Q‐methodology in communication science: An introduction

Q‐methodology, traditionally a tool for phenomenological analysis, single‐subject or small sample research, and typological analysis, has potential for research in human communication. Unfortunately, q‐techniques have often been neglected or misunderstood by main‐stream social scientists. This article presents basic information regarding the construction of q‐sorts, discusses methods for analyzing q‐sort data in a variety of research contexts, and identifies resources which may be consulted by those wishing to learn more about the method.     

Conversing with pedagogical agents: A phenomenological exploration of interacting with digital entities

In this paper, we examine the meaning of conversing with pedagogical agents. Previous research has focused on examining cause and effect relationships, failing to take into account the meaning of the experiences individuals have when holding a dialogue with conversational agents for educational purposes. To understand these experiences, we have conducted a phenomenological examination of what it means to converse with a pedagogical agent. In phenomenological terms, findings suggest the experience is complex, engrossing, virtual yet real, human‐like, and social. Implications for the future design, implementation, and research of conversational agents in educational and other settings are discussed.     

College Women's Experiences and Perceptions of Drinking: A Phenomenological Exploration

College women's drinking rates are increasing, yet there is limited research on what is contributing to this phenomenon. In this study, the authors explored a fuller picture of how college women experience and perceive drinking situations. Qualitative data from 2 focus groups of high‐risk and low‐risk drinkers were analyzed with interpretative phenomenological analysis. Similarities and contrasts are discussed, implications for college counselors are highlighted, and areas for future research are recommended.     

教育现象学的本真追问

我国与国外教育现象学研究存在路径上的差异,国内多为理论研究,国外多为实践应用.不同的发展路径源自于对教育现象学基本问题的不同认识.教育现象学应归属于现象学还是教育学?教育现象学是一门学问还是一种方法?教育现象学是思辨的还是实践的?对这些问题的回答将有助于澄明教育现象学的本真,进而在达成共识的基础上搭建一个对话与交流的平台.     

Child‐rearing and Parental ‘Intentions' in Postmodernity

This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical‐phenomenological (or ‘geo‐phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo‐phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo‐phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion.     

Expectations and experiences: the voice of a first‐generation first‐year college student and the question of student persistence

This single case study takes a phenomenological approach using the voice centered analysis to analyze qualitative interview data so that the voice of this first‐generation college student is brought forward. It is a poignant voice filled with conflicting emotional responses to the desire for college success, for family stability, for meaningful friendships, and for understanding the self. In combination with other research calling for an expansion of the dominant theory of persistence, this research raises the importance of elevating family relationships in the student persistence model.     

秉持现象学态度的教师教育理论研究

秉持现象学态度,依据现象学还原原理进行教师教育理论研究,现象学的教师教育理论研究新领域得以敞开。在现象学态度下,教师作为研究者的主体地位得以确立;教师的教育研究对象与内容为教师的职业生活体验;教师的职业生活体验研究过程与方法是进行现象学的描述与解释;教师进行职业生活体验研究应按照现象学的反思方法去操作;教师的职业生活体验研究是态度、目的、方法与过程的统一。     

A Phenomenological Investigation of Wellness Within Counselor Education Programs

In this phenomenological investigation, the authors explored doctoral‐level counselor trainees’ (N = 12) perceptions of wellness promotion in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Using semistructured interviews, the research team identified 3 structural themes (components of wellness, program culture, and recommendations) and 13 textural themes. Findings highlight the need for training regarding boundaries and self‐awareness.     

Participatory principles in human inquiry: ethics and methods in a study of the paradigm shift experience

In this paper, underlying principles for guiding participation in human science research are outlined. These research principles were originally utilized as a guiding framework for the author's phenomenological study of the change to a new world‐view identified as the paradigm shift (Dudley, 1987). Using this study as an example, the paper focuses on the integration of participatory concepts in research. The concept of participation as ethics discussed in this paper includes the following dimensions: integrity congruence among problem, paradigm, and method; process‐orientation a commitment to research as a shared journey of discovery; empathetic relationships an ethic of mutuality; and empowerment in community a view of knowledge as communal achievement. Finally, a participatory ethic is discussed in terms of its congruence with values that are at the heart of the new social science paradigm.     

Tug‐o‐where: situating mobilities of learning (t)here

This article explores ‘mobilities’ as a research framework for learning not so much in terms of what has to be done to enhance learning using mobile technologies. Instead it focuses on our embodied ways of knowing and learning by ‘being mobile’ in physical and mediated spaces. It reviews current mobility frameworks used in mobile learning research and other technology integration studies. It proposes a practice‐based mobility agenda for learning by ‘setting in motion’ not just technologies, but also bodies and spaces from a sociological perspective and a phenomenological standpoint. It seeks to understand what is being done – the re‐configurations of bodies, spaces and technologies in a mobile society that is increasingly characterised by media convergence and ubiquitous connections and communication. To move educational research, a conceptual framework that articulates body‐types in relation to technologies is discussed.     

教育现象学是现象学的吗

教育现象学有两种涵义,一种是现象学教育学,它是现象学方法在教育领域中的应用。这类研究试图通过现象学还原和现象学直观的方法研究教育实践中的个体体验,解释其中的本质意义。我们通过分析现象学方法自身的缺陷,论证了现象学教育学研究不可能是现象学的。教育实践需要另一种涵义的教育现象学,它是一门以教育系统为研究对象,以教育现象为研究内容的科学。这里教育系统被定义为教育者与被教育者多个主体之间的信息流动网络;教育现象被界定为教育系统内部的信息流及其整体效应。     

‘Understanding things from within’. A Husserlian phenomenological approach to doing educational research and inquiring about learning

This article describes a phenomenological approach to doing educational inquiry and understanding learning. Working within the qualitative tradition, the research is conceived as ‘narrow and deep’, intimate research that focuses definitively on internality and on first-hand experiences of learning. The theoretical background for doing phenomenological research is explained, especially in regard to the ideas of Edmund Husserl. Then, the author’s own systematic process for doing phenomenological research in education and exploring learning is offered with examples from his doctoral research project in which he investigated doctoral students and their experience of negotiating their learning. Samples from the author’s writing in regard to one research participant are used to illustrate the research process explicated in the article.     

透视教育现象学——论教育现象学研究中的三个基本问题

现象学及其运动给当代社会科学特别是教育学研究带来的变革,主要体现在它所开拓的研究领域以及它带来的看待事物的态度和方法的变化。教育现象学是受现象学运动影响而发展起来的教育研究新取向,它在本体论、认识论和方法论方面都有别于传统教育研究。教育现象学以具体情境中的生活体验为研究起点,赋予生命体验以本体论地位;它努力克服传统理论与实践分离的客观认识论,突出一种实践的认识论,即强调教育及其研究不可脱离情感意向、他人意识以及对践行的追求;在方法论上,它强调在反思生活体验的基础上,通过本质直观直接把握现象的本质。教育现象学理论的新颖性给教育研究带来了新气象。     

Sense of place among New England commercial fishermen and organic farmers: implications for socially constructed environmental education

Given the prominence of sense of place in environmental education curricula, this paper aims to empirically examine and strengthen the conceptual understanding of sense of place. The results and implications are derived from research where five commercial fishermen and five organic farmers from the New England Seacoast region participated in a series of in‐depth phenomenological interviews and observations. This study supports the literature‐based conceptual framework that sense of place is comprised of: (1) ecological knowledge, which leads to ecological identity, (2) social knowledge, which facilitates the development of a social identity, and (3) attachment to the human and non‐human community in a place. Two broad themes that emerged from the data demonstrate how the social context of the human and non‐human community contributes to the development of one’s sense of place.     

“You Have to Know Why”: The Influence of Different Curricula on Nursing Students' Perceptions of Nursing

The need in modern healthcare for professionals who are self‐directed and autonomous has increased in recent decades. Problem‐based learning is spreading in nursing education as one strategy for meeting these demands. This article deals with the relationship between the design and execution of nursing education curricula and students' understanding of nursing. The aim of the study was to examine nursing students' perceptions of nursing, comparing a problem‐based curriculum to a conventional curriculum. Students were asked to write narratives about nursing. Forty‐three narratives were analyzed using the phenomenological hermeneutic method. Differences between the two groups were found in terms of both structure and content. Problem‐based learning students stressed more the theoretical aspects of nursing. The study shows that educational design might be of great importance to how students understand nursing. Extensive research is needed to further explore the findings, especially related to clinical practice following graduation.     

The path of least resistance: a voice‐relational analysis of disabled students’ experiences of discrimination in English universities

Recent legislation means that it is now illegal to treat a student, for reasons relating to a disability, less favourably than a non‐disabled student unless this is justified to maintain academic standards. However, recent research has identified numerous barriers faced by students with disabilities when they attempt to access the higher education curriculum. This study uses a methodology combining life‐story approaches with a voice‐relational analysis and aims to explore in more detail these barriers by listening to first person accounts from university students with a disability. The students’ narratives suggest that disabled students have to work considerably harder than non‐disabled students to overcome a wide range of physical, attitudinal, social, cultural and political barriers. Students appear to take the path of least resistance by choosing routes where the barriers are least great and it is argued that in this way they are being discriminated against. The research shows that voice‐relational methodology is excellent at producing a thorough account of the phenomenological world of these students without neglecting a materialist and cultural analysis of their environment. These insider perspectives are then used to suggest possible improvements to policy and practice in higher education.     

现象学：教育技术研究的第三种范式

在系统分析教育技术常用的两种研究范式的基础上,结合哲学史的梳理,从方法论、研究方式和具体研究方法三个层面对现象学进行了分析,指出现象学是教育技术研究的第三种范式。在方法论层面,现象学范式的创新性突破在于穿透了“一般”和“个别”的割裂;在研究方式层面,现象学范式遵循质性研究的模式,擅长对微观体验的揭示;在具体研究方法层面,现象学范式综合运用访谈、体验报告等手段,使研究结论具有建构性。在此基础上,根据对教育技术研究特征的分析,明确了现象学之于教育技术研究的方法论价值在于贯通融合,即有利于教育技术研究的定位融合、视域融合和研究取向融合。