Development Research in Practice

The Development Research in Practice handbook is the quintessential desk reference for empirical researchers, policymakers, managers, and students.

Development Research in Practice


Sustainable Development Research and Practice in Mexico and Selected Latin American Countries

UrBis: A Mobile Crowdsourcing Platform for Sustainable Social and Urban Research in México S. Ruiz-Correa, E. E. Hernandez-Huerfano, L. Alvarez-Rivera, V. E. Islas-López, V. A. Ramirez-Sanchez, M. González-Abundes, ...

Sustainable Development Research and Practice in Mexico and Selected Latin American Countries

This book provides an essential overview of sustainable development research in Mexico. It discusses the empirical research methods and findings, as well as practical initiatives and projects being pursued in Mexico and other countries in the region. Although a number of Mexican universities are now conducting high-quality research on matters related to sustainable development, there are few publications that offer a multidisciplinary overview of research efforts for a broader audience. This book addresses that gap in the literature, providing researchers at Mexican universities – including those from other countries working in Mexico – with an opportunity to present their work, i.e. curriculum innovations, empirical work, activities, case studies, and practical projects. As such, it fosters the exchange of information, ideas and experiences, successful initiatives and best practices.

Development Education in Policy and Practice

Inthe caseof development education research, this bringstobear much widerperspectives on education anddevelopment policyandpractice. Contrarian and transgressive views'dig withinthenational' and generateadifferent sense ...

Development Education in Policy and Practice

Development education is a radical form of learning that addresses the structural causes of poverty and injustice in the global North and South. This volume debates development education practice and the policy environment in which it is delivered. It affirmatively points to the transformative power of education as a means toward social change.

Mathematics Education Development Research in Teaching

According to Stenhouse (1984), "research is systematic 'inquiry' made public".

Mathematics Education Development Research in Teaching

According to Stenhouse (1984), "research is systematic 'inquiry' made public". By bringing "inquiry" into teaching practice we promote learning in three layers: learning of mathematics; learning of the "teaching" of mathematics; and learning of the processes through which mathematics teaching and learning develop. Through examples of developmental practice from school-based research in the UK and Norway, and research in university-based mathematics teaching in the UK, I discuss ways in which mathematics teachers and mathematics educators can form communities of inquiry to promote development in learning and teaching and look critically at some of the issues involved. These issues raise challenges for promoting development within a philosophy of educational practice and at scale, with reference to the wider dimensions of society, system and culture.

International Handbook of Research in Professional and Practice based Learning

Buckingham: The Society for Research into Higher Education and Open University Press. Benner, P. (2001[1984]). From novice to expert. Excellence and power in clinical nursing practice. Upper Saddle River: Prentice Hall.

International Handbook of Research in Professional and Practice based Learning

The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.

Handbook of Theory and Practice of Sustainable Development in Higher Education

A Systems Approach to Sustainable Development Examination and Research in Russia Ken Sik To Abstract Education of stakeholders plays an important role in sustainable development. Effectiveness of education for sustainable development ...

Handbook of Theory and Practice of Sustainable Development in Higher Education

This Handbook approaches sustainable development in higher education from an integrated perspective, addressing the dearth of publications on the subject. It offers a unique overview of what universities around the world are doing to implement sustainable development (i.e. via curriculum innovation, research, activities, or practical projects) and how their efforts relate to education for sustainable development at the university level. The Handbook gathers a wealth of information, ideas, best practices and lessons learned in the context of executing concrete projects, and assesses methodological approaches to integrating the topic of sustainable development in university curricula. Lastly, it documents and disseminates the veritable treasure trove of practical experience currently available on sustainability in higher education.

Developmental Work Research

"Developmental work research is an innovative approach to the study and reshaping of work and learning. It expands cultural-historical activity theory by bringing it to the domains of work, technology and organizations.

Developmental Work Research

"Developmental work research is an innovative approach to the study and reshaping of work and learning. It expands cultural-historical activity theory by bringing it to the domains of work, technology and organizations. The world of work is in turmoil, increasingly dominated by 'runaway objects' generated by globalization and greed (global markets are such massive objects out of control). Yet it is the object that motivates work and generates visons of better future. The use values of objects have not vanished, although they are more difficult to grasp than perhaps ever before. Developmental work research rediscovers and expands use values in runaway objects. In workplace interventions it engages practitioners in expansive re-forging of the objects of their work."--Cover.

Key Concepts in Nursing and Healthcare Research

Many of these partnerships focus on doing and using research in practice, so the two are mutually important and supportive •• Research partnerships offer opportunities for staff development and practice development, providing benefits ...

Key Concepts in Nursing and Healthcare Research

This book provides students with accessible and authoritative knowledge of the essential topics of nursing and healthcare research.

Mixed Methods Research in Poverty and Vulnerability

Social Indicators Research, 90(1), 5–31. Camfield, L. and McGregor, J. A. (2009). Editor's Introduction: Quality of Life and International Development Policy and Practice. Applied Research in Quality of Life, 4(2), 128–134.

Mixed Methods Research in Poverty and Vulnerability

The added value of mixed methods research in poverty and vulnerability is now widely established. Nevertheless, gaps and challenges remain. This volume shares experiences from research in developed and developing country contexts on how mixed methods approaches can make research more credible, usable and responsive to complexity.

The Complete Guide to the Theory and Practice of Materials Development for Language Learning

We completely agreed with Chapelle in 2008 and we still agree with her argument now—though, as you will see below, there has been considerable progress made in materials development research since 2008. We do, however, think there is a ...

The Complete Guide to the Theory and Practice of Materials Development for Language Learning

The Complete Guide to the Theory and Practice of Materials Development for Language Learning provides undergraduate and graduate-level students in applied linguistics and TESOL, researchers, materials developers, and teachers with everything they need to know about the latest theory and practice of language learning materials development for all media. The past two decades have seen historic change in the field of language learning materials development. The four main drivers of that change include a shift in emphasis from materials for language teaching to language learning; evidenced-based development; the huge increase in digital delivery technologies; and the wedding of materials developed for the learning of English with those for other second or foreign languages. Timely, authoritative, and global in scope, this text represents the ideal resource for all those studying and working in the field of language learning.

Action Research in Nursing and Healthcare

Bellman, L (2003) Nurse-led change and development in clinical practice. Nursing Research Series. London: Wiley-Blackwell. Bellman L St Wiseman T. (2010) Exploring Nurse/Midwifery Leadership in Using 8t Doing Research in Clinical ...

Action Research in Nursing and Healthcare

Action Research is becoming more popular in nursing and healthcare. It is used by practitioners who want to better understand and improve the quality of their work, and by students who need to do a research project for their course. An Action Research approach enables evidence-based care and links research directly to practice, making it the ideal method for a researcher in these fields. This book introduces readers to Action Research by presenting its key concepts and backing these up with practical examples throughout, often drawn from the authors' own extensive experience. Topics include: - Action research to advance patient care - Collaborative working - Ethics - Participatory Action Research - Writing up and disseminating projects Williamson, Bellman, and Webster - leading figures in the field - provide practical advice for using Action Research in healthcare settings, with patients and alongside other practitioners. Their book presents a flexible approach that can be adapted to researchers' real needs.

World Agroforestry Into the Future

Development in Practice (Special volume) 11(4): 524–534. Franzel S., C. Wambugu and P. Tuwei 2003. The adoption and dissemination of fodder shrubs in central Kenya. Agricultural Research and Network (AGREN) Series Paper No. 131.

World Agroforestry Into the Future


Research and Development in University Mathematics Education

Overview Produced by the International Network for Didactic Research in University Mathematics Viviane ... The research here is developmental research, resulting in new knowledge in practice for the practitioners involved and rigorous ...

Research and Development in University Mathematics Education

In the last thirty years or so, the need to address the challenges of teaching and learning mathematics at university level has become increasingly appreciated by university mathematics teachers, and beyond, by educational institutions around the world. Indeed, mathematics is both a condition and an obstacle to success for students in many educational programmes vital to the 21st century knowledge society, for example in pure and applied mathematics, engineering, natural sciences, technology, economics, finance, management and so on. This breadth of impact of mathematics implies the urgency of developing research in university mathematics education, and of sharing results of this research widely. This book provides a bespoke opportunity for an international audience of researchers in didactics of mathematics, mathematicians and any teacher or researcher with an interest in this area to be informed about state-of-the-art developments and to heed future research agendas. This book emerged from the activities of the research project INDRUM (acronym for International Network for Didactic Research in University Mathematics), which aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular concern for the development of early-career researchers in the field and for dialogue with university mathematicians. The aim of the book is to provide a deep synthesis of the research field as it appears through two INDRUM conferences organised in 2016 and 2018. It is an original contribution which highlights key research perspectives, addresses seminal theoretical and methodological issues and reports substantial results concerning the teaching and learning of mathematics at university level, including the teaching and learning of specific topics in advanced mathematics across a wide range of university programmes.

Action Learning in Practice

During the 1990s, members of the Management Development Research Unit (MDRU) at the University of Brighton became increasingly interested in research that explored where, when and with whom action learning is most appropriate (Bourner ...

Action Learning in Practice

Previous editions of Action Learning in Practice established this authoritative overview of action learning around the world. Over the last decade the move towards action-based organizational learning and development has accelerated, and action learning is now an established part of the education and development mainstream in large and small organizations. Fully revised and updated, this fourth edition covers the origins of action learning with Reg Revans' ideas, and looks at their development and application today. Action learning is self-directed learning through tackling business and work problems with the support of peers and colleagues. A professional and diverse workforce, attracted, influenced and developed in this way is more able to deal effectively with the growing complexity and pressures of working life. As the limits of conventional training and development become more obvious, leaders are increasingly attracted to action-based approaches to learning when seeking better outcomes and returns on investment.

Improving Training Effectiveness in Work Organizations

In fact, one of the main reasons for the development of the new journal Human Resource Development Quarterly was to allow more synergy between research and practice. Theory development in training is not often used to inform and improve ...

Improving Training Effectiveness in Work Organizations

This compelling volume presents the work of innovative researchers dealing with current issues in training and training effectiveness in work organizations. Each chapter provides an integrative summary of a research area with the goal of developing a specific research agenda that will not only stimulate thinking in the training field but also direct future research. By concentrating on new ideas and critical methodological and measurement issues rather than summarizing existing literature, the volume offers definitive suggestions for advancing the effectiveness of the training field. Its chapters focus on emerging issues in training that have important implications for improving both training design and efficacy. They discuss various levels of analysis-- intra-individual, inter-individual, team, and organizational issues--and the factors relevant to achieving a better understanding of training effectiveness from these different perspectives. This type of coverage provides a theoretically driven scientist/practitioner orientation to the book.

International Development Studies

Highly recommended′ - Professor Ray Kiely, Chair in International Politics, Queen Mary University of London ′This is the book that academics, development researchers and practitioners have been seeking for a long time. [It] addresses ...

International Development Studies

'A sure-footed and self-confident book, ambitious in scope, authoritative in execution and practical in its implications' - Simon Maxwell, Director, Overseas Development Institute, London 'At last, a development studies text that encourages self-reflection from within the discipline. Highly recommended' - Professor Ray Kiely, Chair in International Politics, Queen Mary University of London 'This is the book that academics, development researchers and practitioners have been seeking for a long time. [It] addresses the most important issues which development researchers and practitioners cope with each and every day' - Dr Tran Tuan, Director, Research and Training Centre for Community Development, Hanoi, Vietnam. 'An insightful book for both development practitioners and researchers alike' - Professor K.N. Nair, Director Centre for Development Studies, Kerala, India This book is about working professionally in Development Studies as a student, researcher or practitioner. It introduces and addresses the fundamental questions that everyone engaged with development must ask: " What is 'development' and why do we wish to study it? " How do the many theoretical, methodological and espistemological approaches relate to research and practical studies in development? " How are development research and practice linked? Accessibly written, with extensive use of case study material, this book is an essential primer for students of development studies who require a concise, penetrating overview of its foundations. It is also core reading for students and practitioners concerned with the design of studies in the course of policy analysis, sector reviews, or project formulation, management and evaluation.

Doing Practice based Research in Therapy

By demystifying the reflexive approach, this highly practical guide ensures that trainees and qualified therapists get the most, both professionally and personally, from their practice-based research.

Doing Practice based Research in Therapy

Learning how to use critical self-reflection creatively when practising therapy is an important component of training. This level of self-awareness is, however, often neglected in research, despite the centrality of the researcher to their work. Doing Practice-based Research in Therapy: A Reflexive Approach makes the vital link between practical research skills and self-awareness, critical reflection and personal development in practice-based research. Starting with a clear introduction to the theory, practice and debates surrounding this type of research, the book then guides the reader step-by-step through the practicalities of the research process, encouraging them to reflect upon and evaluate their practice at each stage. The book: - incorporates case studies throughout to illustrate different methodological approaches - uses real life examples from students conducting practice-based psychotherapy research - includes exercises, chapter objectives, end-of-chapter questions and suggestions for further reading to help consolidate learning - encourages ongoing personal development by introducing personal development planning (PDP) and lifelong learning in the field of research. By demystifying the reflexive approach, this highly practical guide ensures that trainees and qualified therapists get the most, both professionally and personally, from their practice-based research.

Handbook of Qualitative Research Methods in Entrepreneurship

In C. Seale, D. Silverman, J. Gubrium and G. Gobo (eds), Qualitative Research Practice. London: Sage Publications. ... In R.A. Swanson and E.F. Holton (eds), Human Development Research Handbook. San Francisco, CA: Berrett- Koehler.

Handbook of Qualitative Research Methods in Entrepreneurship

. . . the Handbook of Qualitative Research Methods in Entrepreneurship is an important contribution to the field, and should be referenced in any paper using qualitative methodologies to investigate the entrepreneurial phenomenon. Craig S. Galbraith, Journal of Enterprising Communities There is no hiding behind the ramparts of dry scholarship here. The credibility of the theory being spoken of is not the stuff of constructed proofs, but alignments of critical insight and utility. This is where qualitative work can make a difference to the field, and where this book makes its mark. Robin Holt, International Journal of Entrepreneurial Behaviour and Research The Handbook of Qualitative Research Methods in Entrepreneurship is an unusually solid and multifaceted book on what qualitative methods have done, are doing and will do in entrepreneurship research. Every serious entrepreneurship scholar should read it. It points at the future! Björn Bjerke, University of Kalmar, Sweden I would warmly recommend this unique collection of qualitative methods of entrepreneurship research to both mature and beginning researchers as a menu to choose from for their planned empirical studies. For those who try to get away from only quantitative studies in both business practice and academic research, this book is their chance to find a rich inspiration in reflecting on entrepreneurship as a lived experience using grounded theory and ethnographic, discourse and narrative approaches. It might convince editors of top journals of entrepreneurship research to welcome qualitative research submissions as an indispensable complement to quantitative only submissions. This domain is not physics. In bringing together such a variety of experts from so many nationalities in this Handbook, our Danish colleagues are making entrepreneurship research a realistic global venture. Jan Ulijn, Eindhoven University of Technology, The Netherlands Helle Neergaard and John Parm Ulhøi have compiled a remarkable collection of work that both represents the range of methods and demonstrates the depth of insight that can be achieved through qualitative approaches. This book is not simply a handbook of qualitative research methods, though it well achieves this aim, it is also an important contribution towards the field of entrepreneurship research. From the Foreword by Sara Carter This expansive and practical Handbook introduces the methods currently used to increase the understanding of the usefulness and versatility of a systematic approach to qualitative research in entrepreneurship. It fills a crucial gap in the literature on entrepreneurship theory, and, just as importantly, illustrates how these principles and techniques can be appropriately and fruitfully employed. The Handbook is underpinned by the belief that qualitative research has the potential to charter hitherto unexplored waters in the field of entrepreneurship and thus contribute significantly to its further advancement. The contributors seek to assist entrepreneurship researchers in making more informed choices and designing more rigorous and sophisticated studies. They achieve this by providing concrete examples of research experiences and tangible how to advice. By clarifying what these research methods entail, how they are currently being used and how they can be evaluated, this Handbook constitutes a comprehensive and highly accessible methodological toolbox. Dealing with both well-accepted qualitative approaches and lesser-known, rarer and more novel approaches to the study of entrepreneurship, this Handbook will be invaluable to those studying, researching and teaching entrepreneurship.

ACCCN s Critical Care Nursing

research/quality.18 Within a particular hospital, it may be that one aspect of the role is more important than another ... Differing uses of the term 'practice development' are evident in the literature.19 The concept analysis technique ...

ACCCN s Critical Care Nursing

Developed in conjunction with the Australian College of Critical Care Nurses (ACCCN), the text has been written and edited by the most senior and experienced critical care nursing clinicians and academics across the region. ACCCN's Critical Care Nursing is a resource that will foster the development of skilled and confident critical care nurses. This comprehensive text provides detailed coverage of a number of specialty areas within critical care nursing including intensive care, emergency nursing, cardiac nursing, neuroscience nursing and acute care. It will encourage students to be reflective practitioners, ethical decision-makers and providers of evidence-based care. Written by expert clinicians, academics, and educators Pedagogically rich chapters with learning objectives, key terms, case studies, practice tips, article abstracts, learning activities, research vignettes Heavily illustrated and referenced Reflects current clinical practice, policies, procedures and guidelines The text has a patient-centred approach and will provide students with a sound knowledge base and critical thinking skills Image bank of all illustrations from the text will be available to lecturers for teaching

Reaching High Risk Families

In aggregate, they conduct research to advance the “mission” of the agency. ... The Development Model of Practice: A "Mission" Orientation Developmental research is one force contributing to social change and innovation.

Reaching High Risk Families

Focusing on a program (""Homebuilders"") that has attracted national attention, this book develops implications for family-centered curricula in such areas as social policy, direct practice, program design/management, practice research, theory and prevention.