Practitioner Inquiry

Keeping a Sense of Proportion. The Impact of Sponsored Research in the Australian Adult Literacy and Numeracy Field: Perspectives on the Period 1999-2000.

by Sue Shore

Conversation Analysis, Practitioner Based Research, Reflexivity and Reflective Practice: Some Exploratory Remarks

by William Housley

Ethnographic Studies: Issue No. 5 (Autumn 2000)


http://www.socialsciences.manchester.ac.uk/disciplines/sociology/about/events/ethnography/journal/issue5/index.html

http://www.socialsciences.manchester.ac.uk/disciplines/sociology/about/events/ethnography/journal/

ABSTRACT

During the course of this paper we intend to explore some possibilities that relate to... more ABSTRACT

During the course of this paper we intend to explore some possibilities that relate to ethnomethodology, conversation analysis, reflexive practice and practitioner based research. We intend to explore the way in which conversation analysis may facilitate some objectives and goals of reflexive practice and practitioner based research within professional practice. In order to fulfil this objective, this paper will discuss and describe the methodological approach of conversation analysis,explore the principles of reflexive practice and practitioner based research and consider the extent to which conversation analysis may be used as a means of fulfilling the aims of these inter-related projects within professional settings.

Key Words: Reflective practice, ethnomethodology, conversation analysis,
practitioner based research,

Practitioner perspectives on tackling health inequalities: Findings from an evaluation of healthy living centres in Scotland

by David Rankin

Rankin D, Backett-Milburn K, and Platt S. (2009) Practitioner perspectives on tackling health inequalities: Findings from an evaluation of healthy living centres in Scotland. Social Science and Medicine, 68:925-932.

Little is known about how practitioners tasked with tackling health inequalities account for their own programmes and... more Little is known about how practitioners tasked with tackling health inequalities account for their own programmes and actions. This paper attempts to address this gap by drawing on data collected in the course of an evaluation of the Healthy Living Centre (HLC) programme, which was designed to address the wider determinants of health, in particular social exclusion and socioeconomic disadvantage, through targeting services at the most deprived local communities. Six Scottish HLC case studies explored in depth how HLC practitioners conceptualised ‘health inequalities’ and applied the construct to legitimate their public health and health improvement work. Practitioners drew on multiple explanations of health inequalities, sought to apply holistic approaches to service provision, and developed activities that took account of classed practices intended to overcome class-related disempowerment and stigma. They discussed the challenges of positioning services to appeal to and reach target groups and the difficulties in assessing the impact of their work on reducing health inequalities. Responses to tackling inequalities were variable across time and between HLCs, resulting from uneven learning about target groups and their changing needs, an evolving policy agenda and consideration given to the longer-term sustainability of HLC sites. Although practitioners’ work to address health inequalities was limited by the programme’s focus on working with disadvantaged groups, findings illustrate how classed practices are linked to the challenges of attracting and successfully engaging with such groups. Practitioner accounts highlighted the importance of gaining acceptance to overcome barriers to engagement with disadvantaged communities, the time required to achieve a satisfactory level of engagement, the proximity of service providers to clients and the adaptability of services necessary to address evolving needs.

What is the ‘good’ of Bridget Somekh? A celebration of and critical reflection on a career as an action researcher

by John Schostak

this is a prepublication version of: Schostak, J F (2010) What is the ‘good’ of Bridget Somekh? A celebration of and critical reflection on a career as an action researcher Educational Action Research 18(1) pp 5-17 0965-0792

An Accelerated Practitioner Research Approach (APRA) for Leaders and Managers

by Tony Wall

2011 (co-author)

Work Based Learning Futures V Conference, Derby, UK

Negotiated work based learning pedagogies can be used to successfully engage busy professionals in higher level... more Negotiated work based learning pedagogies can be used to successfully engage busy professionals in higher level learning at universities, across professions and disciplines. Within this approach, professionals become familiar with designing, implementing and evaluating work based projects which contribute towards their degree. Yet when these professionals move from the familiar work based learning approach to ‘research’ (and particularly ‘insider-research’), they can experience significant challenge. There are a number of reasons for this: perceptions of (and beliefs about) ‘research’ as being objective/from the outside, diversity of approaches and language in research texts – and most significantly – the ‘extra layer’ of thinking of persuasive systematic inquiry (including focus, rigour and validity). In order to overcome this challenge, an accelerated approach has been developed and tested in practice to enable professionals to design rigorous practitioner research. An action research approach approach, drawing on appreciative inquiry and grounded theory, involved peer questioning, validation and idea development. Each cycle generated a new set of tools and approaches over time, including the design of a new ‘core process’, key questions, faciliated workshop, learning materials and re-development of the module specification. Within the ‘situated’ model, the professional starts/focuses on problems or areas for development in their own practice (not academic ‘gaps’) and adopts a ‘critical-practical’ philosophical lens. The ‘core process’ includes the professionals: in stage 1, reviewing context for desirable changes, reviewing external sources for insight and direction, and defining research purpose and research questions; and in stage 2, defining research approach, data collection and data analysis methods. We have found the following changes so far: professionals are more confident in designing and critiquing practitioner research; research designs are more focused, persuasive, realistic, rigorous and focused on ‘situated knowledge’; and designs are more strategically located within organisations. We also expect greater strategic impact when the designs area implemented.

Cepiku D. (2011), “Two ships passing in the night? Practice and academia in public management”, in Public Money & Management, March 2011, Vol. 31 Issue. 2, pp. 131-138.

by Denita Cepiku

Cepiku D. (2010), “Influenza, Interdisciplinarietà e Internazionalizzazione. Un'analisi empirica del divario tra prassi e ricerca accademica sul management pubblico in Italia”, in Azienda Pubblica, 23/4.

by Denita Cepiku

Public administration as pragmatic, democratic, and objective

by David Hildebrand

"Public Administration as Pragmatic, Democratic, and Objective" Public Administration Review, 2008 (Volume... more "Public Administration as Pragmatic, Democratic, and Objective" Public Administration Review, 2008 (Volume 68 Issue 2 Page 222-229, March-April 2008). Public Administration Review. In "Rediscovering the Taproot: Does Classical Pragmatism Offer a Source of Renewal to Public Administration," Patricia M. Shields argues that Public Administration/Administrators (PA) should support a much greater incorporation of classical pragmatism (CP) than it has to date. This paper supports that conclusion by focusing upon CP's central benefit to PA--its ability to provide PA with a claim to objectivity which it badly needs, but which Shields barely mentions. It shows how objectivity is closely connected to a pragmatic conception of democracy, and how this conception of democracy diametrically opposes one built upon a fact/value (or administration/politics) dichotomy.

Research In Academic Libraries: a Survey of Practitioners

by Sarah McNicol

The importance of evaluation and evidence-based skills to improving service delivery

by Sarah McNicol

Practitioner Research In Libraries: a Cross-Sectoral Comparison

by Sarah McNicol

The Fight In My Classroom: A Story of Intersectionality in Practitioner Research

by Zachary Casey

Using the story of a fight between an African American male student and a white male student in a high school... more Using the story of a fight between an African American male student and a white male student in a high school classroom, I trace not only the raced and classed actors involved, but also the story of my sense making as a practicing teacher and researcher. Drawing on the concept of intersectionality, I show how a story that seems as simple as a racist white student and a reactionary African American student is far more nuanced and complex. Finally, I discuss what this complexity means for us as researchers of our own practice, and find that intersectionality as a theoretical tool can give us as researchers and practitioners new found insights into processes of oppression as well as into our own practice.

Examining the role of critical inquiry for transformative practices: Two joint case studies of multicultural teacher education

by Louise Jennings