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Relevant bibliographies by topics / Research by practice

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Academic literature on the topic 'Research by practice'

Author: Grafiati

Published: 7 September 2022

Last updated: 18 September 2022

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Journal articles on the topic "Research by practice"

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Smith, Howard B., Thomas H. Sexton, and Loretta J. Bradley. "The practice research network: Research into practice, practice into research." Counselling and Psychotherapy Research 5, no. 4 (December 2005): 285–90. http://dx.doi.org/10.1080/14733140500510549.

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Lebow, Jay. "Research into practice/practice into research." Journal of Family Psychology 1, no. 3 (1988): 337–51. http://dx.doi.org/10.1037/h0084979.

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Vicary, Sarah, Kevin Stone, Jill Hemmington, and Caroline Leah. "Research Informed Practice; Practice Informed Research." Practice 32, no. 4 (August 7, 2020): 247–51. http://dx.doi.org/10.1080/09503153.2020.1800622.

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DŹWIGOŁ, Henryk. "Science and practice in research process." Scientific Papers of Silesian University of Technology. Organization and Management Series 2020, no. 146 (2020): 75–85. http://dx.doi.org/10.29119/1641-3466.2020.146.6.

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Purpose: The aim of the article is to compare the results of research on the use of research methods and techniques in solving management problems and in verifying which of the two acceptable approaches in the research process dominates among practitioners and theoreticians of management sciences. Design/methodology/approach: The survey was conducted by means of a questionnaire. The research was addressed to management science theoreticians and management practitioners being the target group covering: 272 foreign universities; 21,024 foreign researchers; 93 domestic universities; 2,307 domestic researchers; 52 foreign companies, 183 domestic companies. As a result of the research effort, 401 representatives of management science theoreticians and 118 practitioners were examined. Findings: The carried-out research has made it possible to identify methods, procedures, techniques and approaches that are most relevant to research processesin management sciences. Furthermore, both scientists and practitioners of management sciences use the same research methods. Research limitations/implications: It should be stated that management science and the methods used in it should support business practice and, to some extent, provide guidance to managers and directors. Management should be treated as a normative science, the aim of which is to formulate the principles of effective and efficient functioning of enterprises. Practical implications: The conclusions resulting from the carried-out research explicitly indicate that both scientists and practitioners of management sciences use the same research methods, i.e.: analysis of documentation, questionnaire, observation and interview. Research results obtained during the research process in the field of management sciences should be applied in practice. Social implications: Owing to the involvement of scientists and practitioners in research, it can be concluded that, while defining a research problem, it is difficult to choose a single method which allows for a full and thorough diagnosis of the problem under investigation. It is therefore necessary, in the research process, to use a variety of methods which will provide a comprehensive response to the posed problem. Originality/value: The research carried out has made it possible to identify methods, procedures, techniques and approaches that are most relevant to the research processes in management sciences. They were carried out in two stages. The commitment of both theoreticians and practitioners to the research process resulted in a broader interpretation of management sciences and allowed the author to diagnose the studied issues more fully and thoroughly.

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Khan, Farhan Raza. "Dental Triology: Practice, Education and Research." Journal of the Pakistan Dental Association 28, no. 04 (November 1, 2019): 153. http://dx.doi.org/10.25301/jpda.284.153.

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Purcell, Stephen. "Practice-as-Research and Original Practices." Shakespeare Bulletin 35, no. 3 (2017): 425–43. http://dx.doi.org/10.1353/shb.2017.0033.

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Mendes, Aysha. "Practice, research, publish, practice…" Journal of Paramedic Practice 10, no. 12 (December 2, 2018): 507. http://dx.doi.org/10.12968/jpar.2018.10.12.507.

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Keen, Andrew Johnson. "Research as Practice, Practice as Research, Practice as Practice: Valuing the Creative Arts." International Journal of the Humanities: Annual Review 3, no. 5 (2006): 164–67. http://dx.doi.org/10.18848/1447-9508/cgp/v03i05/41663.

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Desimone, Laura M., Tonya Wolford, and Kirsten Lee Hill. "Research-Practice." AERA Open 2, no. 4 (October 2016): 233285841667959. http://dx.doi.org/10.1177/2332858416679599.

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Nelson, D. "Research into research practice." Accident and Emergency Nursing 3, no. 4 (October 1995): 184–89. http://dx.doi.org/10.1016/0965-2302(95)90003-9.

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Dissertations / Theses on the topic "Research by practice"

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Siedlok, Franciszek. "Inter-community of practice collaborations : interdisciplinary research practices." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=14320.

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Rowe, Dawn A. "Research and Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.

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As the incoming academic editor of TEACHING Exceptional Children, I see my role as one to assist professionals in developing knowledge and expertise that applies to their future endeavors as teachers and related service professionals via the review and acceptance of high-quality manuscripts focused on putting the research into practice. Access to quality journal articles highlighting research and providing guidance on how to integrate practices into your own context is part of a comprehensive professional development experience

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Weierbach, Florence M. "Bridging Research and Practice." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7373.

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Hardy, Maryann L., Beverly Snaith, Lisa Edwards, John Baxter, Paul Millington, and Martine A. Harris. "Advanced Practice: Research Report." Health & Care Professions Council, 2021. http://hdl.handle.net/10454/18531.

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yes
The Health Care and Professions Council (HCPC) regulates fifteen different professions; some of these are large groups like Physiotherapists and some are much smaller such as Speech and Language Therapists (SLT). Most of the people registered by the HCPC work within their own areas of clinical expertise and defined professional scope of practice. However, an increasing number of registrants are undertaking new or additional roles beyond the traditional scope of practice for the defined profession. These roles are often shared with other medical or health professionals and persons undertaking these roles are often, but not consistently, referred to as Advanced Practitioners. Advanced Practitioners are employed within the NHS across all four countries of the UK and are also employed by private healthcare providers. The roles they undertake vary from the highly specialised (e.g. an advanced podiatrist might specialise in biomechanics) to more general roles with greater professional autonomy and decision-making (e.g. a paramedic working in a GP Practice assessing patients with undifferentiated acute problems). As a result, there is currently no consistency in role title, scope of advanced practice, necessary underpinning education or professional accreditation across the HCPC registered professions. This study was undertaken to explore these issues and seek opinion on the need for additional regulatory measures for persons working at an advanced practice level. NB: For the purposes of this study, advanced practice was considered to encompass all roles, regardless of role title, where the level of practice undertaken was considered to be advanced. Method Three approaches to data collection were undertaken to ensure the differing opinions across all HCPC registered professions, different stakeholders and the four nations of the UK were collected. Data were collected through: 1. A UK wide survey of HCPC registered healthcare professionals; 2. A UK wide survey of organisations delivering AHP & scientific advanced practice education; 3. A series of focus groups and interviews across a range of stakeholder groups. Findings The concept of advanced level practice was not consistently understood or interpreted across the different stakeholder groups. Those participants identifying as working at an advanced practice level undertook a range of activities both within and out with the traditional scope of practice of the registered profession adding a further layer of complexity. Educational support and availability for advanced level practice varied across professional groups and inequity of accessibility and appropriateness of content were raised as concerns. There is no consensus across participant groups on the need for regulation of advanced level practice. Perceived advantages to additional regulation were the consistent and equal educational and employer governance expectations, particularly where multiple professional groups are undertaking the same role, all be it with a differing professional educational foundation and lens. However, while some voices across the participant groups felt regulation was essential to assure practice standards and reduce risk of role title misuse, there was equally a lack of appetite for regulation that inhibited agility to respond to, and reflect, the rapidly changing healthcare environment and evolving scope of advanced level practice. Importantly, no evidence was presented from any participant group that advanced level practice within HCPC regulated professions presents a risk to the public. Conclusion The study data presented in this report reflect the complexity of the concept of advanced practice within the HCPC regulated professions. Much of this is a consequence of the differing speeds of professional role development across healthcare organisations and professional groups, often related to service capacity gaps and locally developed education to support local initiatives. Despite this, there is no clear evidence, based on the findings of this research, that additional regulation of advanced level practice is needed, or desired, to protect the public. However, as the HCPC is one of the few organisations with a UK wide remit, it may have a central role in achieving unification across the 4 nations in relation to the future role expectations, educational standards, and governance of advanced level practice.

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Hall, Katherine C., and Kendra Todt. "Evaluating Research for Clinical Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8289.

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Williams, A. Lynn. "Translational Research: Bridging the Gap from Research to Practice." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2020.

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Early childhood is a critical period for literacy development and US research has found that 35 per cent of children enter public schools with low levels of the skills needed to learn to read. Visiting US academic Professor Lynn Williams will present a lecture about how children acquire literacy skills on Thursday 8 November at Charles Sturt University (CSU) Bathurst Campus. Associate Professor Sharynne McLeod, from CSU’s School of Teacher Education, said that Professor Williams has a distinguished career in teaching and writing about speech and language development and disorders in children. “Her lecture, Contexts for facilitating emergent literacy skills, will summarize the findings from a range of studies in order to assist early childhood educators, speech-language pathologists, and families in their roles to prevent later reading difficulties for young children,” Dr McLeod said.

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Davidson, Adina O. Glazier Jocelyn. "Observing action research processes in practice." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2385.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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Bernard, Julia M. "The Practice and Research of Resilience." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5813.

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Cobb, H., and Karina T. Croucher. "Assembling Archaeology: Teaching, practice and research." Oxford University Press, 2020. http://hdl.handle.net/10454/17951.

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No
Assembling Archaeology provides a radical rethinking of the relationships between teaching, researching, and practicing as an archaeologist in the twenty-first century. At its heart, this book addresses the marketization of higher education, demonstrating how this fundamentally impacts contemporary archaeological practice. The book proposes a solution which is grounded in a theoretical rethinking of archaeological teaching, training, and practice. Archaeology is currently undergoing a material turn which sees the revaluing of artefacts, objects, and the non-human in understanding the world. Drawing upon this, Cobb and Croucher approach the discipline as a subject of investigation and offer a new perspective founded upon the notion of learning assemblages. The holistic approach they propose challenges traditional power structures and the global marketization of the higher education system. The issues addressed here are global and applicable wherever archaeology is taught, practiced, and researched. This book is therefore valuable to all archaeologists, from academics to those in Cultural Resource Management, from heritage professionals to undergraduate students, and provides significant insights for educators throughout higher education.

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Ribeiro, Patrícia Graziela Cunha. "Clinical practice of e research nurse." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16507.

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Mestrado em Biomedicina Farmacêutica
This paper proposes to present the main activities of a Research Nurse, its role in clinical research, and in the development and introduction of new drugs on the market. The Master in Pharmaceutical Medicine brought together knowledge and development of new technical and personal skills extremely valuable in daily activity as research nurse. During my professional activity as a research nurse, were detected many gaps in academic and professional training of nurses, with regard to this specific area. I intend to present a personal view, describing the main activities developed and how the knowledge acquired in this Master influenced my work performance. The main objective of this work is to provide a reference or guide to other nurses who want to enter into the area of clinical research.
O presente trabalho propõe apresentar as principais atividades de um Enfermeiro de investigação, o seu papel em investigação clínica, no desenvolvimento e na introdução de novos medicamentos no mercado. O Mestrado em Biomedicina Farmacêutica permitiu reunir conhecimentos e desenvolver novas competências técnicas e pessoais de extremo valor na atividade diária, como enfermeira de investigação. No decorrer da minha atividade profissional como Enfermeira de investigação, foram detetadas muitas lacunas na formação académica e profissional dos enfermeiros, no que diz respeito a esta área específica. Pretendo apresentar uma visão pessoal, descrevendo as principais atividades desenvolvidas e como os conhecimentos adquiridos neste Mestrado influenciaram o meu desempenho profissional. O principal objetivo deste trabalho é constituir uma referência ou guia para outros enfermeiros que queiram enveredar pela área da investigação clínica.

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Books on the topic "Research by practice"

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International Conference on Post-compulsory Education and Training (7th 1999 Gold Coast, Qld.). Changing practice through research: Changing research through practice. Brisbane [Qld.]: Centre for Learning and Work Research, School of Vocational, Technology, and Arts Education, Faculty of Education, Griffith University, 1999.

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Still, A. T. Osteopathy: Research & practice. Seattle: Eastland Press, 1992.

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Conference, Standing Conference on University Teaching and Research in the Education of Adults. Research: Reflecting practice. Boston [England]: SCUTREA, 1993.

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Qualitative research practice. London: SAGE, 2007.

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Hoinville, Gerald. Survey research practice. Aldershot: Gower, 1985.

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Romm, Norma RA. Responsible Research Practice. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74386-8.

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Practice and research. Farnham: Ashgate, 2011.

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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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Seale, Clive, Giampietro Gobo, Jaber Gubrium, and David Silverman. Qualitative Research Practice. 1 Oliver's Yard, 55 City Road, London England EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2004. http://dx.doi.org/10.4135/9781848608191.

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M, Meenaghan Thomas, and Toomey Beverly G, eds. Practice focused research: Integrating human service practice and research. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Book chapters on the topic "Research by practice"

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Hojholt, Charlotte, and Dorte Kousholt. "Practice Research." In Encyclopedia of Critical Psychology, 1485–88. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_615.

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Greenhalgh, Cathy. "Cinematography: Practice as Research, Research into Practice." In Screen Production Research, 143–59. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62837-0_9.

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Gregson, Margaret, and Patricia Spedding. "Practice! Practice! Practice!" In Practice-Focused Research in Further Adult and Vocational Education, 1–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38994-9_1.

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Samuels, Ivor. "Research and Practice." In The Urban Book Series, 115–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00620-4_6.

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Drisko, James W., and Melissa D. Grady. "Locating Practice Research." In Evidence-Based Practice in Clinical Social Work, 79–90. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3470-2_5.

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Mathiassen, Lars. "Collaborative Practice Research." In Organizational and Social Perspectives on Information Technology, 127–48. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35505-4_9.

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Webber, Martin. "Teaching practice research." In The Routledge Handbook of Social Work Practice Research, 255–66. 1. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429199486-24.

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Heward-Belle, Susan, Cathy Humphreys, Lucy Healey, Menka Tsantefski, Jasmin Isobe, Cherie Toivonen, Erin Links, Amy Young, and Tracy Wilde. "Practice-led research." In The Routledge Handbook of Social Work Practice Research, 418–29. 1. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429199486-37.

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Blain, Martin. "Practice-as-research." In Creative Teaching for Creative Learning in Higher Music Education, 79–92. [2016] | Series: SEMPRE studies in the psychology of music: Routledge, 2016. http://dx.doi.org/10.4324/9781315574714-7.

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Wiliam, Dylan. "Research into practice." In Getting Evidence into Education, 119–35. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429290343-10.

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Conference papers on the topic "Research by practice"

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Buie, Elizabeth, Clare J. Hooper, and Aaron Houssian. "Research-practice interaction." In CHI '13 Extended Abstracts on Human Factors in Computing Systems. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2468356.2468813.

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Acosta, Jairo Arevalo, Nicolas Barrios Carvajal, and Alexander Baron Salazar. "Essentialization of the RUP Control Changes to Software practice: Making practical the practice." In 2021 9th International Conference in Software Engineering Research and Innovation (CONISOFT). IEEE, 2021. http://dx.doi.org/10.1109/conisoft52520.2021.00027.

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Jones, Pat. "Moving Research into Practice." In Photonic Applications Systems Technologies Conference. Washington, D.C.: OSA, 2007. http://dx.doi.org/10.1364/phast.2007.ptuc2.

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Franzke, Marita. "Turning research into practice." In the SIGCHI conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/223904.223961.

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Sharmin, Moushumi, Md Monsur Hossain, Abir Saha, Maitraye Das, Margot Maxwell, and Shameem Ahmed. "From Research to Practice." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173574.3173676.

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Levers, Merry-jo. "Changing Nursing Practice." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2014. http://dx.doi.org/10.5339/qfarc.2014.hbpp0722.

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Kleintop, William A., Gary Blau, and Steven C. Currall. "Practice makes use." In the 1994 computer personnel research conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/186281.186308.

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Odintsova, Galina Anatolievna, and Sventlana Valeryevna Ryaposova. "From research behaviour to cognitive- research activity." In VIII International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112757.

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Zhang, Wei, and Zhong-cheng Fan. "Research and Practice on Computer Hardware Curriculums Practical Teaching." In 2nd International Conference on Teaching and Computational Science. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ictcs-14.2014.62.

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Wong, W. Eric. "Program Debugging: Research and Practice." In 2014 IEEE International Symposium on Software Reliability Engineering Workshops (ISSREW). IEEE, 2014. http://dx.doi.org/10.1109/issrew.2014.119.

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Reports on the topic "Research by practice"

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).

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Corbett, Hannah. Engaging Research with Policy and Practice. Institute of Development Studies and The Impact Initiative, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii301.

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Davison, Jack W., John C. Knight, Michele Co, Jason D. Hiser, and Anh Nguyen-Tuong. Kevlar: Transitioning Helix for Research to Practice. Fort Belvoir, VA: Defense Technical Information Center, March 2016. http://dx.doi.org/10.21236/ad1005651.

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Davidson, Jack W., John C. Knight, Michele Co, Jason D. Hiser, and Anh Nguyen-Tuong. Kevlar: Transitioning Helix from Research to Practice. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada616998.

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Sampson, James, Janet Lenz, V. Casey Dozier, Debra Osborn, Gary Peterson, and Robert Reardon. A Bibliography of CIP Theory, Research, and Practice. Florida State University Libraries, August 2020. http://dx.doi.org/10.33009/fsu.1597415022.

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Tofaris, Elizabeth. ESRC-DFID Research for Policy and Practice: Quality Teaching. REAL Centre, University of Cambridge and The Impact Initiative, July 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii312.

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Impact Initiative, The, ed. ESRC-DFID Research for Policy and Practice: Disability and Education. The Impact Initiative / Institute of Development Studies, December 2017. http://dx.doi.org/10.35648/20.500.12413/11781/ii292.

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Benson, Vivienne, and Kelly Shephard. ESRC-DFID Research for Policy and Practice: Women’s life choices. Institute of Development Studies and The Impact Initiative, March 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii308.

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Bosshardt, Michael J., David A. DuBois, Cheryl Paullin, and Gary W. Carter. The Investigative Interview: A Review of Practice and Related Research. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada235851.

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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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