

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48

Dadds, Marion. "Supporting practitioner research: a challenge." Educational Action Research 6, no. 1 (March 1998): 39–52. http://dx.doi.org/10.1080/09650799800200049.

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49

Singh, Sukhpal, Inderveer Chana, and Maninder Singh. "Research Methodology: A Practitioner Approach." i-manager’s Journal on English Language Teaching 5, no. 4 (December 15, 2015): 27–38. http://dx.doi.org/10.26634/jelt.5.4.3667.

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50

Burck, Charlotte, and Gail Simon. "Developments in systemic practitioner research." Journal of Family Therapy 39, no. 3 (July 18, 2017): 285–87. http://dx.doi.org/10.1111/1467-6427.12185.

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