Zaloguj się

Gotowe bibliografie tematyczne / Practice as research

Spis treści

Artykuły w czasopismach
Rozprawy doktorskie
Książki
Części książek
Streszczenia konferencji
Raporty organizacyjne

Gotowa bibliografia na temat „Practice as research”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 9 czerwca 2025

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Practice as research”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Practice as research"

1

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

2

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

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

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

8

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Baden, Clifford. "Research to Practice: From Research to Practice Indeed." Journal of Continuing Higher Education 48, no. 1 (January 2000): 30–32. http://dx.doi.org/10.1080/07377366.2000.10400394.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Rozprawy doktorskie na temat "Practice as research"

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

2

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

Pełny tekst źródła

Streszczenie:

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

Style APA, Harvard, Vancouver, ISO itp.

3

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

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.

Pełny tekst źródła

Streszczenie:

yes<br>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.

Style APA, Harvard, Vancouver, ISO itp.

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

7

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.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

8

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

Pełny tekst źródła

Streszczenie:

No<br>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.

Style APA, Harvard, Vancouver, ISO itp.

9

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

Pełny tekst źródła

Streszczenie:

Mestrado em Biomedicina Farmacêutica<br>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.<br>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.

Style APA, Harvard, Vancouver, ISO itp.

10

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.

Pełny tekst źródła

Streszczenie:

Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.<br>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.

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Książki na temat "Practice as research"

1

S, Lewis-Beck Michael, ed. Research practice. London: SAGE, 1994.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

2

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.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

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

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Clive, Seale, ed. Qualitative research practice. London: SAGE, 2004.

Znajdź pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Więcej źródeł

Części książek na temat "Practice as research"

1

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

2

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Smith, Steve. "Research-based practice:." In A Practical Guide to Teaching Foreign Languages in the Secondary School, 50–64. 3rd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003281399-5.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Practice as research"

1

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

2

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

Arteaga, Francisco Javier, and Anna Isabel Peirats. "GOOD PRACTICE IN RESEARCH." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2055.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Riedy, Robbin. "How Different Types of Research-Practice Partnerships Engage in Dignity-Affirming Research Practices." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2014046.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Practice as research"

1

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

Pełny tekst źródła

Streszczenie:

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).

Style APA, Harvard, Vancouver, ISO itp.

2

Ahmed, Mohi, James Parry, and Josephine Woodhams. Code of Practice for Research. UK Research Integrity Office, June 2023. http://dx.doi.org/10.37672/ukrio.2023.04.codeofpractice.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

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.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

4

Lanzerstorfer, Marlene, and Simon Gorin. SNSF Datastory - Integrating research into practice. Swiss National Science Foundation, May 2022. http://dx.doi.org/10.46446/datastory.social-innovations.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

5

Barker, Victoria, Scott Delahunta, and Charlie Ingram. Cross-Centre Practice Research Workshop Report. Coventry University, August 2024. http://dx.doi.org/10.18552/cdare/2024/0003.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

6

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

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

7

Kohli, Veerangna, and Swathi Attavar. Bridging research, policy, and practice: takeaways from the Community of Practice Workshop. What Works Hub for Global Education, November 2024. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-bl_2024/012.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

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

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Rangiwai, Byron, Marcel Croul, Allanna Goldsmith, Manaaki Fletcher, and Atareta Moses. Using Kaupapa Māori Research to Inform Practice. Unitec ePress, October 2023. http://dx.doi.org/10.34074/ocds.104.

Pełny tekst źródła

Streszczenie:

This paper explores the profound connections between Kaupapa Māori research and practice through the reflections of Māori practitioners. As part of a Kaupapa Māori research internship funded by Te Whatu Ora, hosted at Ngā Wai a Te Tūī, and co-led by Dr Hinekura Smith and Associate Professor Byron Rangiwai, this paper presents the perspectives of four Māori practitioners. Marcel Croul (Ngāti Tamaterā) discusses his film-editing practice in the context of a collaboration with Dr Hinekura Smith to create a short documentary on the wahine-led practice of whatuora. Allana Goldsmith (Ngāti Porou, Ngāi Tai) explores her jazz-singing practice, combining jazz music with a Māori worldview. Manaaki Fletcher (Ngāti Awa, Ngāi Tūhoe) examines the connection between Kaupapa Māori research and kapa haka, and discovers that kapa haka may be understood as a manifestation of Kaupapa Māori research. Atareta Moses (Ngāti Awa, Ngāi Tūhoe) investigates the intersections and opportunities concerning Kaupapa Māori and human-resource management.

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!