Zobrazeno 1 - 10
of 13
pro vyhledávání: '"James C Field"'
Publikováno v:
Journal of Applied Hermeneutics (2017)
In this paper, the authors address the perceived recent trend of funding and publishing bodies that seem to have taken a regard of qualitative research as a subordinate to, or even a subset of, quantitative research. In this reflection, they pull on
Externí odkaz:
https://doaj.org/article/cfbc96fcecc746e88a577bb4ada16da3
Publikováno v:
Imagining SoTL. 1:77-98
This article is the outcome of a co-inquiry with students where shared interests about student learning, students as partners, and a hermeneutic lens shaped the main research questions: What are graduate students’ experiences of the supervisory rel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dbd9250bb52641362dc96356679089e4
https://doi.org/10.29173/isotl536
https://doi.org/10.29173/isotl536
Autor:
Gregory M.T. Guilcher, James C. Field, Andrew Estefan, Catherine M. Laing, Fiona Schulte, Douglas Strother, Nancy J. Moules
Publikováno v:
Journal of Pediatric Oncology Nursing. 34:295-308
This qualitative study employed hermeneutic phenomenology and narrative inquiry to examine the topic of sexuality and adolescents with cancer from the perspectives of survivors who had experienced cancer as adolescents. This investigation examined th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fb4bee2f6802679a6a23d68e93fa7055
https://doi.org/10.1177/1043454217697669
https://doi.org/10.1177/1043454217697669
Publikováno v:
Conducting Hermeneutic Research
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7f52489d9d9280dfbbf794644df60616
https://doi.org/10.3726/978-1-4539-1473-1
https://doi.org/10.3726/978-1-4539-1473-1
Publikováno v:
Teaching and Teacher Education. 21:649-660
Gaining access to the inherent relational complexity of teaching/learning situations is essential to learning to teach. As teacher educators our work with prospective teachers indicates that opportunities to develop the capacity for relational knowin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3c5a902cf723a21da82df2de06fd686a
https://doi.org/10.1016/j.tate.2005.05.004
https://doi.org/10.1016/j.tate.2005.05.004
Autor:
Lori J. Olafson, James C. Field
Publikováno v:
The Educational Forum. 67:140-147
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::035f6008dd529050cb91e19632131886
https://doi.org/10.1080/00131720308984551
https://doi.org/10.1080/00131720308984551
Publikováno v:
Teaching and Teacher Education. 17:885-895
In this paper, we attempt to address one of the central questions for teachers and teaching: how is it that teachers are able to see and act appropriately in concrete circumstances?To do so, we examine the ontological meaning of experience in teacher
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::946b13ec93d2ef7b1909d63b6abb97e5
https://doi.org/10.1016/s0742-051x(01)00038-5
https://doi.org/10.1016/s0742-051x(01)00038-5
Autor:
David W. Jardine, James C. Field
Publikováno v:
Teaching and Teacher Education. 8:301-310
This paper begins with a brief description of some features of initiation rites as described by Victor Turner. This is used to suggest ways of understanding some of the experiences of student teachers facing their first practicum experience. Students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d4c19c788e4ef733ffc97e44e9d1ee8d
https://doi.org/10.1016/0742-051x(92)90028-2
https://doi.org/10.1016/0742-051x(92)90028-2
Autor:
Lori J. Olafson, James C. Field
Publikováno v:
Canadian Journal of Education / Revue canadienne de l'éducation. 24:70
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b7a3825a579244d2f4e7c71867330f27
https://doi.org/10.2307/1585772
https://doi.org/10.2307/1585772
Autor:
James C. Field
Publikováno v:
Canadian Journal of Education / Revue canadienne de l'éducation. 16:210
Researchers and teachers have both vigorously pursued and violently condemned the search for an "objective measure" of reading ability since at least the early part of this century (Johnston, 1984, 1988; Resnick, 1982). That search has distracted us
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::87378113648ad581ba0d7f1bd7b4fee2
https://doi.org/10.2307/1494973
https://doi.org/10.2307/1494973