Dissertations / Theses on the topic 'Research by practice'
To see the other types of publications on this topic, follow the link: Research by practice.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Research by practice.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
Rowe, Dawn A. "Research and Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.
Full textAbstract:
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
3
Weierbach, Florence M. "Bridging Research and Practice." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7373.
Full text
4
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.
Full textAbstract:
yesThe 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.
5
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.
Full text
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
Bernard, Julia M. "The Practice and Research of Resilience." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5813.
Full text
9
Cobb, H., and Karina T. Croucher. "Assembling Archaeology: Teaching, practice and research." Oxford University Press, 2020. http://hdl.handle.net/10454/17951.
Full textAbstract:
NoAssembling 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.
10
Ribeiro, Patrícia Graziela Cunha. "Clinical practice of e research nurse." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16507.
Full textAbstract:
Mestrado em Biomedicina FarmacêuticaThis 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.
11
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.
Full textAbstract:
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.
12
Kort, Tanya Leimomi. "Connecting research to practice a case study /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015767.
Full text
13
Robinson, Rachel Elizabeth. "Living knowledge : embodied health care research practice /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/11187.
Full text
14
Stansfield, Kirsty. "Practice scores : a toolkit of artistic research." Thesis, University of Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521673.
Full text
15
Singh, Shobha. "A portfolio of study, practice and research." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/810/.
Full text
16
Hobbs, Kieran. "A portfolio of study, practice and research." Thesis, University of Surrey, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240716.
Full text
17
Farquhar, Jean Clare. "Lesbian sexual health : deconstructing research and practice." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298022.
Full text
18
Cherry, N. L., and n. cherry@netspace net au. "Developing reflective practice." RMIT University. Management, 1995. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090512.103243.
Full textAbstract:
This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and the development of collective knowledge. Schon's (1987) concept of the 'reflective practitioner' provided a major theoretical foundation for this work. The study employed action research and action learning methodologies. The researcher spent six years honing her understanding and application of reflective techniques in assisting the development of managers. She also applied self-reflection to the development of her own praxis over that time. One result of the study has been the enhancement of the practical, reflection-based techniques used by the writer to facilitate the development of managers - and more importantly, offered to them to facilitate their own continuing development. Hopefully, these techniques will be of value to other practitioners in this field. A second outcome has been the review and refinement of some of the theoretical constructs used by this writer and other practitioners and theorists which help to describe and explain the phenomenon of reflection-based behavioural change. A third outcome has been the documentation of a case-study in the application of reflective techniques to the development of personal praxis, tracking the integration of conceptual understanding and technique. Chapter 1 provides an overview of the rationale, scope, methodology and outcomes of this study. Chapter 2 explores reflection as a technique for research and the development of collective knowledge, and incorporates a review of the relevant literature. Chapters 3 and 5 examine reflection as a tool for learning, drawing on the literature and tracking the development of the researcher's own understanding. Chapter 4 describes how the researcher learned to use reflective learning techniques when working with others and follows the gradual integration of her understanding with her practice. Chapter 6 summarises and reflects upon both the processes and the outcomes of the research.
19
Cooke-Davies, Terence John. "Towards improved project management practice : uncovering the evidence for effective practices through empirical research." Thesis, Leeds Beckett University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324529.
Full text
20
Trichakis, Nikolaos K. "Fairness in operations : from theory to practice." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67769.
Full textAbstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 131-136).
This thesis deals with two basic issues in resource allocation problems. The first issue pertains to how one approaches the problem of designing the "right" objective for a given resource allocation problem. The notion of what is "right" can be fairly nebulous; we consider two issues that we see as key: efficiency and fairness. We approach the problem of designing objectives that account for the natural tension between efficiency and fairness in the context of a framework that captures a number of problems of interest to operations managers. We state a precise version of the design problem, provide a quantitative understanding of the tradeoff between efficiency and fairness inherent to this design problem and demonstrate the approach in a case study that considers air traffic management. Secondly, we deal with the issue of designing implementable policies that serve such objectives, balancing efficiency and fairness in practice. We do so specifically in the context of organ allocation for transplantation. In particular, we propose a scalable, data-driven method for designing national policies for the allocation of deceased donor kidneys to patients on a waiting list, in a fair and efficient way. We focus on policies that have the same form as the one currently used in the U.S., that are policies based on a point system, which ranks patients according to some priority criteria, e.g., waiting time, medical urgency, etc., or a combination thereof. Rather than making specific assumptions about fairness principles or priority criteria, our method offers the designer the flexibility to select his desired criteria and fairness constraints from a broad class of allowable constraints. The method then designs a point system that is based on the selected priority criteria, and approximately maximizes medical efficiency, i.e., life year gains from transplant, while simultaneously enforcing selected fairness constraints. Using our method, we design a point system that has the same form, uses the same criteria and satisfies the same fairness constraints as the point system that was recently proposed by U.S. policymakers. In addition, the point system we design delivers an 8% increase in extra life year gains. We evaluate the performance of all policies under consideration using the same statistical and simulation tools and data as the U.S. policymakers use. We perform a sensitivity analysis which demonstrates that the increase in extra life year gains by relaxing certain fairness constraints can be as high as 30%.
by Nikolaos K. Trichakis.
Ph.D.
21
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.
Full textAbstract:
Class of 2010 AbstractOBJECTIVES: 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.
22
Ugochukwu, Paschal. "Lean in the supply chain : research and practice." Thesis, Linköpings universitet, Kvalitetsteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-86725.
Full textAbstract:
Lean is a management philosophy that enhances customer value through waste elimination and continuous improvement in a system by applying lean principles, practices, and techniques. The focus on lean implementations and research had been typically a single company without extension to the entire supply chain. When the concept of lean is implemented across the entire supply chain, however, it is referred to as lean supply chain. The purpose of this thesis is to create a structure from theory and practice of lean in the supply chain, which will enhance understanding of the field. The thesis is based on a comprehensive review of articles on lean in the supply chain using structured content analysis approach. The reviewed articles are classified based on the articles’ basic characteristics and contextual issues or ideas. Also, a case study of an aerospace industry was conducted in order to gain insight on lean in supply chain from a practice perspective. Lean in the supply chain as a supply chain management strategy aims at applying the lean concepts to the whole functions within the entire supply chain members: suppliers, focal organisations, distributors, and customers. From the literature review and the case study, it is found that researchers and practitioners view lean in the supply chain as a transformation process in the supply chain which results in a transformed and competitive supply chain called lean supply chain. The studies show that the attributes and outcomes of the major result of lean in the supply chain (lean supply chain) help in better understanding of the field. Lean supply chain is found to be linked to the following benefits: improved quality reduced cost, improved delivery, high flexibility, reduced shortage, etc. Also, it is distinguished from the traditional supply chain by the following attributes: Long-term relations with suppliers, effective communication and information sharing, integrated supply chain members, continuous improvements, and predictability. The transformation and the benefits are linked to the implementation of lean principles, practices and techniques in the supply chain. There is no rigorous and general purpose process in the implementation of lean in the supply chain; however, general and adaptable steps can be followed. Choice and order of implementation of lean tools and techniques depends on suitability, situations, preference and familiarity. It is found that from the literature review that the research approach on lean in the supply chain is structured towards gaining in-depth knowledge of the field. The emphasis on the supply chain members; suppliers and focal organisations by the authors of the reviewed articles shows their importance in the supply chain.
23
Whitford, Linda Joyce. "A concept analysis of holism using practice research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ32283.pdf.
Full text
24
Nilsson, Kajermo Kerstin. "Research utilisation in nursing practice - barriers and facilitators /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7349-835-1.
Full text
25
Underwood, Peter. "Examining the systemic accident analysis research-practice gap." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13845.
Full textAbstract:
In order to enhance safety and prevent the recurrence of major accidents it is necessary to understand why they occur. This understanding is gained by utilising accident causation theory to explain why a certain combination of events, conditions and actions led to a given outcome: the process of accident analysis. At present, the systems approach to accident analysis is arguably the dominant research paradigm. Based on the concepts of systems theory, it views accidents as the result of unexpected and uncontrolled relationships between a system s components. Various researchers claim that use of the systems approach, via systemic accident analysis, provides a deeper understanding of accidents when compared with traditional theories. However, the systems approach and its analysis techniques are yet to be widely adopted by the practitioner community and, therefore, a research-practice gap exists. The implication of such a gap is that practitioners may be applying outdated accident causation theory and, consequently, producing ineffective safety recommendations. The aim of this thesis was to develop the current understanding of the systemic accident analysis research-practice gap by providing a description of the gap, considering its extent and examining issues associated with bridging it. Four studies were conducted to achieve this aim. The first study involved an evaluation of the systemic accident analysis literature and techniques, in order to understand how their characteristics could influence the research-practice gap. The findings of the study revealed that the systems approach is not presented in a consistent or clear manner within the research literature and that this may hinder its acceptance by practitioners. In addition, a number of issues were identified (e.g. model validation, analyst bias and limited usage guidance) which may influence the use of systemic analysis methods within industry. The examination of how the analysis activities of practitioners may contribute to the gap motivated Study 2. This study involved conducting semi-structured interviews with 42 safety professionals and various factors, which affect the awareness, adoption and usage of the systems approach and its analysis methods, were highlighted. The combined findings of Studies 1 and 2 demonstrate that the systemic accident analysis research-practice gap is multifaceted in nature. Study 3 investigated the extent of the gap by considering whether the most widely used analysis technique (the Swiss Cheese Model) can provide a systems approach to accident analysis. The analysis of a major rail accident was performed with a model based on the Swiss Cheese Model and two systemic analysis methods. The outputs and usage of the three analysis tools were compared and indicate that the Swiss Cheese Model does provide a means of conducting systemic accident analysis. Therefore, the extent of the research-practice gap may not be as considerable as some proponents of the systems approach suggest. The final study aimed to gain an insight into the application of a systemic accident analysis method by practitioners, in order to understand whether it meets their needs. Six trainee accident investigators took part in an accident investigation simulation and subsequently analysed the data collected during the exercise with the Systems Theoretic Accident Modelling and Processes model. The outputs of the participants analyses were studied along with the evaluation feedback they provided via a questionnaire and focus group. The main findings of the study indicate that the analysis technique does not currently meet the usability or graphical output requirements of practitioners and, unless these issues are addressed, will struggle to gain acceptance within industry. When considering the research findings as a whole a number of issues are highlighted. Firstly, given the benefits of adopting the systems approach, efforts to bridge the systemic accident analysis research-practice gap should be made. However, the systemic analysis methods may not be best suited to analyse every type of accident and, therefore, should be considered as one part of an investigator s analysis toolkit . Adapting the systemic analysis methods to meet the needs of practitioners and communicating the systems approach more effectively represent two options for bridging the gap. However, due to the multidimensional nature of the gap and the wide variety of individuals, organisations and industries that perform accident analysis, it seems likely that tailored solutions will be required. Furthermore, due to the differing needs of the research and practice communities, efforts to bridge the gap should focus on collaboration between the two communities rather than attempting to close the gap entirely.
26
Bartlam, Bernadette. "Counselling in reproductive medicine : research, ethics and practice." Thesis, Keele University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398911.
Full text
27
Ashenden, D. M. "Information security awareness : improving current research and practice." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1469598/.
Full textAbstract:
Large-scale data losses experienced across both public and private sector organisations have led to expectations that organisations will develop a culture that supports information security aims and objectives. Despite the fact that many organisations now run awareness, education and training programmes for their employees, however, information security incidents due to employee misuse of information still keep occurring. This suggests that these programmes are not working. The research presented in this thesis examines ways to better understand employees’ attitudes towards information security with a view to improving current organisational practice. The research explores whether Chief Information Security Officers are delivering organisational change for information security, before moving on to better understand employee’s attitudes and how these are translated into behaviours. The research takes a mixed-methods approach that is not often used in information security research and combines both qualitative and quantitative analytical methods, grounded in the theory of social psychology. Case studies are carried out with Chief Information Security Officers as well as at the Office of Fair Trading and Prudential plc. The research delivers a survey tool that can be used in organisations to better understand how to frame information security messages so that they achieve their aims. An expert panel of users evaluated the survey. The research concluded that end users fall into two groups – the ‘I Can Handle It Group’ and the ‘It’s Out of My Control Group’ and these substantive findings have been validated by a field experiment. By mirroring the attributions of the dominant group the field experiment demonstrates that it is possible to influence employees’ behaviour.
28
Jones, Michelle Suzette. "Professional collaborative learning : policy, practice and research perspectives." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/63108/.
Full textAbstract:
In this introduction to the publications selected for examination for the degree of PhD in Education, at the University of Warwick, I will begin by outlining some the contextual influences on my published work. During my career, spanning over 30 years, I have had the privilege to be a head-teacher, local authority adviser, government policy adviser and a researcher. The publications that follow therefore focus on professional collaborative learning from these different vantage points, as these have inevitably influenced my writing.
29
Chantler, T. E. A. "Community engagement & ethical practice in vaccine research." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2012. http://researchonline.lshtm.ac.uk/682450/.
Full textAbstract:
Community Engagement (CE) is often presented by bio-ethicists and scientists as a straightforward and unequivocal good which can help to minimize the risks of exploitation, ensure a fair distribution of research benefits and improve the quality of informed consent in the conduct of health research in developing countries. The main objective of my thesis is to critically analyse the relationship between CE and ethical practice in vaccine research. I do this by drawing on ethnographic fieldwork undertaken between 2007 and 2009. In my fieldwork I explored how CE is understood, talked about and enacted in two paediatric vaccine trials conducted by a collaborative partnership between the Kenyan Medical Research Institute and the US Centers for Disease Control (KEMRI/CDC) in Western Kenya. The first 3 chapters of my thesis contain introductory material. Chapter 1 describes the geographic and institutional context of my fieldwork and provides a summary of the paediatric vaccine trials. It also documents my conceptual framework with reference to relevant literature. Chapter 2 provides an overview of the history of immunization and related research in Sub-Saharan African, with a particular focus on East Africa. In chapter 3 describe my ethnographic research design and provide a detailed account of my fieldwork, methods and data analysis. 122 people from the following groups consented to participate in this study: 1) KEMRI/CDC Staff Members (n=18), 2) Community Representatives (e. g. Village Reporters (VRs), Community Advisory Board (CAB), Government & Political Gatekeepers) (n=71), 3) Parents/Guardians of Vaccine Trial Participants (n=20), and 4) Other Community Members (n=7). With the support of 3 Kenyan research assistants I observed CE related activities, compiled field notes and conducted 83 semi-structured interviews and 7 focus group discussions. The 8 findings chapters are grouped as follows: 1) 'The Historical Emergence & Framing of Community Engagement' (Ch. 4-5); 2) 'The Social Construction of Community Engagement' (Ch. 6-9); and 3) 'Responses and Negotiations in Community Engagement' (Ch. 10-11). 3 1) Between the years of 1979-2009 the KEMRI/CDC research programme grew from involvement in community-led health projects into a global enterprise. This inevitably resulted in changes in the control and direction of interactions between researchers and community members. The contemporary framing of CE relies heavily on researchers teaching laypeople about science. 2) The concept of 'positioning' is critical to the contemporary social construction of CE. KEMRI/CDC's primary goal is to convey accurate messages, present a positive image and demonstrate 'attachment' to the local community. VRs' (paid volunteers) smooth the passage of research but find it difficult to balance allegiances, and respond to local expectations for material assistance. CAB members function as KEMRI/CDC patron-clients rather than community advocates, and Gatekeepers argue that a research agenda cannot be applied without accounting for inadequate district health services. 3) Increasing interactions between KEMRI/CDC and the community have helped address inherent cultural suspicions about research, thereby diverting attention to the benefits of trial participation. Hence questions of exclusion rather than inclusion have started to dominate discussions during CE activities. When it comes to engagements in public health facilities attention is focussed on how to balance differences between two paradigms of care-giving; namely 1) 'research' and 'general' care. In chapter 12 I synthesize my findings and argue that far from being an unproblematic good CE offers a lens into new and pre-existing inequalities which affect the implementation of research in resource-limited settings. CE emerges from my data as highly complex and challenging work, which requires continuous efforts and cannot be limited simply to information exchange. In order to address the tensions and contradictions which arise in CE it is essential to discuss questions of social justice and to engage materially, through a broader distribution of resources, with the community where research takes place.
30
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.
Full text
31
Wood, G. D. "Research, practice and education in the built environment." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/38106/.
Full textAbstract:
This thesis consists of two parts: the body of published work is presented as a portfolio of 10 publications and forms Part II. Part I consists of a critical review of those publications. In the context of the built environment sector, the overarching themes of the published works are the relationships between: research and emerging concepts in the field and the working practices of construction and property professionals; practice as an interdisciplinary activity and educational programmes; programmes and curricula within higher education and the relevance of research. The critical review explores the portfolio from a micro and macro perspective to demonstrate that the work is considered at an individual publication level, and also within the extended boundaries of the discipline. This opens up broader horizons and assists in comparing the knowledge claims being made with other key benchmark publications. The principal conclusion associated with the research-practice relationship is that practitioners are largely driven by commercial imperatives and the associated need to solve problems expediently. Positivist perspectives therefore have more influence on built environment practitioners than constructivist methodologies. This should inform the design of research projects if researchers wish to be relevant to practice. The main finding linked to the practice-education relationship is that normative interdisciplinarity requiring a collaborative transcendence is more relevant to built environment practice than a phenomenological position where interdisciplinarity exists within the individual. This should inform the design of undergraduate built environment curricula in order to adequately prepare students for practice. In the education-research relationship this thesis concludes that there is a need to develop a more comprehensive definition of scholarship or scholarly activity in support of built environment education to include applied/consultancy-based research, market-based studies, professional updating and the writing of textbooks. This should inform both the recruitment and promotion processes within universities.
32
Bale, Susan Ellen. "Developing research, practice and education in wound healing." Thesis, University of South Wales, 2002. https://pure.southwales.ac.uk/en/studentthesis/developing-research-practice-and-education-in-wound-healing(8e3e065f-ae84-4557-8ec8-2fee4beec925).html.
Full textAbstract:
This thesis demonstrates my original contribution to the specialty of -wound healing as it has evolved over the past twenty years. It comprises three projects through which I present and illustrate a selection of the work I have carried out as a researcher, clinician and educator in wound healing, and the relationship between these areas. This thesis begins with Project One, which discusses my contribution to wound healing research. Project Two explores the ways I have used die outputs of research in developing -wound care practice within the context of a specialist wound healing unit. Project Three illustrates how I have utilised die outputs of research as the basis for educational materials. It is through engaging in a diverse range of activities in these three areas that I have been able to make a unique contribution to -wound healing nursing. In each of the projects die portfolio materials are discussed with reference to a number of theoretical frame-works. In Project One I use a hierarchical approach (Sackett et al, 1991, 2000) to explore my contribution to research. In Project Two I adopt die role definition approach developed by Hamric, Spross and colleagues (1983, 1989, 1996, 2000) in exploring my contribution to developing -wound care practice. Finally, in Project Three I utilise Benner's research on professional development (Benner, 1984) as a frame-work on -which to display my materials. While I have been writing this diesis I have reflected on twenty years experience in wound care nursing. This opportunity has facilitated me in planning for my future career in the specialty of -wound healing, and in making decisions about where I expect to focus my attention in the future.
33
Ricketts, Thomas Nicholas. "Problem gambling : from practice research to grounded theory." Thesis, Sheffield Hallam University, 2001. http://shura.shu.ac.uk/20794/.
Full textAbstract:
This study combined the use of a single case experimental design with replications with the use of a grounded theory approach in a study of treatment-seeking problem gamblers. The sample for the single case experimental design was a case series of nine men meeting DSM IV criteria (APA 1994) for pathological gambling. They primarily gambled in off-course bookmakers and on slot machines, and had self-reported histories of problem gambling of between four and eighteen years duration. A cognitive behavioural approach to treatment based on that of Sharpe and Tarrier (1993) was utilised. This treatment incorporated motivational interviewing, self-monitoring, stimulus control, cognitive restructuring, cue exposure and relapse prevention. The approach was ineffective for a majority of the clients, with drop-out prior to completion of treatment the outcome for six of the clients. The three clients who completed treatment all achieved clinically significant changes in gambling behaviour. Proposed links between depressed mood and gambling behaviour, and anxiety and gambling behaviour were not supported. The grounded theory approach was in two parts. The first study investigated the reported gambling experiences of treatment-seeking men who met DSM IV criteria (APA 1994) for pathological gambling. Clinical materials and session transcripts from the treatment study formed the initial material. A further four interviews with informants selected for theoretical sampling reasons provided provisional verification of the grounded theory. The grounded theory identified gambling as emotion management as the core category. The use of gambling for this purpose interacted with the costs of gambling and the individual's experience and perception of control of gambling to determine behaviour in the context of gambling related triggers. The second grounded theory study involved an analysis of the reported experiences of seven regular but non-problematic gamblers for confirmatory purposes. Similarities and differences between the problem and non-problem gamblers were identified. Three aspects of the reported experiences of the gamblers appeared to differentiate problematic and nonproblematic experiences. These were the extensive use of gambling to manage negative emotions, beliefs regarding winning money back and perception of control. The study addressed both theoretical and treatment issues in problem gambling. The proposal that arousal is a major motivating variable in gambling was supported (Anderson and Brown 1984). The proposal that the use of gambling to moderate negative emotional states is a feature of problem gambling (Jacobs 1985; McConaghy 1988) was supported. The view that misperception of randomness is a feature of problem gambling was supported (Ladouceur and Walker 1996). The importance of self-efficacy in efforts at moderating gambling (Bandura 1977) was supported. Clear benefits were identified of combining a single case experimental design with a grounded theory approach. The use of a grounded theory approach with a deviant sample for confirmatory purposes was also beneficial.
34
Calderwood, Jacqueline. "Pervasive media and eudaimonia : transdisciplinary research by practice." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/17480.
Full textAbstract:
As mobile technologies and prolific digital media saturate and intrude upon daily reality for many people, this research practice provides an alternative pathway in which creative engagement with pervasive media offers a holistic experience of oneself in relation to the people, place and technologies of our time. This thesis introduces the concept of eudaimonia as creative well-being, in relation to pervasive media. The dual meaning of eudaimonia as an individual's own right path of flourishing and as the good-daimon, muse or guardian who guides and inspires the action of walking such a path, highlights the tensions implicit in the work. Tensions that embrace user and author, inside and outside, urban and rural, movement and stillness - until a common ground of symmathesy occurs. Taking a transdisciplinary approach to this phenomenological enquiry, the work of community arts facilitation is brought into dialogue with Grove's Clean toolkit, originally developed in the field of clinical psychology. The thesis is presented as a phenomenological text with online creative portfolio and appendices. Other artists' works are described subjectively as part of the practice-based method. Research findings are presented in relation to themes of Space, Presence, Community and Iteration from which emerge the framework of creative practice and the researcher's conceptual model of Anthroposensory Sculpture. Four public art projects were delivered with diverse communities, landscapes and foci of attention, from which a framework of creative practice is revealed that supports eudaimonic engagement with personal and collective, metaphoric and geographic landscape: Soundlines (2009-10, North Somerset, UK), Experimental Walks (2010-14, UK and Canada), Hunter Gatherer (2010-11, Yorkshire Dales, UK), Living Voices (2011-13 Wiltshire, UK). Through the Experimental Walks project, a Colour Grid methodology developed, that invites sensory noticing and notation, subsequently produced as iPhone app Hunter Gatherer (2011). This research which will be of value to researchers and practitioners seeking to understand engagement of people with place, media and technology. Pioneering in its use of Clean as an arts methodology, this research adds to a growing interest in Clean methodology for research. The thesis contributes to ongoing debates about how to build a more caring society in which each individual can flourish; as such it will be of interest to others exploring the multiple dimensions of well-being and the use of emergent platforms for digital media and art.
35
Chen, Zheng. "The Role of Research in Landscape Architecture Practice." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23095.
Full textAbstract:
The profession of landscape architecture has not managed to sufficiently build a body of solid knowledge through research, which weakens the profession in terms of justifying its practice. In order to investigate why the profession has not built its knowledge-base sufficiently, this dissertation collected first-hand empirical data on the use and need of research in current landscape architecture practice, as well as the perceptions about research among landscape architects. Four questions were asked in this study: 1) What are the concerns of landscape architecture practice? 2) What is the significance of research in landscape architecture? 3) How do landscape architects perceive the need of research? 4) How are research findings disseminated in landscape architecture? To answer the questions, an online survey was given to randomly sampled ASLA members (adjusted response rate = 31%, n=239). The data was then analyzed through descriptive statistics, comparative statistics, and dimension analysis.
Modern professions are expected not only to successfully perform professional actions, but also to justify these actions with rational explanations. To meet this expectation, the scope of landscape architecture knowledge has expanded from design knowledge into systems knowledge. While design knowledge concerns how to do design, systems knowledge concerns why certain design actions should be taken. Meanwhile, with expanding systems knowledge, research becomes more and more important to landscape architecture practice. Sixty-seven percent of landscape architects are using research findings often in making design decisions.
However, results indicates that landscape architects expect research to generate rational solutions based on solid understanding of the phenomena and problems involved in design. Based on a review of literature, this expectation is unrealistic. The profession, if it expects to build a research-oriented practice, needs to change its perceptions about research, and advance its knowledge through studies and evaluations of built design work.
Despite the increasing use of research, this study also found that landscape architects today still make their design decisions largely based on a body of tacit knowledge, such as professional experience and intuition. This body of tacit knowledge is often learned in an apprentice manner between practitioners in their workplace, and is rarely shared in the whole profession. While practitioners do not share much beyond their workplace, educators primarily share within academia, which limits the profession from improving its work in a fast changing world. The profession should encourage practitioners to do research by promoting the examples of practicing researchers, and offer places to share knowledge. The profession should also encourage educators to share knowledge beyond academia and to be more aware of the potential implications of their research findings.Ph. D.
36
Günther, Swen. "Next Practice Profile: Industry Research Project Week 2018." HTW Dresden, 2019. https://ul.qucosa.de/id/qucosa%3A35868.
Full text
37
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.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2012.Sensitive areas within this text have been blacked out. Please refer to the attachment.
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.
38
Floden, Lysbeth, Amy Howerter, Eva Matthews, Mark Nichter, James K. Cunningham, Cheryl Ritenbaugh, Judith S. Gordon, and Myra L. Muramoto. "Considerations for practice-based research: a cross-sectional survey of chiropractic, acupuncture and massage practices." BioMed Central Ltd, 2015. http://hdl.handle.net/10150/610277.
Full textAbstract:
BACKGROUND: Complementary and alternative medicine (CAM) use has steadily increased globally over the past two decades and is increasingly playing a role in the healthcare system in the United States. CAM practice-based effectiveness research requires an understanding of the settings in which CAM practitioners provide services. This paper describes and quantifies practice environment characteristics for a cross-sectional sample of doctors of chiropractic (DCs), licensed acupuncturists (LAcs), and licensed massage therapists (LMTs) in the United States. METHODS: Using a cross-sectional telephone survey of DCs (n = 32), LAcs (n = 70), and LMTs (n = 184) in the Tucson, AZ metropolitan area, we collected data about each location where practitioners work, as well as measures on practitioner and practice characteristics including: patient volume, number of locations where practitioners worked, CAM practitioner types working at each location, and business models of practice. RESULTS: The majority of practitioners reported having one practice location (93.8% of DCs, 80% of LAcs and 59.8% of LMTs) where they treat patients. Patient volume/week was related to practitioner type; DCs saw 83.13 (SD = 49.29) patients/week, LAcs saw 22.29 (SD = 16.88) patients/week, and LMTs saw 14.21 (SD =10.25) patients per week. Practitioners completed surveys for N = 388 practice locations. Many CAM practices were found to be multidisciplinary and/or have more than one practitioner: 9/35 (25.7%) chiropractic practices, 24/87 (27.6%) acupuncture practices, and 141/266 (53.0%) massage practices. Practice business models across CAM practitioner types were heterogeneous, e.g. sole proprietor, employee, partner, and independent contractor. CONCLUSIONS: CAM practices vary across and within disciplines in ways that can significantly impact design and implementation of practice-based research. CAM research and intervention programs need to be mindful of the heterogeneity of CAM practices in order to create appropriate interventions, study designs, and implementation plans.
39
Skelly, Allan. "A portfolio of study, practice and research : academic dossier, clinical dossier, research dossier." Thesis, University of Surrey, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246044.
Full text
40
Conyers, Marcus. "Improving teaching practice through education, mind, and selected brain research." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q1497/improving-teaching-practice-through-education-mind-and-selected-brain-research.
Full textAbstract:
Around the world, there is an unprecedented opportunity for improving educational outcomes by aligning the practice of teaching with the emerging science of learning. However, a research-to-practice gap persists, and many students, particularly low-income and minority children and youth, are failing to reach their academic potential. The texts submitted with this document (Conyers & Wilson, 2015a, 2016; Wilson & Conyers, 2013b, 2013c) were written as a means of bridging this gap by applying two original frameworks developed through transdisciplinary, practice-based research over 15 years. The first translates implications of education, mind, and selected brain research on how people learn into a conceptual framework and strategies for enhancing teaching and learning. The second focuses on a process for supporting changes in teaching practice and aligns with research and theory from implementation science. These frameworks have been incorporated into professional development programmes for some 100,000 educators and 2,500 teachers from 47 U.S. states, Canada, Europe, the Middle East, and Asia through one of the first two graduate degrees in this field. Studies suggest a positive impact on teaching practice and student learning. The four texts extend the impact of this body of work to a broader audience of teachers, researchers, faculty, and other educational stakeholders and uniquely incorporate research, theory, and examples of practical strategies being applied in real-world settings.
41
Fischer, Mary E. "Why do educators incorporate action research into their practice /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7639.
Full text
42
Dafiotis, Panagiotis. "Art practice as a form of research in art education : towards a teaching artist practice." Thesis, Institute of Education (University of London), 2011. http://eprints.ioe.ac.uk/7362/.
Full textAbstract:
Although the borders between art practice and domains like philosophy have been questioned, education and its relation to art seems somehow to be overlooked in these exchanges. In my arts-led research I examine the ways the teaching artist may be able to cross the borders between art and education to produce a hybrid field in which hierarchical distinctions are questioned and the voices of students legitimised. Through my own practice as a teaching artist I am attempting to recognise, theorise, ground and develop a framework for this hybrid field. In my practice-led PhD I am trying to create space for an alternative, parallel possibility within art education. To do so, I draw on the work of Kester (2004) and Bourriaud (2002) who analyse dialogic artworks and relational aesthetics (respectively). I perceive art lessons as artistic events in the relational sense and the space where these exchanges take place, as an ever-evolving installation artwork. To this effect I have created a series of multimodal installations, which question the dichotomy of visual arts and pedagogy. These installations became increasingly participatory 'culminating' in a project, (The Benevolent Trap' May, 2010) which involved pertinent presentations and discussions with fellow students. Affect through the visual becomes the fulcrum for inciting dialogue on the relation between art and meaningmaking. On a theoretical level I draw on Deleuze and Guattari, and particularly on their notions of the 'rhizome' and 'smooth space'. In my practice-based research project I therefore explore art making as a meta-process in which making about making becomes a way of thinking about thinking. The quest though is to create a space where participants can revisit their own assumptions and reflect on them.
43
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.
Full textAbstract:
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.
44
Askew, Deborah Anne. "A study of research adequacy in Australian general practice /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18717.pdf.
Full text
45
Dempsey, Jennifer. "Fighting falls with action research: a practice development project." University of Tecnnology, Sydney. Faculty of Nursing, Midwifery and Health, 2005. http://hdl.handle.net/2100/371.
Full textAbstract:
Nurses espouse a caring ethic and demonstrate effectiveness in prevention of patient falls but are often observed taking risks with patients’ safety. These actions reflect poor congruence between espoused values and behaviours. Attitudes, values and involvement in decision- making are factors that influence work behaviours. Nurses’ attitudes are held to be a definitive factor in prevention work; however, few studies have focused on adherence with best practice principles of fall prevention. Yet nurses claim no authority to change their work. It was assumed that increased adherence would be achieved by improving nurses’ attitudes through participation in decision- making surrounding fall prevention practice. This study aimed to tes t this assumption by empowering nurses working in two medical wards with high numbers of patient falls to improve their ownership of practice by utilising critical social theory and action research. Nurses’ attitudes, including self-esteem, professional values and work satisfaction were established before and after a practice development project using action research. Mixed methods were employed by praxis groups meeting fortnightly for a year reflecting on, and re-engineering practice. Action research occurred in cycles focusing on assessment, communication, everyday work, and performance. Nurses’ work was re-organised to gain time to spend in prevention work. Patients’ environments were made safer and more patient-centred. New and effective ways of assessing risk to fall, communication of risk and monitoring nurses’ performance of prevention work were created and evaluated. Analysis demonstrated that nurses had good self-esteem and professional values but were not satisfied with their work. Self-esteem and professional values were unaffected by participation in work-related decisions however, nurses expressed increased sense of ownership, more satisfaction and were observed to engage in more prevention work. In conclusion, manipulation of attitudes and values is not warranted if attitudes and values are good. However, participation in work-related decision- making engages practitioners and leads to greater congruence between values and behaviour. The “unspoken rules” constraining practice that were exposed in the action research oblige nurses to assume authority, confronting and dispelling these constraints to enable more therapeutic care to emerge. Recommendations include promoting practice development as the preferred means for cultural change and improving person-centred care whilst recognising its fragile nature and dependence on clinical leadership.
46
McDowell, Andrew J. "The relationship between research and practice in conflict resolution /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm138.pdf.
Full text
47
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.
Full textAbstract:
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.
48
Siebert, Bradley Gene. "Freshman rhetorics: Composition studies research and theory into practice." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185142.
Full textAbstract:
In this study, the author analyzes a sample of eleven freshman rhetorics to trace influences of the recent scholarship that has marked the emergence of composition studies as a scholarly discipline. The author classifies the textbooks according to the divisions of Berlin's taxonomy of the rhetorical epistemologies and the rhetorical schools that have influenced composition studies. The interactions of each textbook's treatment of invention and of each one's description or implicit working model of composing as a process are analyzed to support the classifications and to discuss how different concepts of invention and composition orient students toward the nature of knowledge. Although conclusions in this study should be limited to the sample, the author found significant innovation in most of the textbooks. While two current-traditional rhetorics were among those studied and traditional features play significant roles in several others, most of the texts are informed primarily by recent research and theory. The author found only one of the textbooks to be strictly traditional; the other traditional textbook includes small adaptations of recent scholarship. The innovative textbooks are distinguished by some degree of primary focus on invention, either the discovery of latent knowledge or the making of new knowledge through composing processes. All also develop one or another of the models of the general composing process, although most emphasize the recursive model. The two traditional textbooks exhibit the expected objective epistemology. Of the others, one develops a subjective epistemology (and represents the expressive school of rhetoric) and eight develop transactional epistemologies (one of these is of the classical school, four are cognitivist, and three are epistemic). The author also found interaction between rhetorical schools in most of the textbooks, which indicates that authors are not responding only to current-traditional rhetoric but also to the other rhetorical schools developing in the discipline, indicating further that composition studies is developing as a discourse community.
49
Wilson, Virginia. "Research in Practice: Evidence, Local Context, and the Hierarchy." Evidence Based Library and Information Practice, 2015. http://hdl.handle.net/10388/7083.
Full text
50
Barber, James. "Installation art and memory : a practice-as-research exploration." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/900.
Full textAbstract:
This practice-as-research project investigates how a piece of site-responsive Installation Art, titled Triple Point Dunnage (exhibited in Royal William Yard, June 2009), can be used to generate knowledge about memory work through experience of site. Working in dialogue with the ideas of Daniel C. Dennett, Lucy Lippard and Gaston Bachelard, I attempted to create a permeable and fluctuating creative setting for the memory work of participants. An approach that used site as a stimulant within a process which also incorporated theoretical themes. During the period of design and construction, I interacted with and recorded interviews with people who had a personal connection with the site or with an interest in how memory works. The final installation presented layers of spoken fragmented content in a dialectic relationship within the installation’s spatial construction. The responses of the installation’s visitors and participants were collated through a response book and interviews. These were analysed in order to discover to what extent, if at all, the properties I had developed and designed into the work had shaped the engagements of the participants. The multi-valented properties of the work generated an array of responses that suggested that the viewers had fashioned their experience by blending the fragmented stories of others with their own personal histories. This engagement resembles Dennett’s concept of “self-narrator” and resonates with Bachelard’s concept of the fusion of physical and psychological space and Lippard’s understanding of place. By exploring memory through site Triple Point Dunnage generated a sense of place that was a fusion of the participants’ responses to the external physical environment and their associative memories stimulated by the affective fragmented properties of the work.