Relevant bibliographies by topics / Practitioner-researcher

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Practitioner-researcher'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Practitioner-researcher"

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Ragland, Betty B. "Positioning the practitioner-researcher." Action Research 4, no. 2 (2006): 165–82. http://dx.doi.org/10.1177/1476750306063990.

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Marsh, Josephine Peyton, and Deborah Gonzalez. "Practitioner Researcher and Agency." Journal of Adolescent & Adult Literacy 63, no. 2 (2019): 234–38. http://dx.doi.org/10.1002/jaal.999.

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Jarvis, Peter. "The practitioner–researcher in nursing." Nurse Education Today 20, no. 1 (2000): 30–35. http://dx.doi.org/10.1054/nedt.2000.0428.

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Hall, Hazel, Peter Cruickshank, and Bruce Ryan. "Closing the researcher-practitioner gap." Journal of Documentation 75, no. 5 (2019): 1056–81. http://dx.doi.org/10.1108/jd-12-2018-0212.

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PurposeThe purpose of this paper is to investigate the extent to which learning gained through participation in three research methods workshops funded by an Arts and Humanities Research Council networking grant was applied in practice.Design/methodology/approachData were collected by online survey and focus group from individuals who participated in the Developing Research Excellence and Methods (DREaM) project workshops in 2011/2012. The survey data were coded and analysed manually, as were the transcribed focus group discussions.FindingsFollowing the conclusion of the DREaM project the participants at the core of the network applied their learning from the workshops to innovate in the workplace and to develop information services, with evident impact on end-users of library and information services. The strongest impact of the DREaM project, however, was found in reports of widened opportunities for the researcher and practitioner cadre members, many of which arose from collaborations. This provides evidence of a second proven strategy (in addition to the provision of research reports in practitioner publications) for narrowing the library and information science (LIS) research-practice gap: the creation of researcher-practitioner networks.Research limitations/implicationsCollaborative interactions between academic researchers and practitioners bring benefits to both network participants themselves and to the wider communities with which they interact. These are likely to be applicable across a range of subject domains and geographies.Practical implicationsNetwork grants are valuable for furnishing learning that may be applied in practice, and for bridging the research-practice gap.Social implicationsIn LIS and other domains that suffer from a research-practice gap (e.g. teaching, social work, nursing, policing, management) the bringing together of researchers and practitioners in networks may address problems associated with misunderstandings between the two communities, and lead to improved services provision.Originality/valueThis study provides an evaluation of network development that goes beyond simply reporting changes in network topology. It does so by assessing the value that network relationships provide to individuals and groups, extending knowledge on mechanisms of collaborative interaction within research networks. It is also the first detailed study of the impact of a UK research council networking grant.
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Fryer, Eileen M. "Researcher-practitioner: an unholy marriage?" Educational Studies 30, no. 2 (2004): 175–85. http://dx.doi.org/10.1080/0305569032000159813.

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Fryer, E. M. "Researcher–practitioner: an unholy marriage?" Educational Studies 30, no. 3 (2004): 345. http://dx.doi.org/10.1080/0305569042000235718.

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Chan, Cecilia L. W., and S. M. Ng. "The Social Work Practitioner-Researcher-Educator." International Social Work 47, no. 3 (2004): 312–20. http://dx.doi.org/10.1177/0020872804043955.

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Vo, Linh Chi, and Mihaela Kelemen. "Collaborating across the researcher-practitioner divide." Journal of Organizational Change Management 30, no. 6 (2017): 858–71. http://dx.doi.org/10.1108/jocm-03-2016-0054.

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Purpose The purpose of this paper is to contribute to bridging the gap between researchers and practitioners. It does so by comparing the various models of academic-practitioner collaboration and introducing Dewey’s democratic experimentalism as a promising alternative. Design/methodology/approach The conceptual implications are drawn from an analysis and discussion of the literatures in the field of organizational knowledge production, co-production and Deweyan studies. Findings Democratic experimentalism offers a much needed platform for a collaborative relationship between academics and practitioners that leads to knowledge that is rigorous and relevant to practice. Originality/value While the current models of academic-practitioner collaboration provide mechanisms for knowledge co-production, the Dewey’s democratic experimentalism goes further to emphasize the nature of the relationship between academics and practitioners in such common endeavor to ensure that all of them are equal co-creators of knowledge.
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Stockton, Rex, and Keith Morran. "Reflections on Practitioner-Researcher Collaborative Inquiry." International Journal of Group Psychotherapy 60, no. 2 (2010): 295–305. http://dx.doi.org/10.1521/ijgp.2010.60.2.295.

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Vance, Charles M., and H. R. Kropp. "Fostering Academic Researcher‐Practitioner Co‐operation." Journal of Managerial Psychology 3, no. 4 (1988): 24–30. http://dx.doi.org/10.1108/eb004439.

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Dissertations / Theses on the topic "Practitioner-researcher"

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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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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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Reeves, Toni Leanne, and not supplied. "Developing a voice as a practitioner researcher." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070209.122550.

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Yu, Ke. "The researcher-practitioner relationship in qualitative educational research /." Saarbrücken : VDM, Müller, 2008. http://d-nb.info/989113051/04.

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Yu, Ke. "The researcher-practitioner relationship in qualitative educational research." Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/989113051/04.

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Wilson, Virginia. "Formalized Curiosity: Reflecting on the Librarian Practitioner-Researcher." University of Alberta Learning Services, 2013. http://hdl.handle.net/10388/6277.

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Clark, Lynn V. "Teacher professional development as a third space researcher and practitioner dialogues /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330782.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2008.<br>Title from PDF t.p. (viewed on Jul 22, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3842. Adviser: David J. Flinders.
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Arnold, Christine M. "The space between : the practitioner as researcher: new epistemologies of art practice." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559851.

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In recent years, Fine Art practice has become assimilated into the framework and culture of academic research. 1bis move has not been an easy process and practice itself hovers uneasily (as it should), around the edges of acceptability as research per se. Debates continue around the wording of descriptors to qualify this type of research: 'practice-based', 'practice-led', 'contextualised practice'. Practice, within this search for sufficient terms to define and contain it within a research culture with strictly defined parameters, becomes a secondary endeavour. My thesis questions whether the work of the artist is primary in terms of research, in the sense not only of the production of objects, or events in time, but also taking into account the processes through which the artwork is conceived, processes of thinking and intuition, which often remain beyond description. The role of creative practice in research has the potential, through questioning different types of 'knowledge', to include experiential knowledge within research. My text, somewhere between artwork and academic text is one of fragmentation and dissembling, reflecting the 'attempt' or 'essay', which ultimately remains more concerned with the openness of process than any definitive answer.
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Blair, Andrea Jane. "Being in Brazil : an autoethnographic account of becoming ethically responsible as a practitioner-researcher in education." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14501.

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This thesis explores an autoethnography which is written in the spirit of ubuntu, with and through others. Viewing this as an ethically responsible methodology for educational research conducted in and between the Global North and the Global South, this autoethnography foregrounds both self and other. The story of a practitioner- researcher unfolds around a move from disillusionment with the examinations factories of the English education system into exploring a human ethic of essential care (Boff, 2005) and a pedagogy of unconditional love (Andreotti, 2011) in a Brazilian non- government organisation. In these shifting contexts, the writer shares a journey of critical reflection (Brookfield, 1995; 2000) on ethical relationships in research and education, deconstructing the hegemonic assumptions underpinning her worldview. Borrowing insight from postmodern philosophy for education and actionable postcolonial theory in education, a journey of (un)learning unfolds as the author grapples with taken-for-granted assumptions about and in the Global South. The aims of the study emerge from a life lived forward (Muncey, 2005) through critical reflection on the ends of education and the role of the practitioner-researcher. As such, the nature of data collection becomes a process of data creation incorporating a rich tapestry of research conversations, images, sounds and other embodied memories. As ethical relations become a central focus of the author’s critical reflection, the author has sought to minimise her inflection on the data and in doing so includes many of the original contributions gifted to her throughout a two year period. Through critical self- scrutiny and reflection the author has been able to examine her own educational and cultural assumptions through a different lens in the Global South. The beauty of this autoethnography lies in exploring the kinds of intercultural spaces the author and others inhabit in twenty-first century research and classrooms.
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Doble, Leemans Diane Michele. "Pedagogical tact and authentic expression in early childhood : an experiential account of a researcher-artist-practitioner." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417640.

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Books on the topic "Practitioner-researcher"

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Parsons, Richard D. Teacher as reflective practitioner and action researcher. Wadsworth/Thomson Learning, 2002.

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Peter, Jarvis. The practitioner-researcher: Developing theory from practice. Jossey-Bass, 1999.

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S, Brown Kimberlee, ed. Teacher as reflective practitioner and action researcher. Wadsworth/Thomson Learning, 2002.

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Parsons, Rick, and Kimberlee Brown. Teacher as Reflective Practitioner and Action Researcher. Wadsworth Publishing, 2001.

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Educational Psychology: A Practitioner-Researcher Model of Teaching. Wadsworth Thomson Learning, 2000.

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J, Sternberg Robert, and Horvath Joseph A, eds. Tacit knowledge in professional practice: Researcher and practitioner perspectives. L. Erlbaum, 1999.

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(Editor), Robert J. Sternberg, and Joseph A. Horvath (Editor), eds. Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives. Lawrence Erlbaum, 1999.

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Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives. Lawrence Erlbaum, 1999.

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Practitioner-researcher partnerships: Building knowledge from, in, and for practice. NASW Press, 1995.

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(Editor), Edward J. Mullen, ed. Practitioner-Researcher Partnerships: Building Knowledge From, In, and for Practice. NASW Press, 1995.

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Book chapters on the topic "Practitioner-researcher"

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

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

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Fenton, Carol. "The student practitioner as researcher." In The Student Practitioner in Early Childhood Studies. Routledge, 2020. http://dx.doi.org/10.4324/9780429352096-8.

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Winter, David. "The rise of the practitioner-researcher." In Graduate Careers in Context. Routledge, 2018. http://dx.doi.org/10.4324/9780203732281-13.

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Arber, Anne. "Managing the Dual Identity: Practitioner and Researcher." In Emotions and Reflexivity in Health & Social Care Field Research. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65503-1_4.

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Pringle, Emily. "The practitioner researcher in the art museum." In Rethinking Research in the Art Museum. Routledge, 2019. http://dx.doi.org/10.4324/9781315298832-3.

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Ayete-Nyampong, Lilian. "Changing Hats: Transiting between Practitioner and Researcher Roles." In The Palgrave Handbook of Prison Ethnography. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137403889_17.

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Armstrong, Tom. "Collaboration and the Practitioner-Researcher: A Composer’s Perspective." In Artistic Research in Performance through Collaboration. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38599-6_8.

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Coghlan, David. "Edgar H. Schein: The Scholar-Practitioner as Clinical Researcher." In The Palgrave Handbook of Organizational Change Thinkers. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52878-6_56.

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Pringle, Emily. "Fostering a culture where the practitioner researcher can thrive." In Rethinking Research in the Art Museum. Routledge, 2019. http://dx.doi.org/10.4324/9781315298832-6.

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Conference papers on the topic "Practitioner-researcher"

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

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Dettori, Lucia, Don Yanek, Helen Hu, and Dennis Brylow. "The Role of Researcher-Practitioner Partnerships in CS4All." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3159450.3159626.

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Feng, Mingyu, Andrew E. Krumm, Alex J. Bowers, and Timothy Podkul. "Elaborating data intensive research methods through researcher-practitioner partnerships." In LAK '16: 6th International Conference on Learning Analytics and Knowledge. ACM, 2016. http://dx.doi.org/10.1145/2883851.2883908.

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Ryan, Daniel. "PA 09-7-2101 Navigating researcher-practitioner collaboration in drowning prevention." In Safety 2018 abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/injuryprevention-2018-safety.57.

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Steinbach, Theresa, and Linda Knight. "The Relevance of Information Systems Research: Informing the IS Practitioner Community; Informing Ourselves." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3031.

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Discussion of the relevance of Information Systems research to the practitioner community began in the 1990s. Though the issue has faded from top-tier journals, the problem remains. This article provides the first comprehensive consideration of the major papers relating to IS research relevance. It also recognizes that the problem of relevance is not one that is likely to be solved at the global IS level, or even the university level. Rather, the relevance of IS research ultimately will be determined by each individual researcher. To facilitate individual researchers’ progress in moving toward greater relevance, this research provides a concise plan of specific actions that are within the control of each individual IS researcher. These actions involve both how researchers attempt to inform the practitioner community about their work, and how researchers inform themselves about the concerns of practitioners. Several specific actions for improving the relevance of individual research are detailed.
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Schmeiser, Bruce W. "A practitioner, a vender, and a researcher walk into a bar: Trying to explain what researchers do." In 2008 Winter Simulation Conference (WSC). IEEE, 2008. http://dx.doi.org/10.1109/wsc.2008.4736049.

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Knox, Michael A. "Forensic Engineering Applications in Crime Scene Reconstruction." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38659.

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Forensic engineers have traditionally engaged in the analysis of such events as traffic accidents, fires, industrial accidents, structural failures and product liability claims. The application of engineering science and design principles to these types of cases has been well established and has proven valuable to the legal and professional communities. Despite this extensive background in forensic issues, engineers have been reluctant to apply their training and education to the reconstruction of criminal events. Anecdotal experience shows that the common response by engineers to the field of crime scene reconstruction is: “We don’t do that”. Indeed, Internet research reveals very few cases in which forensic engineers have delved into the reconstruction of shooting incidents, and virtually no cases in which engineers have engaged in that analysis of homicidal beatings, bloodstain patterns or other such criminal events. This paper will explore the role of the forensic engineer in the field of crime scene reconstruction both as practitioner and researcher and will show that there is a growing role for engineers to play in the reconstruction of criminal events. Example cases will be explored, and the application of engineering science to those cases will be demonstrated. This paper will also look at ways for forensic engineers to bridge the experience gap that has perhaps been at the center of their reluctance to become involved in crime scene reconstruction.
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Reports on the topic "Practitioner-researcher"

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, 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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The State of Research on Diversity in Philanthropy: From the First Annual Researcher/Practitioner Forum. Foundation Center, 2008. http://dx.doi.org/10.15868/socialsector.11226.

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