Bridging research and practice in the family and human sciences

Family Relations

Volumn 54, Issue 2, 2005, Pages 320-334

  Small, Stephen A ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

Application; Evidenced based practice; Family science; Research to practice

Indexed keywords

EID: 27844455457     PISSN: 01976664     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.0197-6664.2005.00024.x     Document Type: Review

References (81)

1. Acock, A. (1999). Practitioners should use caution when applying quantitative research. National Council on Family Relations Report, 44(4), 11-12.
2. Backer, T. (2000). The failure of success: Challenges of disseminating effective substance abuse prevention programs. Journal of Community Psychology, 28, 363-373.
3. Barlow, D. H., Hayes, S. C., & Nelson, R. Q. (1984). The scientist-practitioner. Research and accountability in clinical and educational settings. New York: Pergamon.
4. Benner, P. A., Tanner, C. A., & Chelsa, C. A. (1996). Expertise in nursing practice: Caring, clinical judgment and ethics. New York: Springer.
5. Beutler, L., Williams, R., & Wakefield, P. (1993). Obstacles to disseminating applied psychological science. Journal of Applied Preventive Psychology, 2, 53-58.
6. Beutler, L., Williams, R., Wakefield, P., & Entwistle, S. (1995). Bridging the scientist and practitioner perspectives in clinical psychology. American Psychologist, 50, 984-994.
7. Bickman, L. (1987). The functions of program theory. In L. Bickman (Ed.), Using program theory in evaluation, New Directions for Program Evaluation, No. 33 (pp. 5-18). San Francisco: Jossey-Bass.
8. Bogenschneider, K., Olson, J., Linney, K., & Mills, J. (2000). Connecting research and policymaking: Implications for theory and practice from the Family Impact Seminars. Family Relations, 49, 327-339.
9. Boyer, E. (1990). Scholarship reconsidered: Priorities of the professorate. Princeton, NJ: Princeton University Press.
10. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
11. Buehler, C., Bogenschneider, K., & Larson, J. (2000, November). Translating research into policy and practice. Special session presented at the 2000 annual meeting of the National Council on Family Relations, Minneapolis, MN.
12. Bulcroft, (2002, November). Discussant comments made at the 32nd Theory Construction and Research Methodology Workshop, National Council on Family Relations, Houston, TX.
13. Caplan, N. (1979). The two-communities theory and knowledge utilization. American Behavioral Scientist, 22, 459-470.
14. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Philadelphia: Palmer.
15. Chi, M., Glaser, R., & Farr, M. (1988). The nature of expertise. Hillsdale, NJ: Erlbaum.
16. Cooper, H. (1989). Integrating Research: A guide for literature reviews. Newbury Park, CA: Sage.
17. Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
18. Cross, K., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass.
19. Daniels, S., & Olkin, R. (2000, November). Putting the puzzle together: Where is disability on the radar scope? The intersection of policy, research and service. Special public policy seminar presented at the 2000 annual meeting of the National Council on Family Relations, Minneapolis, MN.
20. DeVault, M. (1999). Liberating method: Feminism and social research. Philadelphia: Temple University Press.
21. Doherty, W. (2000). Family science and family citizenship: Toward a model of community partnership with families. Family Relations, 49, 319-325.
22. Dunifon, R., Duttweiler, M., Pillemer, K., Tobias, D., & Trochim, W. (2004). Evidence-based extension. Journal of Extension, 42(1). Retrieved May 20, 2004, from http://www.joe.org/joe/2004april/a2.shtml
23. Dryfus, H., & Dryfus, S. (1986). Mind over machine. New York: Free Press.
24. Elias, M. (1994). Capturing excellence in applied settings: A participant conceptualizer and praxis explicator role for community psychologists. American Journal of Community Psychology, 22, 293-317.
25. Erickson, M. (2000, November). Attachment and human development: Findings, controversies, and implications far research and practice. Research updates for practitioners. Annual meeting of the National Council on Family Relations, Minneapolis, MN.
26. Fine, M. (1992). Disruptive voices: The possibilities of feminist research. Ann Arbor: University of Michigan Press.
27. Flyvbjerg, B. (2001). Making social science matter. Combridge, UK: University Press.
28. Garb, H. (1989). Clinical judgment, clinical training, and professional experience. Psychological Bulletin, 105, 387-396.
29. Gaventa, J. (1988). Participatory research in North America. Convergence, 24, 19-28.
30. Glass, G., McGaw, B., & Smith, M. (1981). Meta-analysis in social research. Beverly Hills, CA: Sage.
31. Green, L. (2001). From research to best practices in other settings and populations. American Journal of Health Behavior, 25, 165-178.
32. Gwyther, L. (1991). Practice innovations and research: Reconciling the chicken and the egg. The Gerontologist, 31, 580-583.
33. Hall, B. (1993). Introduction. In P. Park, M., Brydon-Miller, B. Hall, & T. Jackson (Eds.), Voices of change: Participatory research in the United States and Canada (pp. xii-xxii). Westport, CT: Begin & Garvey.
34. Hiebert, J., Gallirnore, R., & Stigler, W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31, 3-15.
35. Hollon, S. D., & Flick, S. N. (1988). On the meaning and methods of clinical significance. Behavioral Assessment, 10, 197-206.
36. Hoagwood, K., Hibbs, E., Brent, E., & Jensen, P. (1995). Efficacy and effectiveness in studies of child and adolescent psychotherapy. Journal of Consulting and Clinical Psychology, 63, 683-687.
37. Hochbaum, G., Sorenson, J., & Lorig, K. (1992). Theory in health education practice. Health Education Quarterly, 19, 295-313.
38. Hoffman, L. (1998, April). The effects of the mother's employment on the family and the child. Presentation made at the Parenthood in America Conference, Madison, WI. Retrieved August 14, 2004, from http://parenthood.library.wisc. edu/hoffman/hoffman.html
39. Hoffman, L., & Youngblade, L. (1999). Mothers at work: Effects on children's well-being. New York: Cambridge University Press.
40. Hollon, S. D., & Flick, S. N. (1988). On the meaning and methods of clinical significance. Behavioral Assessment, 10, 197-206.
41. Hoshmand, L., & Polkinghorne, D. (1992). Redefining the science-practice relationship and professional training. American Psychologist, 47, 55-66.
42. Hyman, D., Ayers, J., Cash, E., Fahnline, D., Gold, D., Gurgevich, E., et al. (2000). UniSCOPE 2000: A Multidimensional Model of Scholarship far the 21st Century. University Park, PA: The UniSCOPE Learning Community. Retrieved August 15, 2004, from http://keystone21.cas.psu.edu/uniscope/
43. Hyman, D., Gurgevich, E., Alter, T., Ayers, J., Cash, E., Fahnline, D., et al. (2001-2002). Beyond Boyer: The UniSCOPE Model of Scholarship in the 21st Century. Journal of Higher Education, Outreach and Engagement, 7, 42-65.
44. Jacobson, N., & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12-19.
45. Jarvis, P. (1999). The practitioner-researcher. San Francisco: Jossey-Bass.
46. Jenson, P. (1999). Links among theory, research and practice: Cornerstones of clinical scientific progress. Journal of Clinical Child Psychology, 28, 553-557.
47. Kanfer, F. (1990). The scientist-practitioner connection: A bridge in need of constant attention. Professional Psychology: Research and Practice, 21, 264-270.
48. Kellam, S., & Langevin, D. (2003). A framework for understanding evidence in prevention research and programs. Prevention Science, 4, 137-153.
49. Kozak, A. (1996). Local clinicians need knowledge tools. American Psychologist, 51, 1335-1336.
50. Kumpfer, K., & Alder, S. (2002). Dissemination of research-based family interventions for the prevention of substance abuse. In Z. Sloboda & W. Bukoski (Eds.), Handbook for drug abuse prevention (pp. 75-100). New York: Kluwer Academic/Plenum.
51. Lennie, J., Hatcher, C., & Morgan, W. (2003). Feminist discourses of (dis)empowerment in an action research project involving rural women and communication technologies. Action Research 1, 57-80.
52. Lerner, R. M., Fisher, C. B., & Weinberg, R. A. (2000). Toward a science for and of the people: Promoting civil society through the application of developmental science. Child Development, 71, 11-20.
53. Lerner, R. M., Wertlieb, D., & Jacobs, F. (2003). Historical and theoretical bases of applied developmental science. In R. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies, and programs, (Vol. 1, pp. 1-28). Thousand Oaks, CA: Sage.
54. Lykes, M. (1989). Dialogue with Guatemalan Indian women: Critical perspectives on constructing collaborative research. In R. Unger (Ed.), Representations: Social constructions of gender (pp. 167-184). Amityville, NY: Baywood.
55. MacDermid, S., & Stoutmeyer, L. (2000, November) Walking the walk: Research insights about navigating work and family. Research update for practitioners. Annual meeting of the National Council on Family Relations, Minneapolis, MN.
56. McCall, R. (1996). The concept and practice of education, research, and public service in university psychology departments. American Psychologist, 51, 379-388.
57. McCall, R., & Green, B. (2004). Beyond the methodological gold standards of behavioral research: Considerations for practice and policy. Social Policy Report, Society fir Research in Child Development, 18(2). Retrieved June 2, 2004, from http://www.srcd.org/spr18-2.pdf
58. McCall, R. B., & Groark, C. J. (2000). The future of applied child development research and public policy. Child Development, 71, 197-204.
59. McKenzie, J., & Smeltzer, J. (2001). Planning, implementing, and evaluating health promotion programs. Boston: Allyn and Bacon.
60. Myers-Walls, J. (2000). An odd couple with promise: Researchers and practitioners in evaluation settings. Family Relations, 49, 341-347.
61. Nation, M., Crusto, C., Wandersman, A., Kumpfer, K., Seybolt, D., Morrissey-Kane, et al. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449-456.
62. Patton, M. (1997). Utilization-focused evaluation. Thousand Oaks, CA: Sage.
63. Peterson, D. R. (1991). Connection and disconnection of research and practice in the education of professional psychologists. American Psychologist, 46, 422-429.
64. Phillips, B. N. (1989). Role of the practitioner in applying science to practice. Professional Psychology: Research and Practice, 20, 3-8.
65. Rosen, A. (1994). Knowledge use in direct practice. Social Service Review, 68, 561-577.
66. Rosen, A., Proctor, E., & Staudt, M. (1999). Social work research and the quest for effective practice. Social Work Research, 23, 4-14.
67. SAMHSA (Substance Abuse and Mental Health Services Administration). (2002). A practitioner's guide to science-based prevention: A handbook of promising, effective and model programs. U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Prevention, Rockville, MD. Retrieved July 3, 2003, from http://modelprograms.samhsa.gov/pdfs/handbook.pdf
68. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
69. Schon, D. A. (1995). The new scholarship requires a new epistemology. Change, 27(6), 27-34.
70. Shonkoff, J. (2000). Science, policy, and practice: Three cultures in search of a shared mission. Child Development, 71, 181-187.
71. Small, S. (1995). Action-oriented research: Models and methods. Journal of Marriage and the Family, 57, 941-955.
72. Small, S. (1996). University-community collaborations on behalf of youth: The role of community surveys. Journal of Research on Adolescence, 6, 9-22.
73. Small, S. A., & Bogenschneider, K. (1998). Toward a scholarship of relevance: Lessons from a land-grant university. In R. Lerner & L. Simon (Eds.), Outreach universities for America's youth and families: Building university-community collaborations for the 21st century (pp. 255-274). New York: Garland.
74. Small, S. A. & Uttal, L. (in press). Action-oriented research: Strategies for engaged scholarship. Journal of Marriage and the Family,
75. Spalter-Roth, R., & Hartmann, H. (1999). Small happiness: The feminist struggle to integrate social research with social activism. In S. Hesse-Biber, C. Gilmartin, & R. Lydenberg (Eds.), Feminist approaches to theory and methodology (pp. 333-347). New York: Oxford University Press.
76. Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donohue, P. (2003). Community based research and higher education. San Francisco: Jossey-Bass.
77. van Ryn, M., & Heaney, C. (1992). What's the use of theory? Health Education Quarterly, 19, 315-330.
78. Weiss, C. (1998). Evaluation. Upper Saddle River, NJ: Prentice Hall.
79. Wholey, J. (1987). Evaluability assessment: Developing program theory. In L. Bickman (Ed.), Using program theory in evaluation, New Directions for Program Evaluation, No. 33 (pp. 77-92). San Francisco: Jossey-Bass.
80. Zeira, A., & Rosen, A. (2000). Unraveling tacit knowledge: What social workers do and why they do it. Social Service Review, 74, 103-123.
81. Zimiles, H. (1993). The adoration of hard data: A case study of data fetishism in the evaluation of infant day care. Early Childhood Research Quarterly, 8, 369-385.