Gotowe bibliografie tematyczne / Practice as research

Gotowa bibliografia na temat „Practice as research”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Practice as research"

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Smith, Howard B., Thomas H. Sexton i Loretta J. Bradley. "The practice research network: Research into practice, practice into research". Counselling and Psychotherapy Research 5, nr 4 (grudzień 2005): 285–90. http://dx.doi.org/10.1080/14733140500510549.

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Lebow, Jay. "Research into practice/practice into research." Journal of Family Psychology 1, nr 3 (1988): 337–51. http://dx.doi.org/10.1037/h0084979.

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Vicary, Sarah, Kevin Stone, Jill Hemmington i Caroline Leah. "Research Informed Practice; Practice Informed Research". Practice 32, nr 4 (7.08.2020): 247–51. http://dx.doi.org/10.1080/09503153.2020.1800622.

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Khan, Farhan Raza. "Dental Triology: Practice, Education and Research". Journal of the Pakistan Dental Association 28, nr 04 (1.11.2019): 153. http://dx.doi.org/10.25301/jpda.284.153.

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DŹWIGOŁ, Henryk. "Science and practice in research process". Scientific Papers of Silesian University of Technology. Organization and Management Series 2020, nr 146 (2020): 75–85. http://dx.doi.org/10.29119/1641-3466.2020.146.6.

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Purpose: The aim of the article is to compare the results of research on the use of research methods and techniques in solving management problems and in verifying which of the two acceptable approaches in the research process dominates among practitioners and theoreticians of management sciences. Design/methodology/approach: The survey was conducted by means of a questionnaire. The research was addressed to management science theoreticians and management practitioners being the target group covering: 272 foreign universities; 21,024 foreign researchers; 93 domestic universities; 2,307 domestic researchers; 52 foreign companies, 183 domestic companies. As a result of the research effort, 401 representatives of management science theoreticians and 118 practitioners were examined. Findings: The carried-out research has made it possible to identify methods, procedures, techniques and approaches that are most relevant to research processesin management sciences. Furthermore, both scientists and practitioners of management sciences use the same research methods. Research limitations/implications: It should be stated that management science and the methods used in it should support business practice and, to some extent, provide guidance to managers and directors. Management should be treated as a normative science, the aim of which is to formulate the principles of effective and efficient functioning of enterprises. Practical implications: The conclusions resulting from the carried-out research explicitly indicate that both scientists and practitioners of management sciences use the same research methods, i.e.: analysis of documentation, questionnaire, observation and interview. Research results obtained during the research process in the field of management sciences should be applied in practice. Social implications: Owing to the involvement of scientists and practitioners in research, it can be concluded that, while defining a research problem, it is difficult to choose a single method which allows for a full and thorough diagnosis of the problem under investigation. It is therefore necessary, in the research process, to use a variety of methods which will provide a comprehensive response to the posed problem. Originality/value: The research carried out has made it possible to identify methods, procedures, techniques and approaches that are most relevant to the research processes in management sciences. They were carried out in two stages. The commitment of both theoreticians and practitioners to the research process resulted in a broader interpretation of management sciences and allowed the author to diagnose the studied issues more fully and thoroughly.
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Purcell, Stephen. "Practice-as-Research and Original Practices". Shakespeare Bulletin 35, nr 3 (2017): 425–43. http://dx.doi.org/10.1353/shb.2017.0033.

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Mendes, Aysha. "Practice, research, publish, practice…". Journal of Paramedic Practice 10, nr 12 (2.12.2018): 507. http://dx.doi.org/10.12968/jpar.2018.10.12.507.

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Keen, Andrew Johnson. "Research as Practice, Practice as Research, Practice as Practice: Valuing the Creative Arts". International Journal of the Humanities: Annual Review 3, nr 5 (2006): 164–67. http://dx.doi.org/10.18848/1447-9508/cgp/v03i05/41663.

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Desimone, Laura M., Tonya Wolford i Kirsten Lee Hill. "Research-Practice". AERA Open 2, nr 4 (październik 2016): 233285841667959. http://dx.doi.org/10.1177/2332858416679599.

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Baden, Clifford. "Research to Practice: From Research to Practice Indeed". Journal of Continuing Higher Education 48, nr 1 (styczeń 2000): 30–32. http://dx.doi.org/10.1080/07377366.2000.10400394.

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Rozprawy doktorskie na temat "Practice as research"

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

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

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As the incoming academic editor of TEACHING Exceptional Children, I see my role as one to assist professionals in developing knowledge and expertise that applies to their future endeavors as teachers and related service professionals via the review and acceptance of high-quality manuscripts focused on putting the research into practice. Access to quality journal articles highlighting research and providing guidance on how to integrate practices into your own context is part of a comprehensive professional development experience
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Weierbach, Florence M. "Bridging Research and Practice". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7373.

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

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yes
The Health Care and Professions Council (HCPC) regulates fifteen different professions; some of these are large groups like Physiotherapists and some are much smaller such as Speech and Language Therapists (SLT). Most of the people registered by the HCPC work within their own areas of clinical expertise and defined professional scope of practice. However, an increasing number of registrants are undertaking new or additional roles beyond the traditional scope of practice for the defined profession. These roles are often shared with other medical or health professionals and persons undertaking these roles are often, but not consistently, referred to as Advanced Practitioners. Advanced Practitioners are employed within the NHS across all four countries of the UK and are also employed by private healthcare providers. The roles they undertake vary from the highly specialised (e.g. an advanced podiatrist might specialise in biomechanics) to more general roles with greater professional autonomy and decision-making (e.g. a paramedic working in a GP Practice assessing patients with undifferentiated acute problems). As a result, there is currently no consistency in role title, scope of advanced practice, necessary underpinning education or professional accreditation across the HCPC registered professions. This study was undertaken to explore these issues and seek opinion on the need for additional regulatory measures for persons working at an advanced practice level. NB: For the purposes of this study, advanced practice was considered to encompass all roles, regardless of role title, where the level of practice undertaken was considered to be advanced. Method Three approaches to data collection were undertaken to ensure the differing opinions across all HCPC registered professions, different stakeholders and the four nations of the UK were collected. Data were collected through: 1. A UK wide survey of HCPC registered healthcare professionals; 2. A UK wide survey of organisations delivering AHP & scientific advanced practice education; 3. A series of focus groups and interviews across a range of stakeholder groups. Findings The concept of advanced level practice was not consistently understood or interpreted across the different stakeholder groups. Those participants identifying as working at an advanced practice level undertook a range of activities both within and out with the traditional scope of practice of the registered profession adding a further layer of complexity. Educational support and availability for advanced level practice varied across professional groups and inequity of accessibility and appropriateness of content were raised as concerns. There is no consensus across participant groups on the need for regulation of advanced level practice. Perceived advantages to additional regulation were the consistent and equal educational and employer governance expectations, particularly where multiple professional groups are undertaking the same role, all be it with a differing professional educational foundation and lens. However, while some voices across the participant groups felt regulation was essential to assure practice standards and reduce risk of role title misuse, there was equally a lack of appetite for regulation that inhibited agility to respond to, and reflect, the rapidly changing healthcare environment and evolving scope of advanced level practice. Importantly, no evidence was presented from any participant group that advanced level practice within HCPC regulated professions presents a risk to the public. Conclusion The study data presented in this report reflect the complexity of the concept of advanced practice within the HCPC regulated professions. Much of this is a consequence of the differing speeds of professional role development across healthcare organisations and professional groups, often related to service capacity gaps and locally developed education to support local initiatives. Despite this, there is no clear evidence, based on the findings of this research, that additional regulation of advanced level practice is needed, or desired, to protect the public. However, as the HCPC is one of the few organisations with a UK wide remit, it may have a central role in achieving unification across the 4 nations in relation to the future role expectations, educational standards, and governance of advanced level practice.
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Hall, Katherine C., i Kendra Todt. "Evaluating Research for Clinical Practice". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8289.

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Stevenson, Kylie J. "Creative River Journeys: Using reflective practice to investigate creative practice-led research". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2025.

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This ‘Creative River Journey’ doctoral study explored the processes of art practice and knowledge-making by six artist–researchers engaged in creative higher degrees by research (HDR) at Edith Cowan University (ECU) in three arts disciplines—performing arts, visual arts, and creative writing. The study applied the Creative River Journey (CRJ) reflective practice strategy, originally applied as the River Journey tool in music education (Burnard, 2000; Kerchner, 2006), but further developed by the researcher into a three-phase reflective practice strategy for its application in complex practice-led research projects over the extended period of the participants’ HDR studies. Six rich cases studies of HDR artist– researchers, and their reflective practice and practice-led research, resulted. The researcher took an a/r/tographical approach (Irwin & de Cossen, 2004) and specifically focused on inquiring into the intersection between arts practice, practice-led research, and HDR creative arts training and pedagogy. The study addresses three questions in relation to these three concepts about what the application of the CRJ strategy to the creative process elucidated for, and about, the HDR artist–researcher. A fourth question addresses the experiences and evaluations by participants of the CRJ strategy. The ‘Creative River Journey’ study aimed to examine the way that reflective practice and the CRJ reflective strategy might add to emerging practice-led research methodologies for individual artist–researchers and the field of practice-led in general. In the past decade, there has been a significant continued discussion about the nature of research in the creative arts (for example, Nelson, 2013; Barrett & Bolt, 2007; Smith and Dean, 2009). This study adds the perspective of the HDR artist–researcher engaged in a creative arts doctorate to this discussion. The study’s HDR perspective joins existing Australian contextual reviews of practice-led research, for example, effective supervision of creative practice higher degrees (Hamilton & Carson, 2013a), and examining doctorates in the creative arts (Webb, Brien & Burr, 2012). This study advances this discussion by providing rich case studies of HDR practice-led research from the outsider perspective of the researcher whilst, at the same time, providing a unique insider perspective as the researcher acts as a co-constructor of the participants’ reflective practice, and as the participants independently document their creative practice and reflective practice strategies. This thesis will demonstrate that the CRJ reflective strategy is an innovative way of exploring the relationship between the creative and critical components in creative arts higher education degrees. The strategy generated knowledge about how each artist–researcher engaged in a meld of practice and research in the art-making process within practice-led research, and brought to light key critical moments in the practice-research nexus. Of consequence to the knowledge outcomes for the HDR artist–researchers in the study is how these captured the phenomena of their praxis, and thus was a useful documentation approach to their practice-led research. This thesis will make evident the ‘Creative River Journey’ study’s contribution to the rich established field of practice-led research in general, made possible through the deliberate pedagogical interventions of the CRJ reflective strategy.
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Williams, A. Lynn. "Translational Research: Bridging the Gap from Research to Practice". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2020.

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Early childhood is a critical period for literacy development and US research has found that 35 per cent of children enter public schools with low levels of the skills needed to learn to read. Visiting US academic Professor Lynn Williams will present a lecture about how children acquire literacy skills on Thursday 8 November at Charles Sturt University (CSU) Bathurst Campus. Associate Professor Sharynne McLeod, from CSU’s School of Teacher Education, said that Professor Williams has a distinguished career in teaching and writing about speech and language development and disorders in children. “Her lecture, Contexts for facilitating emergent literacy skills, will summarize the findings from a range of studies in order to assist early childhood educators, speech-language pathologists, and families in their roles to prevent later reading difficulties for young children,” Dr McLeod said.
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Cobb, H., i Karina T. Croucher. "Assembling Archaeology: Teaching, practice and research". Oxford University Press, 2020. http://hdl.handle.net/10454/17951.

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No
Assembling Archaeology provides a radical rethinking of the relationships between teaching, researching, and practicing as an archaeologist in the twenty-first century. At its heart, this book addresses the marketization of higher education, demonstrating how this fundamentally impacts contemporary archaeological practice. The book proposes a solution which is grounded in a theoretical rethinking of archaeological teaching, training, and practice. Archaeology is currently undergoing a material turn which sees the revaluing of artefacts, objects, and the non-human in understanding the world. Drawing upon this, Cobb and Croucher approach the discipline as a subject of investigation and offer a new perspective founded upon the notion of learning assemblages. The holistic approach they propose challenges traditional power structures and the global marketization of the higher education system. The issues addressed here are global and applicable wherever archaeology is taught, practiced, and researched. This book is therefore valuable to all archaeologists, from academics to those in Cultural Resource Management, from heritage professionals to undergraduate students, and provides significant insights for educators throughout higher education.
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Ribeiro, Patrícia Graziela Cunha. "Clinical practice of e research nurse". Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/16507.

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Mestrado em Biomedicina Farmacêutica
This paper proposes to present the main activities of a Research Nurse, its role in clinical research, and in the development and introduction of new drugs on the market. The Master in Pharmaceutical Medicine brought together knowledge and development of new technical and personal skills extremely valuable in daily activity as research nurse. During my professional activity as a research nurse, were detected many gaps in academic and professional training of nurses, with regard to this specific area. I intend to present a personal view, describing the main activities developed and how the knowledge acquired in this Master influenced my work performance. The main objective of this work is to provide a reference or guide to other nurses who want to enter into the area of clinical research.
O presente trabalho propõe apresentar as principais atividades de um Enfermeiro de investigação, o seu papel em investigação clínica, no desenvolvimento e na introdução de novos medicamentos no mercado. O Mestrado em Biomedicina Farmacêutica permitiu reunir conhecimentos e desenvolver novas competências técnicas e pessoais de extremo valor na atividade diária, como enfermeira de investigação. No decorrer da minha atividade profissional como Enfermeira de investigação, foram detetadas muitas lacunas na formação académica e profissional dos enfermeiros, no que diz respeito a esta área específica. Pretendo apresentar uma visão pessoal, descrevendo as principais atividades desenvolvidas e como os conhecimentos adquiridos neste Mestrado influenciaram o meu desempenho profissional. O principal objetivo deste trabalho é constituir uma referência ou guia para outros enfermeiros que queiram enveredar pela área da investigação clínica.
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Davidson, Adina O. Glazier Jocelyn. "Observing action research processes in practice". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2385.

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

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

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

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

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

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E, Stablein Ralph, i Frost Peter J, red. Renewing research practice. Stanford, Calif: Stanford Business Books, 2004.

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Practice and research. Farnham: Ashgate, 2011.

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

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

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Qualitative research practice. London: SAGE, 2007.

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

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Części książek na temat "Practice as research"

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

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

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

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Everitt, Angela, Pauline Hardiker, Jane Littlewood i Audrey Mullender. "Research and Practice". W Applied Research for Better Practice, 1–15. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22265-0_1.

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Fensham, Peter J. "Research to Practice". W Defining an Identity, 162–75. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-0175-5_11.

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

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Griseri, Paul. "Research as Practice". W Management Knowledge, 172–88. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-0545-1_10.

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

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

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

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Streszczenia konferencji na temat "Practice as research"

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

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

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

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

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

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

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

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

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

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

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Raporty organizacyjne na temat "Practice as research"

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

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Corbett, Hannah. Engaging Research with Policy and Practice. Institute of Development Studies and The Impact Initiative, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii301.

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

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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Davison, Jack W., John C. Knight, Michele Co, Jason D. Hiser i Anh Nguyen-Tuong. Kevlar: Transitioning Helix for Research to Practice. Fort Belvoir, VA: Defense Technical Information Center, marzec 2016. http://dx.doi.org/10.21236/ad1005651.

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

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

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

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

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

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

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