Results 91 to 100 of about 1,400,757 (230)
Reflexivity in the research process: psychoanalytic observations
, 2006 This paper highlights what psychoanalysis can add to discussions of reflexivity, by specifically describing how reflexivity is conceptualized and fostered on psychoanalytic observation methods courses at the Tavistock Clinic, London.
Brown, J.C., Joanne Brown
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British Educational Research Journal, EarlyView.Abstract This paper examines the experiences of Nigerian cross‐border students in UK higher education, focusing on how colonial legacies continue to shape the interplay between structure and agency. Three key themes emerged in the analysis of the data: First, the persistence of a ‘West is Best’ mentality reflects the internalisation of colonial ...
Jennifer Marshall, Jack Bryne Stothard
wiley +1 more source
Research as Interacting Dialogic Processes: Implications for Reflexivity
Forum: Qualitative Social Research, 2002 Research within a postmodern frame moves us into arenas where subjectivity is both assumed and appreciated. This framework provides an opportunity to attend to how subjectivity (of researcher[s] and of research participants) and inter-subjectivity ...
Glenda M. Russell, Nancy H. Kelly
doaj
Using Video-Reflexive Ethnography to Engage Hospital Staff to Improve Dementia Care
Global Qualitative Nursing Research, 2018 In this article, we discuss how video-reflexive ethnography may be useful in engaging staff to improve dementia care in a hospital medical unit. Seven patients with dementia were involved in the production of patient-story videos, and fifty members of ...
Lillian Hung +3 more
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Are there essential ingredients for team reflexivity? [PDF]
, 2012 Team reflexivity has been getting increasingly more attention in literature. Team reflexivity is the extent to which group members overtly reflect upon, and communicate about the group's objectives, strategies and processes, and adapt them to current or ...
Huib Maclean
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Knowing education in Thailand like a global expert organisation: Politics, context and data
British Educational Research Journal, EarlyView.Abstract Global expert organisations play increasingly significant roles in the way that education is understood and governed internationally, including by influencing the discourses through which education is conceptualised and shaping norms of what counts as success, failure, progress and the most desirable visions for the future.
Steve Puttick +6 more
wiley +1 more source
Otherwise engaged? Learning from non‐participation in research with care‐experienced students
British Educational Research Journal, EarlyView.Abstract This paper explores what can be learned when educational research “fails.” Drawing on a Welland Trust–funded project in the North East of England that aimed to support care‐experienced students transitioning from further to higher education, we reflect on why, despite sustained effort, there was a lack of engagement.
Lynette Harland Shotton +3 more
wiley +1 more source
Modification and Psychometric Verification of Questionnaire the "Group Reflexivity" by T.A. Nestik
Социальная психология и обществоObjective of the study is a meaningful modification and test a methodology for assessing the degree of expression reflexivity as a property of a study group, depending on its type (open, semi-closed).Background.
S.V. Tarasov
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Chilean science teachers' conceptualisations of disability when teaching students with autism
British Educational Research Journal, EarlyView.Abstract This study examines how Chilean secondary science teachers conceptualise disability when teaching students with autism in integrated classroom settings. Grounded in critical disability studies, the research employs a qualitative story‐completion method, using a fictional classroom scenario to prompt teachers to construct narratives that reveal
Alexis Gonzalez‐Donoso +1 more
wiley +1 more source
British Educational Research Journal, EarlyView.Abstract Historically, a university education has been seen primarily as a route for the middle classes to achieve professional qualifications while structural barriers have served to restrict entry to individuals from particular demographics. First‐generation students (FGS), often with low socio‐economic backgrounds, face multiple barriers to Higher ...
Helen Williams, Ellen‐Alyssa Gambles
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