Bibliografías temáticas / Practitioner

Literatura académica sobre el tema "Practitioner"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de enero de 2023

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Artículos de revistas sobre el tema "Practitioner"

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

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The dissertation culminates in an artifact creation called the Practitioner Driven Action Research (PDAR) framework. It was conceptualized, refined, and field-tested during a yearlong Action Research project at the United States Special Operations Command (USSOCOM). PDAR focuses on immediate problem-solving and driving practitioners towards adopting action-driven outcomes grounded in Action Research. The framework seeks to help practitioners across USSOCOM approach organizational problem-solving more systematically and scientifically along with better integrating academic resources into the process.
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Heale, Roberta. "Theory of the Evolution of Nurse Practitioner Practice". Nurse Practitioner Open Journal 1, n.º 1 (30 de mayo de 2021): 23–36. http://dx.doi.org/10.28984/npoj.v1i1.340.

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Aim: To determine the nurse practitioner's perception of scope of practice and understanding of changes to practice over time. Background: A great deal of research about nurse practitioners has been conducted related to such things as role clarity, transition, or preparedness to practice and job satisfaction. Conceptual models of nurse practitioner practice have been developed to highlight practice processes, interprofessional relationships and more. However, none of this literature addresses nurse practitioner's perception of scope of practice, the impact of their changing practice experiences and how the understanding of their practice changes over time. Methods: This grounded theory study was undertaken in Ontario, Canada, with interviews of primary health care nurse practitioners which resulted in the Theory of the Evolution of Nurse Practitioner Practice. Conclusion: Within this theory, scope of practice is defined as nurse practitioners working to their maximum potential. There are both intrinsic and extrinsic elements which render maximum practice potential a fluid and changing state.
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Elbannan, Mohamed A. "Regulatory Overload, Individual Cognition, and Professionalism in the Accounting Field". Accounting and Finance Research 7, n.º 4 (24 de noviembre de 2018): 227. http://dx.doi.org/10.5430/afr.v7n4p227.

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The purpose of this paper is to examine some determinants of the quality of accounting information. This paper focuses on causes occurring at the individual accounting practitioner’s level that contribute to the perceived usefulness of accounting information. Practitioners are argued to respond to the pressures, created by multiple layers of regulatory, professional and organizational rule making bodies, by a feeling of defenselessness that emanates from possible disagreements with established rules. Practitioner frustration with these rules (which are sometimes perceived as dogmatic) and the impending threat of litigation forces practitioners to conform to these rules. Not only does this frustration reduce the capacity of the practitioner to act professionally, but also attaches a stigma to the practitioner’s self-perception.
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Bright, Felicity AS, Nicola M. Kayes, Christine Cummins, Linda M. Worrall y Kathryn M. McPherson. "Co-constructing engagement in stroke rehabilitation: a qualitative study exploring how practitioner engagement can influence patient engagement". Clinical Rehabilitation 31, n.º 10 (1 de febrero de 2017): 1396–405. http://dx.doi.org/10.1177/0269215517694678.

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Objective: To explore how practitioner engagement and disengagement occurred, and how these may influence patient care and engagement. Design: A qualitative study using the Voice Centred Relational Methodology. Data included interviews, focus groups and observations. Setting: Inpatient and community stroke rehabilitation services. Subjects: Eleven people experiencing communication disability after stroke and 42 rehabilitation practitioners. Interventions: Not applicable. Results: The practitioner’s engagement was important in patient engagement and service delivery. When patients considered practitioners were engaged, this helped engagement. When they considered practitioners were not engaged, their engagement was negatively affected. Practitioners considered their engagement was important but complex. It influenced how they worked and how they perceived the patient. Disengagement was taboo. It arose when not feeling confident, when not positively impacting outcomes, or when having an emotional response to a patient or interaction. Each party’s engagement influenced the other, suggesting it was co-constructed. Conclusions: Practitioner engagement influenced patient engagement in stroke rehabilitation. Practitioner disengagement was reported by most practitioners but was often a source of shame.
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Clandinin, D. Jean, F. Michael Connelly y D. A. Schon. "The Reflective Practitioner and Practitioners' Narrative Unities". Canadian Journal of Education / Revue canadienne de l'éducation 11, n.º 2 (1986): 184. http://dx.doi.org/10.2307/1494806.

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Adamson, C., L. Beddoe y A. Davys. "Building Resilient Practitioners: Definitions and Practitioner Understandings". British Journal of Social Work 44, n.º 3 (10 de octubre de 2012): 522–41. http://dx.doi.org/10.1093/bjsw/bcs142.

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Lindsay, Pete, Jeff D. Breckon, Owen Thomas y Ian W. Maynard. "In Pursuit of Congruence: A Personal Reflection on Methods and Philosophy in Applied Practice". Sport Psychologist 21, n.º 3 (septiembre de 2007): 335–52. http://dx.doi.org/10.1123/tsp.21.3.335.

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The chosen methods of applied sport psychology practitioners should be underpinned by their personal core beliefs and values (Poczwardowski, Sherman, & Ravizza, 2004). However, many novice practitioners unquestioningly adopt the dominant method of the field (Fishman, 1999), and thus might find themselves incongruent in terms of their professional philosophy (Tudor & Worrall, 2004). This article aims to highlight questions that practitioners might reflect on to achieve greater congruence in terms of their philosophy of practice. Autoethnographic accounts of consultancies by a recently qualified practitioner are used to explore one practitioner’s journey toward congruence in professional philosophy. Insights arising from these consultancies for the practitioner are provided, and the wider implications for the training and certification and accreditation of practitioners are considered.
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Herzog, Tim y Kate F. Hays. "Therapist or Mental Skills Coach? How to Decide". Sport Psychologist 26, n.º 4 (diciembre de 2012): 486–99. http://dx.doi.org/10.1123/tsp.26.4.486.

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This article addresses the challenging conundrum of when to offer psychotherapy versus mental skills training. To highlight aspects of this dilemma, we describe actual cases that illustrate different ways in which clients present and practitioners may respond: (1) mental skills training shifting to therapy; (2) therapeutic work shifting to mental skills training; (3) simultaneous work between two practitioners; or (4) alternating services from the same practitioner. A variety of intervention methods are used based on a number of theoretical orientations and perspectives. The article concludes with some recommendations that may assist the performance-oriented practitioner in decision-making regarding the delicate balance between therapy and mental skills training. Suggestions relate specifically to the nature of the referral, the client’s preferences, the practitioner’s perspective and skill sets, a continuous process of appraisal and adaptation, and the central importance of the athlete-practitioner relationship.
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Hubbard, Raymond y Andrew T. Norman. "What impact has practitioner research had in the marketing academy?" Management Research News 30, n.º 1 (22 de diciembre de 2006): 25–33. http://dx.doi.org/10.1108/01409170710724278.

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PurposeGiven marketing's fundamentally applied nature, to compare the relative impacts in the academy of work published by three groups – practitioners, practitioner‐academic alliances, and academics.Design/methodology/approach – Social Sciences Citation Index data were used to estimate the influence of 438 articles published by practitioners, practitioner‐academic alliances, and academics in five marketing journals over the period 1970‐2000.Findings – Citations for academic research were more than twice as high as those for practitioners. Conversely, citations for practitioner‐academic research rival those of the academics, and sometimes exceed them.Research limitations/implications – Only considered US marketing journals.Practical implications – Despite some excellent citation evidence for practitioner‐academic work, additional cooperative efforts must be pursued to ensure the relevance of academic marketing research to practitioner needs.Originality/value – This is the only study to “objectively” address the impact of practitioner, practitioner‐academic alliance, and academic research in the academy.
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Kaffenberger, Carol J. "A Call for School Counseling Practitioner Research". Professional School Counseling 16, n.º 1 (octubre de 2012): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600107.

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

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Bryar, Rosamund Mary. "The transition of practitioner to practitioner researcher in primary health care". Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393863.

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Wilkinson, Amos Herr. "DIABETIC NURSE PRACTITIONER INTERVENTIONS". Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/610475.

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The purpose of this study was to conduct a metaanalysis of diabetic intervention data found in current nursing and medical literature using Neuman's Systems Model as a framework to create a theory based review of current Adult/Family Nurse Practitioner (A/FNP) diabetic interventions. Data analysis involved several steps. First was the determination of intervention recommendations for A/FNPs for diabetes mellitus (DM). Second was the comparison of the intervention recommendations for A/FNPs to the theory literature to determine if those interventions were supported theoretically. Third was the comparison of the interventions used by A/FNPs to the empirical literature to determine if those interventions were supported empirically. A total of ten intervention categories with 22 subcategories were formulated on the levels of primary, secondary, and tertiary prevention. Primary prevention categories included screening, education, and community collaboration, with education subcategories of diet modification and exercise. Secondary prevention categories included screening, assessment, education, health care intervention, counseling, and documentation. Screening subcategories included glycemic, hypertension, dyslipidemia, nephropathy, retinopathy, neuropathy, coronary artery disease, immunization, and alcohol and tobacco screening. Education subcategories included diet modification and exercise. Health care intervention subcategories included oral antidiabetic agents; insulins; combination therapies; and hypertension, dyslipidemia, nephropathy, retinopathy, neuropathy, and coronary artery disease treatment. Tertiary prevention categories included routine follow up and referral. All categories and subcategories were found to be supported both theoretically and empirically.
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Summers, Elisabeth. "Psychological practitioner workplace wellbeing". Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114995/.

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There is extensive research detailing the strong link between healthcare professional wellbeing and the delivery of dignified, safe patient care. While a career as a psychological practitioner is often perceived as fulfilling, it is thought to also generate professional and personal strains which may impact on wellbeing. Paper 1 presents a systematic review examining the prevalence of burnout among practitioner psychologists and the relationship between burnout and specific personal demographic and work-related variables: age, years in service, working hours, gender and work setting. This yielded eight studies meeting the inclusion criteria. Study quality was assessed and data was extracted. Due to inconsistencies with defining and assessing burnout, the overall prevalence of burnout in this population could not be validly determined. However, findings suggest that younger, less experienced individuals and those working longer hours appear to be at increased risk of burnout and/or associated dimensions. Paper 2 presents the development and validation of a new measure to assess psychological practitioner workplace wellbeing. The measure was developed in five stages, followed by an examination of the psychometric properties of the measure utilising a sample of 400 psychological practitioners. The measure was shown to have high internal consistency, high test-retest reliability and high construct validity. Exploratory factor analysis produced a set of six factors explaining 62.1% of the variance in the measure. Results indicate the measure has favourable psychometric properties for the effective assessment of the workplace wellbeing of psychological practitioners. Paper 3 presents a critical appraisal of the research process. This paper includes a reflection on the methodologies used and conclusions drawn, implications of the findings and suggestions for future research. Aspects of personal and professional competency development are also considered.
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Dawson, Susan. "The language learning lives of English for Academic Purposes learners : from puzzlement to understanding and beyond in inclusive practitioner research". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-language-learning-lives-of-english-for-academic-purposes-learners-from-puzzlement-to-understanding-and-beyond-in-inclusive-practitioner-research(418c57a7-bff4-4d92-8149-1a2fb60dd44d).html.

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This thesis considers the different forms of knowledge and ways of knowing generated through the processes and products of practitioner research from an Aristotelian relational perspective. I adopt the term 'gnoseology', which encompasses many different knowledge types, rather than the narrower, yet more commonly used term 'epistemology', and detail the development of a gnoseology framework. I use this framework to examine the understandings generated by a group of international postgraduate learners on a 10-week, intensive English for Academic Purposes course at a private UK institution as they explore the things that puzzle them about their language learning lives. Their explorations are grounded in the principles of Exploratory Practice (EP), a form of practitioner research that proposes learners themselves be viewed as 'key developing practitioners' alongside the teacher. The principles of EP also inform both my research methodology and my approach to classroom pedagogy for the purposes of this study, and the data used is generated naturalistically through the daily activity of the classroom. The thesis offers an account of both the processes and products of the learners' explorations, highlighting some of the potential benefits and tensions that surface as learners engage in exploring their language learning puzzles. It discusses the possibilities of viewing learners as 'key developing practitioners' for the learners themselves, teachers and the academy. Using my gnoseology framework I explore the emergent and developing understandings of the learners that arise through this work as they develop their praxis. I conclude that in contrast to the traditional separation of knowledge types into scientific (episteme), craft (techne) and practical wisdom (phronesis), my data shows these different forms and ways of knowing are multifaceted, interrelated and often operate simultaneously. I suggest that my gnoseology framework is the principle contribution of this thesis as it provides a potentially new way of examining and understanding the nature of, and relationships between, the different forms and ways of knowing produced through practitioner research. I also relate these developing and emerging learner understandings to the principled framework of EP, offering suggestions for its development, with particular regard to issues of relevance, learner expectations, and the processes of puzzling and puzzlement. This critique of EP is also a key contribution of this thesis.
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Lennon, Alexia. "Creating learning organisations : practitioner perspectives /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17371.pdf.

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Mancini, Joseph A. "Student Discipline Strategies| Practitioner Perspectives". Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637843.

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This applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis.

The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated.

Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.

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Brown, David D. "Planning places, enabling the practitioner". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/MQ41682.pdf.

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Wong, Davina. "Practitioner experiences of online treatment". Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/425920/.

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It is increasingly popular to provide psychological assistance online. Existing literature summarises a variety of benefits associated with online treatments including remote access, or access to treatment where situational or environmental barriers may prevent clients from attending traditional face-to-face appointments. The first part of this thesis is a qualitative systematic review synthesising the best available evidence exploring experiences and attitudes to online therapy and what role they play from the perspectives of practitioners. Relevant databases were searched focusing on qualitative empirical papers that fit the inclusion criteria. Thematic Synthesis was used to bring together findings. Ten studies were included and nine themes emerged from the data highlighting practitioner experiences and their contributions to their attitude toward online therapy. Themes included: Structure and safety of standardised manual approach; The power of the written word; Practical aspects – pros and cons; Communicating online – Fluidity and Structure; Social norms and genuineness; The Therapeutic Alliance; Responsibility; Therapist Skills; Efficacy, effectiveness and general professional issues. A need for more qualitative studies from practitioner perspectives may further research in online treatments. The second part of this thesis is an empirical paper exploring practitioner experiences of facilitating family-focused online interventions via video conferencing. Important questions are whether therapeutic relationships can be developed via the internet and how therapeutic alliance is affected within family interventions. Semi structured interviews explored nine practitioner’s experiences of facilitating family-focused online interventions. Interpretative Phenomenological Analysis enabled detailed investigation of practitioner’s personal perspectives. Three master themes emerged: The therapeutic relationship: both the same and different; The positives outweigh the negatives; Balancing the patients’ need with the practitioners’. Practitioners highlighted benefits of access, providing a comfortable therapeutic environment for clients to disclose personal information. Strong relationships were built with clients despite disruptions and restricted visual information. Practitioner self-care, and their ability to minimise their needs against their view of the clients were emerging issues.
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McCree, Mel. "Practitioner experiences of Forest School". Thesis, University of Gloucestershire, 2014. http://eprints.glos.ac.uk/2066/.

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The aim of this thesis is to investigate the situated subjectivities of the experiences of Forest School (FS) practitioners, in their journeys from training to initial practice. The research explores the impact of FS training, environmental and socio-cultural influences upon the practitioners and how their practices adapt in context. Eight in-depth case studies of FS trainee practitioners were undertaken over a period of two years (2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner identities, approaches and contexts. The thesis contributes three new conceptual models to outdoor pedagogical research. The concept of eco-social identity frames the ongoing construction of self. The FS adult role is theorised as a connector, engaged in dynamic role processes. The analysis of practitioner approaches in context uses Shared Space; an ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of team contexts draws on theoretical lenses on role, socialisation and norms from Goffman and Foucault. Team relationships became positioned in either conflict, collaboration or congruence. The study contributes new insights into the impact of FS training and the influence of socialisation and subjectivity in the application of outdoor pedagogy. Early life experience, nature-society relations, and passionate purpose motivated the practitioners. Adult-to-adult interaction affected practice outcomes significantly, with strong disparities in setting teams regarding values and ethos, team interest, controls and standards in setting practices, curriculum pressures, setting aims, and site provision and care. The results imply that collaborative partnership and a whole team approach are effective strategies for ongoing practice, and tokenistic practice is a destructive strategy.
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Yu, Ke. "Investigating the researcher-practitioner relationship". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-162916.

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Libros sobre el tema "Practitioner"

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Edwards, Anne. Practitioner research. Lancaster: S.Martin's College, 1990.

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Council, British Acupuncture. Practitioner members. London: British Acupuncture Council, 1999.

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Council, British Acupuncture. Practitioner members. London: British Acupuncture Council, 1998.

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Schon, Donald A. The reflective practitioner. Aldershot: Avebury, 1991.

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McCartney, Toby And Kate. Nlp Practitioner: A Practitioners Toolkit. Lulu Press, Inc., 2014.

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The Civil Practitioner's Handbook (Practitioner). Sweet & Maxwell, 2001.

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Mantle, Wendy. Child Support: Practitioner's Guide (Practitioner). Sweet & Maxwell, 1996.

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Mantle, Wendy. Child Support: A Practitioner's Guide (Practitioner). Sweet & Maxwell, 1996.

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Brigg, John. Practitioner. HardPress, 2020.

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Brigg, John. Practitioner. HardPress, 2020.

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Capítulos de libros sobre el tema "Practitioner"

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Wall, Tony. "Turning practitioners into practitioner-researchers". En Facilitating Work-based Learning, 114–34. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40325-4_7.

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Clarke, Frank, Graeme Dean y Martin Persson. "Practitioner:". En Accounting Thought and Practice Reform, 136–79. New York, NY : Routledge, 2018. | Series: Routledge new works in accounting history: Routledge, 2018. http://dx.doi.org/10.4324/9780429442278-7.

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Reed, Jan. "Practitioner knowledge in practitioner research". En Practitioner Research in Health Care, 46–61. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6627-8_3.

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Nelson, Robin. "From Practitioner to Practitioner-Researcher". En Practice as Research in the Arts, 23–47. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137282910_2.

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Wulff, Dan y Sally St. George. "Researcher as Practitioner: Practitioner as Researcher". En Family Therapy as Socially Transformative Practice, 25–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29188-8_3.

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Meyer, Dorothy M. "Nurse Practitioner". En Encyclopedia of Women’s Health, 901–3. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48113-0_301.

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Kohli, Ravi K. S. "Practitioner Stories". En Working with Unaccompanied Asylum Seeking Children, 32–47. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-05834-8_3.

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Adams, Peter J. "Practitioner Opportunities". En How to Talk About Spiritual Encounters, 263–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45208-7_20.

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Hutter, R. I. (Vana) y J. R. (Rob) Pijpers. "Practitioner development". En Applied Sport, Exercise, and Performance Psychology, 215–32. First Edition. | New York: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429503702-14.

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Lawrence-Wilkes, Linda y Lyn Ashmore. "Reflective Practitioner". En The Reflective Practitioner in Professional Education, 13–27. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137399595_3.

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Actas de conferencias sobre el tema "Practitioner"

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Shimmel, Tiffany. "Practitioners and Practitioner Journals: Analyzing Bibliometric Data From 1997 to 2017 in the Most Widely Read Practitioner Journals". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570953.

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"Practitioner Award". En SIGGRAPH '18: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3225151.3232530.

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Moss, Sarah L. y Ernest E. Edmonds. "The reflective practitioner". En the 20th Australasian Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1517744.1517783.

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Buie, Elizabeth A., Susan M. Dray, Keith E. Instone, Jhilmil Jain, Gitte Lindgaard y Arnold M. Lund. "Researcher-practitioner interaction". En the 28th of the international conference extended abstracts. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1753846.1754176.

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"Practitioner Session Committee". En 2019 IEEE Secure Development (SecDev). IEEE, 2019. http://dx.doi.org/10.1109/secdev.2019.00008.

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Biddle, R. "Session details: Practitioner reports". En OOPSLA05: ACM SIGPLAN Object Oriented Programming Systems and Applications Conference. New York, NY, USA: ACM, 2005. http://dx.doi.org/10.1145/3246269.

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Marney, Steve. "Session details: Practitioner reports". En SPLASH '10: Systems Programming Languages and Applications: Software for Humanity. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/3254515.

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Harris, G. E. "Session details: Practitioner reports". En OOPSLA04: ACM SIGPLAN Object Oriented Programming Systems and Applications Conference. New York, NY, USA: ACM, 2004. http://dx.doi.org/10.1145/3248496.

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Duval, Tim. "Session details: Practitioner reports". En OOPSLA09: ACM SIGPLAN Object Oriented Programming Systems and Applications Conference. New York, NY, USA: ACM, 2009. http://dx.doi.org/10.1145/3251315.

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Li, Hongmei, Quan Gao y Yongmei He. "Teaching as a Reflective Practitioner". En 2017 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/saeme-17.2017.99.

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Informes sobre el tema "Practitioner"

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Greer, Stephen y Bryony White. Live Art Scotland Practitioner Directory. University of Glasgow, enero de 2022. http://dx.doi.org/10.36399/gla.pubs.265874.

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Burke, K. L., C. W. Rasmussen y C. E. Irv. Certification and Accreditation: A Program for Practitioner Education. Fort Belvoir, VA: Defense Technical Information Center, enero de 2003. http://dx.doi.org/10.21236/ada435737.

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Lämmli, Dominique. Review of Marquard Smith (ed.), "Research: Practitioner, Curator, Educator". Jar-online.net, julio de 2020. http://dx.doi.org/10.22501/jarnet.0028.

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Houlihan, Sandra. Air Force Family Nurse Practitioner and Air Force Family Physician Perception of the Family Nurse Practitioner Role in Military Operations Other Than War. Fort Belvoir, VA: Defense Technical Information Center, abril de 2000. http://dx.doi.org/10.21236/ad1012315.

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Romolini, M., W. Brinkley y K. L. Wolf. What is urban environmental stewardship? Constructing a practitioner-derived framework. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2012. http://dx.doi.org/10.2737/pnw-rn-566.

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Connolly, Sheelah, Conor Keegan, Seamus O'Malley y Mark Regan. Extending eligibility for general practitioner care in Ireland: cost implications. Economic and Social Research Institute, enero de 2023. http://dx.doi.org/10.26504/rs156.

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McMichael, Benjamin y Sara Markowitz. Toward a Uniform Classification of Nurse Practitioner Scope of Practice Laws. Cambridge, MA: National Bureau of Economic Research, diciembre de 2020. http://dx.doi.org/10.3386/w28192.

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Child, K., G. Desta, B. Douthwaite, A. Haileslassie, A. van Rooyen, L. Tamene y S. Uhlenbrook. Impact tracking: a practitioner-developed approach to scaling agricultural innovation in Ethiopia. International Water Management Institute (IWMI). CGIAR Research Program on Water, Land and Ecosystems (WLE), 2021. http://dx.doi.org/10.5337/2021.226.

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Pautz Stephenson, Stefani, Rebecca Banks y Deblina Pakhira. Practitioners at the Center: Catalyzing Research on Problems of Practice in Realistic Settings. Digital Promise, diciembre de 2022. http://dx.doi.org/10.51388/20.500.12265/164.

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SEERNet’s goal is to enable alignment of research on digital learning platforms to the Institute of Education Sciences’ Standards for Excellence in Education Research (SEER) and thereby make research more rigorous, transparent, actionable, inclusive, and focused on consequential impacts. While researchers have long aspired to study problems of value to the field, the conception of research questions rarely is in partnership with practitioners. Without voices from the field, researchers do not have the deep understanding of educator, student, and system needs that are essential for ensuring research will impact decision-making. This paper will discuss a national call for involving practitioners in research question design, strategies for partnerships with practitioners, and SEERNet’s guiding principles for practitioner engagement. It will also introduce how needs and research question ideas were developed through SEERNet’s Office Hours.
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David, Uttal, Katherine James, Steven McGee y Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, septiembre de 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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