The Epistemology of Practice: An Argument for Practice-Based Research in HRD

Bernstein, R.J. (1976). The restructuring of social and political theory . New York: Harcourt Brace Jovanovich .

Brooks, A., & Watkins, K. (Eds.). (1994). The emerging power of action inquiry technologies. (New Directions for Adult and Continuing Education No. 63.) San Francisco: Jossey-Bass .

Burns, J.Z. (2005). Is teaching an art or a science? Journal of Industrial Teacher Education, 42(3), 2005-2007.

Cervero, R.M. , Wilson, A.L. , and Associates. (2001). Power in practice: Adult education and the struggle for knowledge and power in society. San Francisco: Jossey-Bass .

Dede, C. (2008, May/June). A seismic shift in epistemology. EDUCAUSE Review, pp. 80-81.

Dirkx, J.M. (2006). Studying the complicated matter of what works: Evidence-based research and the problem of practice. Adult Education Quarterly, 56(4), 273-290.

Elliott, C., & Turnbill, S. (Eds.). (2005). Critical thinking in human resource development. London: Routledge .

Feuer, M.J. (2006). Response to Bettie St. Pierrre's "Scientifically based research in education: Epistemology and ethics." Adult Education Quarterly, 56(4), 267-272.

Green, L.A. , & Hickner, J. (2006). A short history of primary care practice-based research networks: From concept to essential laboratories. Journal of the American Board of Family Medicine, 19(1), 1-10.

Heron, J. (1996). Cooperative inquiry: Research into the human condition . Thousand Oaks, CA: Sage.

Hilts, P.J. (1997, September 21). Medicine remains as much art as science. The New York Times on the Web. Retrieved May 2, 2008, from http://www.nytimes.com/specials/women/warchive/970921_990.html

Marshall, J. (2007). Image as insight: visual images in practice-based research. Studies in Art Education, 49(1), 23-41.

Raelin, J.A. (2007), Toward an epistemology of practice. Academy of Management Learning & Education, 6(4), 495-519.

Reason, P. (1994). Participation in human inquiry. London: Sage.

Redfield, D. (2004). A closer look at scientifically based research: How to evaluate educational research. T.H. E. Journal (Technological Horizons in Education), 31, 24-25.

Ryan, A.B. (2001). Feminist ways of knowing: Toward theorizing the person for radical adult education. Leicester, United Kingdom: National Institute for Adult Education.

Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Tisdell, E.J. (1998). Poststructural feminist pedagogies: The possibilities and limitations of a feminist emancipatory adult learning theory and practice . Adult Education Quarterly, 48, 139-156.

Torbert, W. (1991). The power of balance: Transforming self, society, and scientific inquiry. Newbury Park, CA: Sage.

Westfall, J.M. , Mold, J. , & Fagnan, L. (2007). Practice-based research: "Blue highways" on the NIH roadmap. Journal of the American Medical Association, 297, 403-406.

Yorks, L. (2007). Adult learning and the generation of new knowledge and meaning: Creating liberating spaces for fostering adult learning through practitioner-based collaborative action inquiry. Teachers College Record, 107(6), 1217-1244.