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Journal articles on the topic 'Practitioner research'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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 pr

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2

Kaffenberger, Carol J. "A Call for School Counseling Practitioner Research." Professional School Counseling 16, no. 1 (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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3

Casey, Ashley. "Practitioner research." European Physical Education Review 19, no. 1 (2012): 76–90. http://dx.doi.org/10.1177/1356336x12465510.

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Allwright, Dick. "Practitioner research." Language Teaching Research 8, no. 3 (2004): 329. http://dx.doi.org/10.1191/1362168804lr141xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 1 (2005): 95. http://dx.doi.org/10.1191/1362168805lr155xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 2 (2005): 193. http://dx.doi.org/10.1191/1362168805lr165xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 3 (2005): 319. http://dx.doi.org/10.1191/1362168805lr168oa.

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Allwright, Dick. "Practitioner research." Language Teaching Research 9, no. 4 (2005): 447. http://dx.doi.org/10.1191/1362168805lr177xx.

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Allwright, Dick. "Practitioner research." Language Teaching Research 10, no. 1 (2006): 94. http://dx.doi.org/10.1191/1362168806lr186oa.

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Allwright, Dick. "Practitioner research." Language Teaching Research 10, no. 3 (2006): 329. http://dx.doi.org/10.1191/1362168806lr199xx.

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Allwright, D. "Practitioner research." Language Teaching Research 10, no. 4 (2006): 435. http://dx.doi.org/10.1191/1362168806lr205pr.

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Allwright, Dick. "Practitioner research." Language Teaching Research 11, no. 1 (2007): 83. http://dx.doi.org/10.1177/1362168806072491.

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Allwright, Dick. "Practitioner research." Language Teaching Research 11, no. 4 (2007): 481. http://dx.doi.org/10.1177/1362168807080964.

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Allwright, Dick. "Practitioner research." Language Teaching Research 12, no. 1 (2008): 103. http://dx.doi.org/10.1177/1362168807084496.

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Allwright, Dick. "Practitioner research." Language Teaching Research 12, no. 4 (2008): 515. http://dx.doi.org/10.1177/1362168808097164.

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Allwright, Dick. "Practitioner research." Language Teaching Research 13, no. 3 (2009): 300. http://dx.doi.org/10.1177/1362168809104701.

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Allwright, Dick. "Practitioner research." Language Teaching Research 14, no. 2 (2010): 207. http://dx.doi.org/10.1177/1362168810363939.

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Allwright, Dick. "Practitioner research." Language Teaching Research 15, no. 2 (2011): 253. http://dx.doi.org/10.1177/1362168810388724.

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19

Hubbard, Raymond, and Andrew T. Norman. "What impact has practitioner research had in the marketing academy?" Management Research News 30, no. 1 (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 resear

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20

Simon, Gail. "Distinctions in Practitioner Research between Professional Practice and Research Practice." Murmurations: Journal of Transformative Systemic Practice 5, no. 2 (2022): 82–119. http://dx.doi.org/10.28963/5.2.8.

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Practitioners undertaking research into their professional practice and those involved in evaluating it often struggle to identify distinctions between the professional practice under investigation and the research practice used to study it. This paper identifies ten areas of distinction between professional practice and research practice. It provides some example questions under each of the ten categories. These questions can be adapted for practitioner researchers as both a preparation exercise and to develop documentation to submit with research proposals or research ethics applications. Th

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21

MacEachron, Ann E., and Nora S. Gustavsson. "Reframing Practitioner Research." Families in Society: The Journal of Contemporary Social Services 78, no. 6 (1997): 651–56. http://dx.doi.org/10.1606/1044-3894.3400.

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22

&NA;, &NA;. "Nurse Practitioner Research." Nurse Practitioner 11, no. 4 (1986): 75–76. http://dx.doi.org/10.1097/00006205-198604000-00012.

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23

Stanford, Dennyse. "Nurse Practitioner Research." Nurse Practitioner 12, no. 1 (1987): 64???74. http://dx.doi.org/10.1097/00006205-198701000-00011.

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24

Tracey, Shelley. "Networking practitioner research." Research Papers in Education 25, no. 2 (2010): 245–46. http://dx.doi.org/10.1080/02671521003707691.

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25

MOLDE, SUSAN, and DONNA DIERS. "Nurse Practitioner Research." Nursing Research 34, no. 6 (1985): 362???367. http://dx.doi.org/10.1097/00006199-198511000-00017.

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26

Shaw, I., and N. Lunt. "Navigating Practitioner Research." British Journal of Social Work 41, no. 8 (2011): 1548–65. http://dx.doi.org/10.1093/bjsw/bcr025.

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27

Spilka, Rachel. "Practitioner Research Instruction." Journal of Business and Technical Communication 23, no. 2 (2009): 216–37. http://dx.doi.org/10.1177/1050651908328882.

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28

Allwright, Dick. "Introduction: Practitioner research." Language Teaching Research 11, no. 2 (2007): 223. http://dx.doi.org/10.1177/1362168807074612.

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Allwright, Dick. "Introduction: Practitioner research." Language Teaching Research 12, no. 2 (2008): 263. http://dx.doi.org/10.1177/1362168807086294.

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Allwright, Dick. "Practitioner research: Introduction." Language Teaching Research 14, no. 1 (2010): 75. http://dx.doi.org/10.1177/1362168809346512.

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31

Shaw, I., and N. Lunt. "Constructing Practitioner Research." Social Work Research 36, no. 3 (2012): 197–208. http://dx.doi.org/10.1093/swr/svs013.

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32

Lunt, Neil, and Ian Shaw. "Developing good practitioner research: an agenda for research commissioners, agencies and practitioners." China Journal of Social Work 8, no. 1 (2015): 3–16. http://dx.doi.org/10.1080/17525098.2015.1009140.

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33

Edmonds, Ernest, and Linda Candy. "Relating Theory, Practice and Evaluation in Practitioner Research." Leonardo 43, no. 5 (2010): 470–76. http://dx.doi.org/10.1162/leon_a_00040.

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The authors have developed a model of practice-based research from observations and studies of practitioners undertaking Ph.D.s in digital art and specifically interactive art. Trajectories of research and practice have been identified that have common elements but are driven by different practitioner goals and preferences. The authors present a model of practitioner research that represents the relationship between theory, practice and evaluation, and they describe how different trajectories of research and practice lead to the development of theoretical frameworks by practitioners. Whilst th

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34

Marsh, Josephine Peyton, and Deborah Gonzalez. "Practitioner Advice for Getting Started With Practitioner Research." Journal of Adolescent & Adult Literacy 63, no. 6 (2020): 720–23. http://dx.doi.org/10.1002/jaal.1048.

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35

Tracey, Shelley. "Learning from Practitioner Research." International Journal of Learning: Annual Review 12, no. 6 (2007): 171–80. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45377.

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36

Shopper, Moisy. "PRACTITIONER QUESTIONS ABOUT RESEARCH." Journal of the American Academy of Child & Adolescent Psychiatry 35, no. 6 (1996): 697–98. http://dx.doi.org/10.1097/00004583-199606000-00001.

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37

Jensen, Peter S., Henry K. Watanabe, John E. Richters, and Margaret Roper. "PRACTITIONER QUESTIONS ABOUT RESEARCH." Journal of the American Academy of Child & Adolescent Psychiatry 35, no. 6 (1996): 698–99. http://dx.doi.org/10.1097/00004583-199606000-00002.

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38

Shaw, Ian, and Neil Lunt. "Forms of Practitioner Research." British Journal of Social Work 48, no. 1 (2017): 141–57. http://dx.doi.org/10.1093/bjsw/bcx024.

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39

Ward, Yvette L., W. Brad Johnson, and Clark D. Campbell. "Practitioner Research Vertical Teams." Clinical Supervisor 23, no. 1 (2004): 179–90. http://dx.doi.org/10.1300/j001v23n01_11.

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40

Spurgeon, Peter. "The Research/Practitioner Interface." Health Services Management Research 1, no. 1 (1988): 3. http://dx.doi.org/10.1177/095148488800100101.

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41

Newman, Linda, and Nicole Leggett. "Practitioner research: with intent." European Early Childhood Education Research Journal 27, no. 1 (2018): 120–37. http://dx.doi.org/10.1080/1350293x.2018.1556538.

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42

Pelz, Jörg, Wolfgang Köhler, and Harm Peters. "Practitioner Research Literacy Skills." Medical Science Educator 23, no. 1 (2013): 61–63. http://dx.doi.org/10.1007/bf03341804.

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43

May, Michael. "Praxisforschung als Practitioner Research." Sozialmagazin, no. 9-10 (October 17, 2023): 13–19. http://dx.doi.org/10.3262/sm2310013.

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Der Beitrag diskutiert verschiedene Formen eines Practitioner Research als eine von denjenigen innerhalb ihres Berufsfeldes durchgeführte Praxisforschung, die persönlich in diese berufliche Praxis involviert sind. Herausgearbeitet wird, dass Wahrheit in diesem Zusammenhang an eine veränderte Praxis gebunden ist, die bisher blockierte Möglichkeiten verwirklicht.

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44

Archard, Philip J., and Michelle O'Reilly. "Practice-near practitioner research." British Journal of Mental Health Nursing 13, no. 1 (2024): 1–4. http://dx.doi.org/10.12968/bjmh.2023.0029.

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There is arguably great benefit for mental health professionals engaging in the production of research evidence. One method for gaining new knowledge and learning is for professionals to engage in ‘practice-near’ research. This term denotes research methodologies that share the objectives of getting close to professional practice in the helping professions, and fostering ‘research mindedness’ among professionals. The idea of being practice-near in research primarily developed within the field of social work and social care, but is also relevant to mental health nursing, especially research pro

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45

Lunt, Neil, and Christa Fouché. "Practitioner Research, Ethics and Research Governance." Ethics and Social Welfare 4, no. 3 (2010): 219–35. http://dx.doi.org/10.1080/17496535.2010.516117.

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46

Miller, Keith. "Practice research enabler: Enabling research in a social work practice context." Qualitative Social Work 18, no. 4 (2018): 677–92. http://dx.doi.org/10.1177/1473325017751038.

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Practitioners are curious people but have become increasingly estranged from investigation and the research process. A false divide has developed wherein knowledge gained from practice is considered by some as inferior to knowledge constructed by academics. The concept of phronesis, as practical wisdom, can provide a link to give a legitimacy to practice research. One difference between academic research and practice research is in the collaborative relationship between practitioner and researcher, a true engagement with equal partners. The academic can be seen as a practice research enabler w

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47

Morrison, Susan, and Lyn McLafferty. "Bridging the gaps in mathematics and numeracy: Supporting schools in practitioner research." Educational and Child Psychology 35, no. 2 (2018): 93–107. http://dx.doi.org/10.53841/bpsecp.2018.35.2.93.

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AimThis project aimed to explore the effectiveness of a model of service delivery to enhance practitioner research skills, focusing on the identification of interventions to bridge attainment gaps in mathematics and numeracy.MethodSixteen practitioners from 13 schools attended 12 sessions across an academic year. The sessions incorporated a combination of research skills and learning and teaching pedagogy to support mathematics and numeracy attainment (the term mathematics is used throughout to incorporate mathematics and numeracy).FindingsFour diverse projects were developed and led by the pr

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48

Faiman, PhD, MSN, APRN-BC, AOCN, BMTCN, FAAN, FAPO, Beth. "Tips for Writing a Research Protocol." Journal of the Advanced Practitioner in Oncology 14, no. 4 (2023): 269–70. http://dx.doi.org/10.6004/jadpro.2023.14.4.1.

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A brilliant advanced practitioner colleague, whose article you will find in this issue, asked whether JADPRO would publish her successfully funded grant application. When I asked about her motivation to become a researcher and seek grant funding after years of a successful clinical career, she had the most astonishing reply. “Physicians can be physician scientists, and I wanted to be a nurse practitioner scientist.” Her motivation made me wonder how many other advanced practitioners (APs) share the same desire: To strike a balance between conducting innovative research and maintaining patient

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49

Heale, Roberta. "Theory of the Evolution of Nurse Practitioner Practice." Nurse Practitioner Open Journal 1, no. 1 (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 expe

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50

Karamatsouki, Marilena. "Ethical considerations in practitioner research." Murmurations: Journal of Transformative Systemic Practice 7, no. 1 (2024): 16–22. http://dx.doi.org/10.28963/7.2.

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Systemic psychotherapists and practitioner researchers face various ethical considerations, with which they have to engage critically and reflexively. In this paper I discuss some of these considerations, which include participants’ agreement to take part in the research, the power in play that exists in the relationship between practitioner researcher and participants, writing ethically and including participants’ voices in the research, the practitioner researcher’s ethical standards of care, to name a few. Having these considerations in mind and talking openly about it with my clients helpe

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