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In 2007, Kim Dooley advanced a conceptual framework for qualitative work within agricultural education. To date, little has examined JAE's adherence to this call or promoted opportunity to further develop qualitative research within AAAE. In answer to Dooley's call, we specifically explored the key tenets of phenomenology, JAE's published work using this methodology, and opportunities for writers and reviewers to grow in undertaking phenomenological work. After illuminating the historical and philosophical tenets of phenomenology, we engaged in a content analysis to examine JAE's adherence to the same. We offer this work as a guide and starting point for further development and rigor when using phenomenology to engage in qualitative work within agricultural education and propose recommendations to writers and reviewers looking to advance their phenomenological approach.

Purpose: This paper attempts to review and conceptualize how different scholars approach research on teacher identity through the lens of three human interests defined by Jürgen Habermas. Design/Approach/Methods: This literature review, guided by Habermas's three human interests, illustrates the characteristics of three different approaches to the inquiry into teacher identity. Findings: This paper summarizes three approaches to researching teacher identity and their characteristics, namely the technical approach, the practical approach, and the critical approach. The implications for future research and teacher development are also discussed. Originality/Value: By incorporating Habermas's three human interests into teacher identity inquiries, this article offers a theoretical narrative review of the approaches to investigating teacher identity. Strengths and weaknesses of each approach as well as the possibility of a combined application of different approaches provide an original discussion of teacher identity research.

This article ponders the question: "How might EdD research methods courses be reimagined to position Black Feminist Theory as a comparable theoretical framework to guide epistemological stance development and scholar-practitioner inquiry?" By introducing Black Feminist Theory as a viable theoretical framework, this article posits its potential incorporation into reimagined EdD research methods courses. After providing a more detailed description of Black Feminist Theory and its associated constructs, the ways that Black Feminist Theory can shape scholar-practitioners' inquiry is explored, including: 1) framing a problem of practice, 2) building conceptual and/or theoretical frameworks, and 3) connecting to research design and approaches. Implications for Black Feminist Theory's alignment to the CPED framework are discussed.

This article examines the use of the repertory grid technique as a method to investigate learner perceptions in language education research. An important issue raised in this article concerns how far a researcher's agenda may be unintentionally imposed onto a research study which is investigating learners' perceptions, and how far the ensuing data may provide an accurate representation of the learners' viewpoints. A discussion of conventional research methods in perception research indicates the limitations of many structured research instruments such as questionnaires, surveys and interviews with regard to gaining reliable insights into learners' views. The article considers the potential of using the repertory grid technique in perception research in terms of minimizing researcher influence and obtaining data that reflects learners' perceptions. Taking a research study on the perceptions of secondary school learners of the language classroom as an example, the article demonstrates how building repertory grids can reveal insights into the learners' thought processes and give the researchers access into the different ways learners view the classroom. The article also considers some issues in terms of data analysis and the interpreting of language data. It concludes that the repertory grid technique is a useful approach in perception research which can provide valuable data that is revealing of participants' actual views.

This article presents the Holistic Empowering Methodological Approach (HEMA), which is philosophically informed by the concept of diversity by design; epistemologically and methodologically guided by hermeneutic phenomenology; and supported by the method of qualitative survey combined with the Single Question Aimed at Inducing Narrative (SQUIN) technique. This is a methodological conceptual article whereby the development and application of the HEMA is illustrated through the study that examined the learning and professional development experiences of disabled and neurodiverse PhD students in library and information science (LIS) programs amid the lingering COVID-19 pandemic and explored their academic lifeworlds. The article critically assesses the merits and shortcomings of the HEMA and provides other researchers with a roadmap for replicating the HEMA in every phase of research: from brainstorming to the selection of methods, to data collection, analysis, interpretation, and reporting. In so doing, the article also strives to reaffirm the vitality of rigorous qualitative methodology in studying underresearched, minoritized, and marginalized communities. From the scholarly worldview to specific methodological choices, this framework advocates for the type of research that puts participants in the "driver's seat," giving them agency and providing the opportunity for self-definition and self-determination. The nuanced presentation of a holistic methodological approach, with particular attention paid to the issues of methodological rigor and quality control, will be of benefit to both beginner and seasoned researchers and can serve as an educational aid in research methods courses and dissertation supervision.

This paper aims to contribute to the advancement of methodological practice for phenomenographic research by introducing the notion of a "lens of awareness," as a device that can enable researchers to zoom into the detail of the research process (the parts of the whole) and out again to the related context of a phenomenographic study (the whole). The lens enables researchers to embrace a reflexive stance to bracket prior assumptions, allowing critical inspection of the whole research process and a thorough retrospective and transparent account of the approaches used. We use a "lens of awareness" to communicate the component parts of a study that examined preschool children's understandings of the use of numerals in everyday environments. Through an analytical documentation of processes and decisions, we examine challenges, the powerful affordances and application of a phenomenographic approach to research with young children. We discuss four strands of researcher awareness that we argue are important in the application of phenomenography: the nature of the phenomenon; the operationalization of phenomenographic theoretical notions; the researcher's versus the participant's experience of the phenomenon and the applied research processes. The paper closes with explorative strategies that may enhance transparency and trustworthiness in phenomenographic research.

This paper outlines the impact of phenomenography on higher education research and academic development. Interest in phenomenography as an educational research methodology continues to grow, but with interest growing faster than the number of experienced researchers, some misunderstandings of the approach have arisen and been circulating in discussions and publications, becoming self-reinforcing. This can cause misinterpretations of the meaning and implications of phenomenographic research findings, plus potential confusion for research students and others new to the research approach. This paper describes eight prevalent misunderstandings of phenomenography, explains what is missing in those ways of thinking about phenomenographic research, and speculates on the sources of such misunderstandings. A unique aspect of this paper is the focus on what phenomenograhy is not, as well as what it is, which is congruent with a phenomenographic approach to learning and development.

This study aims to provide an understanding of the dynamics of the life of the people of Sorong, West Papua related to the harmony of education in family and community life. Harmony, in this case, is related to the mixing of religions in one household, framed in the philosophy of local wisdom called "One Furnace-Three Stones". This study uses a phenomenological qualitative design. Data were collected through field notes, interviews, and documentation techniques. Data analysis was carried out using the Miles, Huberman, and Saldana techniques: data condensation, data display, and verification/conclusion drawing, as well as data validity using data triangulation techniques. The results showed that the practice of one furnace-three stone became the local wisdom of the people of Sorong, West Papua, namely understanding each other's beliefs about the religion they embraced without having to intervene in the beliefs of other families. The local wisdom creates harmony in education because it focuses on the educational aspect of self. If the education is good for the local community, then all will provide support from the family, youth leaders, and traditional leaders. Internal and external factors cause the supporting factors in realizing harmony in education. Meanwhile, the inhibiting factor in realizing the harmony in education is the low economic background, which narrows the opportunity for children to choose the education they want.

Instructors' experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors' experiences in Massive Open Online Courses (MOOC) based on phenomenological methodology with thematic analysis. By summarizing the commonalities in phenomenology from the implicit experiences of the instructors who were interviewed, commonalities of MOOC instructors' experiences were found to be the following: (1) affinity--knowing how to provide MOOC material that is approachable; (2) ability to tell a story--knowing how to write and direct a video that contains a story or scenarios for classes as innovative teaching; (3) macro attitude--broadening a learner's horizon is more important than lecturing on knowledge; (4) altruism--concerning the welfare of students rather than personal fame and fortune; and (5) learning by doing--having a passion for innovative teaching and bravely implementing it. Finally, several suggestions and inspirations were given based upon the reflections on the commonalities of MOOC instructors' experiences.

Even though qualitative research methods are considered important and have become more commonplace in research related to the sport sciences, there is little insight into the efforts made by sport science students to learn qualitative research methods. In this article, the authors use a course on qualitative methods inspired by a phenomenological approach to higher education in sport as a case study to examine students' learning efforts. The data is based on qualitative interviews conducted with six students. Analysis of the interviews reveals the challenges in learning to think from a phenomenological perspective in an institutional context that emphasises quantitative methods. The study shows that it is challenging for students to shift from a linear, cause-and-effect approach to a more social, inter-body and subjective approach to learning and knowledge production. This becomes apparent both in the students' views on the framework of the course and in their responses to teacher feedback. Our research indicates that the students' previously established learning methods involved receiving unambiguous instructions and definitions from their teachers, but that they had not been taught to include themselves in the meaning-making process. Since phenomenological language has not yet become an embodied part of the students' academic language, their experiences of the course are marked by preconceived ideas about teaching and research. The students' experiences provide feedback on the quality of teaching and indicate that teachers are not sufficiently aware of how unfamiliar students are with the ideas and perspectives they are teaching, and that students need (more) time to fully understand these.

Purpose: Phenomenology has a long tradition as a qualitative research method in the social and health sciences. The application of phenomenological methods to understand lived experiences and subjectivities offers researchers a rich tapestry of methodological approaches, often however, the availability of these methods to researchers is tempered as a result of inflexible ideas regarding their use. This article aims to highlight the uniting features between approaches. Design/methodology/approach: The paper begins by offering a brief overview of the two traditions within phenomenology, the descriptive and interpretive approaches and traces the development of each one. It then presents an overview of the commonalities shared by both approaches in with particular reference to the philosophical and methodological cohesion between them. Findings: Frequently, the literature fails to focus on how these methodologies can be used together, and instead foregrounds the ontological and methodological differences between them. While an overview of some of the more vociferous debates within phenomenology are included and acknowledged, the paper calls for a focus on the shared goals of the phenomenological project. Originality/value: This article aims to illustrate that, while recognising differences, the two phenomenological traditions have more in common that unites them, and argues that once this is applied pragmatically, a multiplicity of phenomenological traditions are available to researchers.

In recent years there has been a notable increase in the use of phenomenology as a research method, particularly in educational research. With the rise of phenomenology as a research method, confusion has also arisen concerning what counts as phenomenology, and how best to practice phenomenological research in non-philosophical contexts. Consequently, this article will be concerned with three issues: firstly, to contextualise the debate, I provide a brief overview of three popular and influential approaches to phenomenology as a research method: (1) Giorgi's "descriptive phenomenological method;" (2) van Manen's "hermeneutic phenomenology;" and, (3) Smith's "interpretative phenomenological analysis;" secondly, for the sake of conceptual clarity, I then turn my attention to a critical discussion of these approaches and argue that these approaches tend to converge phenomenology into either a descriptive or interpretative focus that essentially transforms phenomenology into a kind of solipsist subjectivism; and, lastly, to progress the debate forward, I argue that it makes sense to look beyond the qualitative or educational research literature to successful applications of phenomenology in non-philosophical contexts because there are plenty of relevant resources that can offer significant theoretical and methodological support to researchers.

Considering the fact there is no single research approach capturing the nature of multi-faceted educational phenomena, phenomenology, as a research method, can be employed in educational settings to explore the essence of a certain phenomenon from the perspective of the one who has experienced it. Advocating positioning this methodology in EFL context, the present paper initially, delineates the basic principles of the approach. Then, it illustrates how a phenomenological approach can be applied in language teaching drawing on one of the author's own case studies in the field of EFL context entitled as EFL student's perception on her academic failure. The paper concludes that an appropriate application of phenomenology to EFL issues will help language teaching practitioners to broaden their understanding of pedagogical issues through learning from the experiences of teachers and students making them to re-evaluate their presuppositions on numerous educational issues.

Inquiring about students' learning and their difficulties understanding the concepts and models of physics is a familiar challenge in physics education research. Researchers have developed various methodologies, such as phenomenography, to address it. Phenomenography is an empirical approach to determining how people experience and understand aspects of their surroundings and the physical world in qualitatively different ways. Rigorous phenomenographic analysis can be used to define categories to describe general ways the students experience the research phenomenon. The phenomenographic analysis process focuses on critical aspects of the collective experience rather than the richness of individual experience, assuming that there are a limited number of categories to describe the variations of experience for a given phenomenon. The possibility of defining a limited number of categories for experiencing a phenomenon on a collective level is one characteristic that makes phenomenographic analysis particularly appropriate for research that aims to enhance teaching and learning. We shall critically examine the strengths and weaknesses of phenomenographic research in this paper. The strengths include integral and holistic descriptions of people's conceptions. Weaknesses include the risks of equating participants' experiences with their descriptions of their own experiences. Our contribution weighs up the literature's warnings about the validity and reliability of phenomenographic research. To provide an overview of phenomenography in physics education research, we conducted a literature review which identified and analyzed different approaches to data collection, data analysis, rigor, presentation of the results, and scope. We conclude by considering phenomenography as a research approach to learn how students perceive a concrete learning phenomenon, thus, providing an essential teaching design and preparation guide for instructors.

The authors question how hermetic texts in mathematics, history, and philosophy of mathematics, specifically those referring to abstract algebra, can be open to the understanding of researchers, teachers and students who are intentionally willing to understand them. This discussion suggests that the openness may happen through hermeneutic procedures. These procedures, in the wake of Gadamerian thinking, take the dialectic of the process of formulating the question and pursuing possible ways of answering it, going into the intricacies of the historicity of knowledge constitution based on the Husserlian perspective and the production of algebra itself, in order to explain a methodology of research. They advance by bringing a hermeneutic study on algebraic structures, explaining the research methodology that aims at the formation of the ideality of algebraic structures and their maturation in the living present as notions of algebraic structures, as objects of study and as subjects of algebra.

Acting reflexively implies a "self-critical and self-conscious stance" (Glass, 2015, p. 555) of recognizing myself within a research process as an intentional participant-practitioner of generating knowledge. This article attempts to reveal visual evidence across a landscape of textual references and material implementations as a process of the "what" and "how" of knowing. My aim is to affirm the intentionality of my reflexive praxis as a way of knowing and becoming through committed intertextual inquiry and discovery.

This article shows fundamental notions of one of the qualitative research methods, we refer to the hermeneutical phenomenology based on the theories of Van Manen, Raquel Ayala and Miguel Martínez. This approach leads to the description and interpretation of the essence of lived experiences, recognizes the meaning and importance in pedagogy, psychology and sociology according to the experience collected. This method constitutes rigorous and consisted processes of the ethical dimensions of the daily experience, which are difficult to be accessed by other usual research methods. In this contribution, we present some methodological notions focused on the principles of phenomenology and its phases: previous stage or clarification of budgets, collecting the experience lived, reflecting on the lived experience or structural stage and, finally, writing-reflecting on the lived experience evidenced in individual and group physiognomy or also called phenomenological text.

The Scholarship of Teaching and Learning (SoTL) is a rich forum where scholars from different fields and philosophical orientations find space to share their research on teaching and learning in higher education. Within this article, we share our individual and collective experiences of why we perceive phenomenology as a methodology well suited for a broad range of SoTL purposes. Phenomenology is a research approach that focuses on describing the common meaning of the lived experience of several individuals about a particular phenomenon. We discuss how phenomenology has informed our own SoTL research projects, exploring the experiences of faculty and undergraduates in higher education. We highlight the challenges and affordances that emerged from our use of this methodology. Phenomenology has motivated us to tell our stories of SoTL research and within those, to share the stories that faculty and students shared.

Phenomenology as a philosophy and a method of inquiry is not limited to an approach to knowing, it is rather an intellectual engagement in interpretations and meaning making that is used to understand the lived world of human beings at a conscious level. Historically, Husserl' (1913/1962) perspective of phenomenology is a science of understanding human beings at a deeper level by gazing at the phenomenon. However, Heideggerian view of interpretive-hermeneutic phenomenology gives wider meaning to the lived experiences under study. Using this approach, a researcher uses bracketing as a taken for granted assumption in describing the natural way of appearance of phenomena to gain insights into lived experiences and interpret for meaning making. The data collection and analysis takes place side by side to illumine the specific experience to identify the phenomena that is perceived by the actors in a particular situation. The outcomes of a phenomenological study broadens the mind, improves the ways of thinking to see a phenomenon, and it enables to see ahead and define researchers' posture through intentional study of lived experiences. However, the subjectivity and personal knowledge in perceiving and interpreting it from the research participant's point of view has been central in phenomenological studies. To achieve such an objective, phenomenology could be used extensively in social sciences.

Consultation relies on story. This is true for researchers, for practitioners, and for clients. Given this fact, qualitative and mixed methods (QMM) research are particularly well suited to listening to the stories that compose the clinical practice of consultation in order to extend understanding and to support improvement and innovation. In this way, QMM is worthy of its growing credibility as a centerpiece of empirical inquiry. To initiate the series of articles collected for this special issue, this article extends consideration of "readiness" for the consultation process. By positioning consultation research as the consultee and QMM as the consultant, this brief discussion anchors in the metaphor of best consultation practice, as we understand it today.

Curriculum leadership is commonly regarded as an essential element in supporting school development and facilitating curriculum change processes. The study identified the qualitative variation in conceptions of curriculum leadership in the development of curriculum leadership, and described these variations in terms of categories of description. Phenomenography, with the integrated use of discourse analysis, is applied to reveal the variations of experience in the participants through describing and comparing the conceptions and understandings of the context-dependent phenomenon -- curriculum leadership. Taking purposive sampling, a group of 24 prospective teachers were invited for individual semi-structured interviews. The findings of the study imply that conceptions of curriculum leadership held by prospective teachers should be taken into consideration for the planning and organisation of teacher education programmes concerning curriculum development and implementation.

Through a qualitative hermeneutic phenomenological study, I examined the intersection of document analysis, sensemaking and policy implementation, that revealed rich descriptions of situated policy contexts and nested working practices where policy actors from Ontario, Canada, and England, UK, translated and used career guidance policy documents. The different job roles of the study participants in Ontario and England influenced complex and differentiated activity during policy implementation, and underlined 25 very individual approaches to translating and using policy documents to support career provision decision-making in participating schools. Implications for future work include roles of all stakeholders as policy actors, opportunities for forming networks to source and access documents, and creating learning conversations to understand policy.

As a research methodology, qualitative research method infuses an added advantage to the exploratory capability that researchers need to explore and investigate their research studies. Qualitative methodology allows researchers to advance and apply their interpersonal and subjectivity skills to their research exploratory processes. However, in a study with an interpretative phenomenological analysis (IPA) approach, the advantageous elements of the study quadruple because of the bonding relationship that the approach allows for the researchers to develop with their research participants. Furthermore, as a qualitative research approach, IPA gives researchers the best opportunity to understand the innermost deliberation of the 'lived experiences' of research participants. As an approach that is "participant-oriented," interpretative phenomenological analysis approach allows the interviewees (research participants) to express themselves and their "lived experience" stories the way they see fit without any distortion and/or prosecution. Therefore, utilizing the IPA approach in a qualitative research study reiterates the fact that its main objective and essence are to explore the "lived experiences" of the research participants and allow them to narrate the research findings through their "lived experiences." As such, this paper discusses the historical background of phenomenology as both a theory and a qualitative research approach, an approach that has transitioned into an interpretative analytical tradition. Furthermore, as a resource tool to novice qualitative researchers, this paper provides a step-by-step comprehensive guide to help prepare and equip researchers with ways to utilize and apply the IPA approach in their qualitative research studies. More importantly, this paper also provides an advanced in-depth analysis and usability application for the IPA approach in a qualitatively conducted research study. As such, this paper completely contrasted itself from many books and articles that are written with the premise of providing useful and in-depth information on the subject-matter (phenomenology, as a qualitative approach).

Theory and research on values, ethics and moral decision making in educational leadership has called for ontological and epistemological changes in research and theory building that focus less on perspectives pertaining to logical positivism (naïve realism) and more toward paradigms that are naturalistic, post-positivistic, transactional and constructive (Smith & Blase 1991; Maxcy & Caldas 1991; Willower 1994). This paper examines the importance of epistemological clarity as it informs research methodology, and it presents the author's thinking and research methods in order to emphasize the idea that sound methodologies can indeed inform theories of moral agency within the professional role of school leadership.

This study was aimed at determining whether a specific research methodology was dominant within a cohort of master's level engineering management students and, if so, whether this preference was directed by their personal epistemology, rather than the dictates of their research questions. Secondary data were used to determine the dominant research approaches. Interviews with a selected sample of students were undertaken to obtain a more detailed understanding of how personal epistemology impacts on the students' methodological approaches to research. It was found that empirical-analytical approaches account for 72% of all studies within the student cohort, indicating a strong preference for such approaches. Furthermore, it was revealed in the interviews that the students tended to overlook methodological considerations, focussing only on research design. There was a general lack of self-reflection and awareness of personal epistemology, despite the latter being an important influence over the type and topic of the research, its purpose, research design, analytical techniques, and even the interpretation of results. The rather superficial approach could result in research designs biased by personal epistemologies and ill-suited to the research problems. This suggests possible changes to the teaching of research methodology in order to improve the research practice of students.

This study has two primary objectives. The first one is preparation of an efficient review book including a series of activities, which will help fourth grade students exercise what they learned in the elementary science course in a year. The second objective is examination of the prepared book in the framework of student and teacher opinions. In this study, 10 classroom teachers are interviewed at the initial stage. As a result of these interviews, a significant need is determined for a review book for elementary science course, particularly. In the study, qualitative research methods, such as observation, interviews, document analysis and focus group discussion, are used. Data collection tools compose of review book for elementary science course, teacher interview forms, student focus group discussion form and forms, in which students evaluate all activities in the book. The review book prepared by the researchers consists of 38 activities. This book was applied to 25 fifth grade students. These interviews are supported with data of observation and document analysis. The obtained data are analyzed with the content analysis. The review book is considered efficient by teacher and students. This is because it can be applied within a short time and contains whole elementary science topics of fourth grade. Furthermore, teacher can specify students' prior knowledge at the beginning of the academic year and adjust the level and teaching methods in the course accordingly. It can also be used effectively throughout the term.

Social phenomenological analysis is presented as a research method to study gallery talks or guided tours in art museums. The research method is based on the philosophical considerations of Edmund Husserl and sociological/social science concepts put forward by Max Weber and Alfred Schuetz. Its starting point is the everyday lifeworld; the researcher interprets the phenomena that can be observed there as an individual, intersubjectively accessible reflection of subjective meaning. This approach is suitable for research projects that seek correlations and structures of certain typical situations in domains that are theoretically few prestructured. The article explains the methodological principles, the use and the profit of this research method.

Greater access to college education, owed in part to technology and globalization, increases opportunities for students to prepare and thrive professionally. Undergraduate education must offer pedagogies of engagement to meet needs of the competitive global workforce and post-baccalaureate programs requiring advanced research and analytical skills. Many universities and colleges recognize the critical need for undergraduate engagement in research and participation in professional world experiences to cultivate aptitudes required in the 21st century. Using a triangulation inquiry methodology, this empirical study contributes to the research on undergraduate research mentorship pedagogy by assessing its merits operationalized across multiple disciplines at a public liberal arts university. Findings support the added value of the pedagogy in its capacity to optimize marketable aptitudes. The study presents participants' unique voices, as their perceptions are significant in identifying the value-added by this pedagogy.

Purpose: This conceptual article aims to examine the application of interpretative phenomenology to research on teacher experience. It covers methodological theory and practical interpretative approaches that are pertinent for generating useful insights into an educational issue. Design/methodology/approach: Drawing on an illustrative research on secondary teachers' disciplinary and pedagogical reasoning and classroom practices in Ghana, this article explores the author's musings and introspection around carrying out an interpretative phenomenological research and demonstrates how the approach helped to amplify teachers' voices. Findings: The article demonstrates that the canons of interpretative phenomenology and qualitative research in general, while translatable to practice, need to be regarded as a series of emergent decisions and actions rather than prescriptive set of principles. The article explains that educational researchers must recognise interpretation as the lifeblood of the approach and move beyond the description of essences and explicate participants' experiences of phenomena using workable frames of interpretation. Originality/value: The article extends the current methodological knowledge base by contributing to international discussions on qualitative research and to an understanding of the applicability of interpretative phenomenological research design to research on teacher reasoning and practice. It also serves as a useful methodological resource for novice researchers.

This study concerns the theory and practice of international marketing in higher education with the purpose of exploring a conceptual model for understanding international students' needs in the context of a four-year college in the United States. A transcendental phenomenological design was employed to investigate the essence of international students' needs within their study experiences and explore a conceptual model that can explain these needs. Qualitative data were collected from 12 undergraduate and graduate international students through semi-structured interviews. Using thematic analysis, findings expand typical marketing mix frameworks and advance an eight-dimensional international student needs model: Program, Place, Price, Promotion, Process, People, Physical Facility, and Peace.

Social phenomenological analysis is presented as a research method for museum and art education. After explaining its methodological background, it is shown how this method has been applied in a study of gallery talks or guided tours in art museums: Analyzing the situation by description and interpretation, a model for understanding gallery talks is developed: "Pedagogical Art Communication". Results: The interplay among the recipient group, the aesthetic object, and educator is characterized by the participants acquiring (i.e. by aesthetic experience) and the educator imparting (especially) knowledge. In the future, art education and museum education need to focus less on dissolving this difference (in the sense of "methods that work") and spend more time on finding ways of sensibly dealing with the difference between imparting and acquirement of art. So the practice would be a pedagogical art communication in which art educators impart what can be imparted (to the extent that it is "impartable"), while at the same time stimulating and enabling the acquirement of knowledge--and, at a broader level, coordinating the interplay of imparting and acquirement in social, performative and spatial dimensions.

Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent involvement in schooling. Data was collected from 64 public schools' administrators and teachers of elementary, middle and high schools. Six hundred and sixty one (55%) of surveys returned from 28 elementary schools, 27 middle schools, and 9 high schools. Data was analyzed with Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) using the Statistical Package for Social Sciences (SPSS). For qualitative part, phenomenological research method was used to investigate principals' and teachers' experiences to promote parent involvement. Findings indicated that school levels and teachers' education levels had a statistically significant impact on combined factors of parent involvement. No significant differences were found in parent involvement among principals and teachers who are from different major, gender, and seniority groups. This study showed that educator' attitudes is the most significant factor on parental involvement in schooling. Additionally, this study claimed when principals offer different time schedule for parent and teacher meetings, parent involvement is increased. One of parents is selected by Parent Teacher Organization for each grade so parents might use social media for all of meetings, offers, events, and announcements.

Duoethnography (DE) is a collaborative research method where two or more individuals explore similar and different meanings of a phenomenon, based on each of their life experiences (Norris, 2008). Created by Joe Norris and Rick Sawyer, the approach is informed by the narrative tradition of storytelling and builds on Pinar's concept of "currere." This paper will use one author's experience with a DE project as a "case," which provides a context for both authors to juxtapose their histories with DE. Our purpose is to uncover and disrupt many of the assumptions of able-bodied normativity within DE's methodological processes, as this has yet to be explored within the duoethnographic literature. More specifically, we will use a reflexive process about the tenets of duoethnography as identified above to better understand the role of power within co-researcher differences, and to also explore the challenge and personal risk of research methods that require relationship, care, trust, and vulnerability.

This paper summarises a doctoral research project aimed at advancing professional practice in organisation consulting. I explore what the term 'flourishing' means in a consultant-client relationship, and how such a bond develops. Using a phenomenological methodology (Moustakas, 1994), I draw on conversations with consultants to describe the essence of their experience of flourishing relationships. In contrast to a quantitative analysis, the description obtained in this way retains the complexity of what took place. To summarise their experience, firstly consultant and client mark out some fundamental common ground they have with one another. As they do so, they find effective ways to mutually engage as individuals. With their partnership developing, they also become a dyadic unit 'in relation' (Buber, 1937). Finally, as a team, they act in concert as they engage with the outside world to further the purpose of the consulting assignment for the client organisation.

This phenomenological study explores the dimensions of youth-adult partnerships (YAPs) in agricultural mechanics classrooms in three rural schools. YAPs presume a positive learning collaboration between young people and adults who work together to achieve meaningful community-based change. Previous research on the development of YAPs has focused on non-school settings. However, in these agricultural mechanics courses, as part of a safety-focused curriculum, teachers engaged students in a collaborative project to build and install cost-effective rollover protective structures (CROPS) for local farmers' tractors. Thus, the CROPS project provided a unique opportunity to explore the inclusion of youth-driven YAPs as an engagement model for teachers, students, and the broader community. The findings from this secondary analysis of interview data from CROPS project teachers are threefold. First, evidence emerged of the experiential, communal/collective, and youth-driven aspects of YAPs in teacher- student and student-student collaborations. Second, shifts in power balances present a key dimension of the youth-driven dimension of YAPs. Third, the CROPS project aligns well with a youth-driven YAP in that it promoted high-quality student engagement within the learning system. Finally, we discuss the implications for integrating YAPs into agricultural education projects and suggestions for further research.

Individuals and teams engaging in the scholarship of teaching and learning (SoTL) in multidisciplinary higher education settings must make decisions regarding choice of research methodology and methods. These decisions are guided by the research context and the goals of the inquiry. With reference to our own recent experiences investigating pedagogical and curricular practices in a pharmacy program, we outline case study methodology as one of the many options available for SoTL inquiry. Case study methodology has the benefits of flexibility in terms of the types of research questions that can be addressed and the data collection methods that can be employed. Conducted with proper attention to the context of the case(s) selected, ethical treatment of participants, and data management, case studies also have the necessary rigour to be credible and generalizable. In the matter of generalization, however, we recommend that the readers of a case study draw their own conclusions about the applicability of the findings to other settings.

The aim of the research was to study the phenomenon surrounding the perspective of university students preferring grades to knowledge and skills. Three currently enrolled participants were selected from different private universities of Karachi. Participants' interviews were examined through thematic analysis. The findings suggested that students give preference to grades and knowledge, more job oriented focus of the study and made recommendations for institutions and academicians for further probing of the issue in hand.

Researchers in the field of health psychology developed interpretive phenomenological analysis (IPA) to explore how individuals make sense of, and meaning from, experiences of personal significance. We describe our approach to using IPA to explore whether current theories of achievement motivation adequately account for the experiences of students with disabilities, and expand the theories so that they do. First, we describe how our substantive area of interest is situated within the field of educational psychology. Next, we provide an overview of IPA, including the philosophical roots, general protocol, indicators of quality, and potential challenges. Finally, we suggest ways that IPA could be used to advance the study of achievement motivation toward more equitable ends.

The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generating knowledge about first-person events, or the lived experiences of students in certain educational contexts. With the rise of phenomenology and phenomenography as a method, some conceptual mistakes and associated confusion have also arisen; however, accounts examining both are limited. As a result, this paper will be concerned with the discussion of two issues: (1) for the sake of conceptual clarity, I provide a brief outline of phenomenology and phenomenography; and, (2) I then turn my attention to a critical discussion of phenomenography. In the latter case, I argue that when phenomenography departs from phenomenology it actually weakens its legitimacy as an approach to research. In order to overcome this problem, I argue that it makes sense to consolidate phenomenography within the broader research agenda of phenomenology which extends on the work of Husserl. Of course, the caveat to this idea is contingent upon a significant shift within phenomenography so it closely aligns itself with phenomenological principles and methods. As a way forward, I offer "research direction" to those who may be interested in the study of human experience by opening-up interdisciplinary dialogue about phenomenology, and at the same time I explore core methods used in phenomenology that extend on the continental tradition of phenomenology.

Qualitative studies within autism research are gaining prominence, yet there is little evidence about the usefulness of particular qualitative approaches in reflecting the perspectives and experiences of autistic participants. This short report serves to introduce interpretative phenomenological analysis as one among a range of qualitative approaches to autism research. We argue that certain features of interpretative phenomenological analysis, including its commitment to an equality of voice and researcher reflexivity, may help to illuminate the experiences of autistic individuals. The procedures of interpretative phenomenological analysis are presented through the lens of 10 studies into autistic people's experiences, and a case is made for the suitability of this approach within qualitative autism research.

Background: This paper examines the appropriateness of using interpretative phenomenological analysis (IPA) in research with people who have intellectual disabilities, focussing on quality. Methods: We conducted a systematic search to identify published studies. We assessed the quality of the studies using a bespoke framework, adapted from previous reviews, and articles on indicators of "good" IPA work. Results: Twenty-eight papers were reviewed. The studies were of varying quality: 6 (22%) papers were rated as "good" quality; 16 (57%) were "acceptable", and 6 (21%) were "poor." This ratio was comparable to that found in assessments of IPA papers in other domains, suggesting that issues of quality reflect researcher competence, rather than challenges with the population. Conclusions: IPA can be an appropriate methodology to use with people with intellectual disabilities. We encourage researchers to develop more detailed analyses, to provide more transparency about their sampling strategies, and more detail of the characteristics of their samples.

Intended to guide scholars who are new to qualitative research, this methods brief focuses mostly on what reviewers look for in manuscripts submitted for publication. The author acknowledges that reviewers' preferences likely reflect their theoretical perspectives, research-oriented coursework, mentors, and research and writing experiences. The emphasis, therefore, is on terminology and basic elements that apply across a broad range of qualitative approaches. Discussion also addresses researcher inclinations toward qualitative inquiry; the importance of fit among approach, purpose, and research questions; the need for manuscript authors to identify potential researcher bias and explain how it was monitored; and the necessity of including and describing other elements that contribute to trustworthiness. Examples from journals in the field represent a wide range of research types, foci, and data sources.

I use phenomenography, which is an interpretive research approach, to seek and to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do everyday as teachers. Phenomenographic approach is used because of its potential to capture variation of understanding, or way of constituting, the conceptions of competency. The outcomes of this study, therefore, are: (a) Categories of description which capture the critical dimensions of how beginning teachers in Malaysia understand the conceptions of competency, and, (b) An outcome space that describes the relationships between the categories. The results show that beginning teachers' conceptions of competence fall into five qualitatively different categories: (a) Classroom and Behaviour Management, (b) Knowing Subject Matter, (c) Understanding Students; (d) Reaching out for Assistance and Support, and (e) Possessing Values of Professionalism. The relationships between these categories are represented diagrammatically as the outcome space. The empirical data through phenomenography has provided a platform for teachers and teacher educators to ask: (a) "What are the implications, for beginning teachers, of their differing ways of understanding the conceptions of competency" (b) "How can teaching institutions better prepare pre-service teachers for their early years of teaching," and, (c) "How can appraisers (e.g., Principals, Head Teachers, Course Coordinators) use the outcomes to better plan any evaluations of competency?" I discuss each question in the article. (Contains 1 figure.)

Dialectical Enquiry (DI) as a research method was used in the study of customer/student experience and its management (CEM) in not for profit as higher education. The (DI) method is applied to senders, receivers of the customer experience across six English universities to gather real world data using an imposed dialectical structure and analysis. By conducting sixty interviews from the actors involved an extensive data base was developed. The enquiry was grounded in interviewing actors and their real experiences (the phenomena) from which data was analyzed to create scripts, themes and eventually three models of not for profit CEM. Seven for profit models of CEM were analyzed and compared to expose current assumptions, and do they fit in a not for profit setting. The motives and objectives for profit CEM centers on revenues and profits and lifetime value were the customer is manipulated to stay loyal to the organization. Not for profit CEM motives and objectives at universities was to use CEM as a communication and support tool that is used to inform students on secondary services(supports).