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In the last few decades, there has been a proliferation of qualitative methodologies and methods. Within HRD, however, there has been a persistent use of particular kinds of qualitative methodologies and methods, with limited degrees of methodological innovation. In this article, we overview the literature on qualitative methodological innovation and the kinds of innovation that have been engaged within HRD. To move the field forward, we introduce a new design framework, which we suggest is a useful decision-making tool to guide a scholar in making research design choices as they consider innovative research designs. [ABSTRACT FROM AUTHOR]

To date, the study of how health and wellbeing are actualized in organizations and how an organization's interactional practices shape an environment that is potentially harmful to health is understudied. Much of the research around this topic has centered on personality and individual differences, as well as health and safety or ergonomics. Little understanding exists of how interactional practices might serve to prioritize health and wellbeing. In this paper, we introduce discursive psychology (DP) – a qualitative approach to studying talk and text that focuses on examining what is accomplished through people's interactional practices. We provide an overview of DP and discuss its underlying assumptions, analytic process, and quality measures. To illustrate the application of DP to HRD, we include data extracts that highlight the impact of question design. To conclude, we point to how DP might afford HRD scholars opportunities to generate new theoretical understandings about organizational practices. [ABSTRACT FROM AUTHOR]

Certainly, many HRD scholars have used qualitative methodologies and methods to advance understanding and develop theory, and yet broadly within HRD qualitative perspectives still remain underused. We point to how a micro-analysis of this kind can afford HRD scholars opportunities to not only describe the nature and effects of an organization's interactional practices, but also work toward offering guidance of ways to potentially change practice. The articles included in the special issue - when taken together - serve to expand the types of qualitative methodologies and methods used by HRD scholars, as well as present innovative ways to use qualitative approaches and techniques to build theory. In the second article, entitled "Phenomenology and Human Resource Development: Philosophical Foundations and Implications for Research", Kuchinke turns back to the philosophical foundation of phenomenology - an increasingly popular qualitative methodological perspective in HRD and other fields. [Extracted from the article]

Given the vast and diverse qualitative analytic landscape, what might be a generative starting point for researchers who desire to learn how to produce quality qualitative analyses? This question is particularly relevant to researchers new to the field and practice of qualitative research and instructors and mentors who regularly introduce students to qualitative research practices. In this article, we seek to offer what we view as a useful starting point for learning how to do qualitative analysis. We begin by discussing briefly the general landscape of qualitative research methodologies and methods. To contextualize our suggestions, we review the qualitative analytic practices commonly used within human resource development (HRD). Following this, we describe thematic analysis in more detail, including why we believe it is a particularly useful analytic approach to consider when first learning about qualitative analysis. We share seven common practices or important considerations for carrying out a thematic analysis and conclude by highlighting key considerations for assuring quality when conducting a thematic analysis. [ABSTRACT FROM AUTHOR]

In this article, we engage with some of the ethical challenges we faced during a four-year postcritical ethnography that focused on the resettlement experiences of Burundians with refugee status living in southern Appalachia in the United States. We discuss how we navigated decisions about what and how to share all that we learned, particularly as we sought to protect and honor what participants shared and experienced. Broadly, we frame our decision-making process in relation to the notions of ethics in practice and relational ethics. Notably, we complicate commitments to transparency, trustworthiness, and advocacy, as we examine issues of responsibility and representation. We conclude by offering three considerations or "lessons learned" for qualitative researchers, including the: 1. value of generating a layered account of experience; 2. potentiality of experimental forms of writing, and 3. importance of foregrounding relational ethics. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To date, relatively little research has examined the perceptions of children and parents involved in university-assisted partnership programs. In this paper, we present findings from a case study of a university-assisted community school (UACS) afterschool program wherein we interviewed participating students and their parents. We also completed participant observations at the school site and included the perspectives of the two central administrative staff (i.e., the school principal and the afterschool program coordinator), as this served to deepen our understanding. Our findings highlight how the students and parents positioned the UACS afterschool program as being significantly different from the regular school day, while also noting how the program positively shaped the children's lives. Further, we highlight how the administrative staff positioned the university as central to the afterschool program; in contrast, the students and parents did not mention the resources that were bound to the university. We conclude with implications for practitioners and scholars engaged in university-assisted partnership work. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While researchers have used conversation analysis (CA) methods to understand online talk since the 1990s, to date there has been no systematic review of these studies to better understand this methodological development. This article presents a comprehensive literature review of 89 peer-reviewed journal articles reporting findings of empirical studies using CA to understand social interaction online. In this review, we describe who is conducting this type of research, the contexts in which CA has been used to make sense of text-based online talk, and where such studies are being published. We also identify the “fundamental” conversational structures researchers are drawing upon in making sense of online talk as social interaction. Findings show that studies are using CA to understand “mundane” conversational contexts, as well as institutional talk from educational, counseling and workplace settings. The number of such studies are increasing and are being conducted by an international network of researchers across a variety of disciplines. The data is most often described as synchronous or asynchronous, with a slow increase in attention to social media data. Publication outlets are mostly language-based and/methodological journals. Analysis revealed four main aims: (1) comparing online and face-to-face talk, (2) understanding how coherence is maintained, (3) understanding how participants deal with trouble, and (4) understanding how social actions are accomplished asynchronously. This review contributes to the overall understanding of the methodological development of CA, offering useful insights for those interested in using it to understand social interaction as it occurs online. [ABSTRACT FROM AUTHOR]

This paper introduces the work of the MOOD (Microanalysis Of Online Data) network, an interdisciplinary association of academic researchers exploring ways of conducting close qualitative analyses of online interaction. Despite the fact that much online interaction meets the criteria for ‘conversation’, conversation analysis (CA) has only recently begun to grow and flourish as a methodology for analysing the overwhelming quantity of material that in many cases sits in archive form, visible to millions, on the Internet. We discuss the development of methods that are inherently suited for subjecting online interaction to the kind of rigorous analysis that conversation analysts have applied to talk of all kinds for several decades. We go on to explore the fundamental challenges that online data pose for CA, the value of many CA techniques for online analysis, and the possibilities of developing bespoke modes of analysis that are crafted for use with specific forms of online data (e.g. ‘tweets’ on Twitter ). [ABSTRACT FROM AUTHOR]

Drawing from a larger ethnographic study, in this article, we represent narrative and thematic analyses based on our experiences as English as a Second Language (ESL) tutors for Burundian children and focus groups with Burundian men and women. Studying the resettlement of Burundians with refugee status, we found systemic unpreparedness and insufficient financial assistance. In the small Appalachian city in the southeastern region of the United States where the government agencies and faith-based organizations placed Burundians, families endured policies and practices that introduced economic instability into their lives. Through our narrative analysis and thematic analyses, we share representations of the everyday struggle for economic stability alongside Burundian critiques about the resettlement process in the U.S. Indicting the process Burundians compared their role in the U.S. to that of a "servant" resettled "to work for the whites." We argue that policymakers and practitioners engaged in resettlement examine existing systems of support and secure further support in order that people with refugee status have sufficient means to survive in their new society of settlement. [ABSTRACT FROM AUTHOR]

With roots in community development and the work of Dewey, a compelling case has been made for universities to be involved in urban school reform. Further, with increasing demands placed on universities to become responsive to community needs, university partnerships with K-12 schools are one means by which institutions of higher education have become involved in local educational issues. One particular type of community-school-university involvement approach is a University-Assisted Community School (UACS). Much of the research related to such school-university partnerships has focused on describing what a UACS "looks like," with little attention given to the day-to-day experiences of those that work within a UACS. In this paper, we present findings from a qualitative study examining the experiences of teachers and staff who have participated in the development of and/or taught at a UACS afterschool program. Findings highlighted (1) the challenges and transitions associated with being a pilot effort; (2) the felt differences between universities and schools as they relate to on-the-ground implementation; and (3) the potential of the UACS model as a collaborative vehicle for accomplishing tasks that neither institution can accomplish alone. We point to implications related to school-university partnerships and directions for future research. [ABSTRACT FROM AUTHOR]

The article focuses on the use of restorative justice (RJ) as disciplinary approach in middle grades schools. It explores the use of democratic approaches and zero tolerance policies to control student behavior in the middle grades. Researchers believe that RJ emphasizes mutual respect, the use of dialogue for fair processes, and a commitment to building relationships. Some researchers add that RJ pertains to social engagement as opposed to zero tolerance that pertains to social control.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers information on the methodological and theoretical methods used in discursive psychology (DP) to examine psychological constructs in the U.S. It presents an overview of the distinctive attributes of DP in relation to other types of discourse research traditions. Moreover, it also highlights the historical concept of cognition and how it is viewed through discursive lens.

The article discusses the evidenced-based interventions for classroom management and discipline that specifically address the needs of young adolescent learners in the U.S. It explores the literature around disciplinary actions including suspension and other interventions. It describes several comprehensive classroom strategies that were practiced in middle schools. It presents the essential aspects of classroom management as required by the National Middle School Association which highlight the researches on classroom management and discipline.

The purpose of this study was to explore the experience of students with performance-based, in-class and learner-centered, online assessment and the effects of these formats on comprehensive exam scores in an educational psychology course required of participants in a teacher education program. In our quantitative analysis, we investigated the effects of in-class and online exams on undergraduate students' performance on an in-class comprehensive final (n=141). Students were randomly assigned by course section to take one proctored exam in-class and two other unit exams online in a learner-centered format. At the end of the course, students in all sections took a proctored comprehensive final, consisting of a series of multiple choice questions closely aligned with questions from the unit exams. No significant differences were found between content items initially assessed utilizing the traditional, in-class format and the learner-centered online format. In our qualitative analysis, students in one of the six sections (n=22) were selected to participate in open-ended interviews. A phenomenological method was used to collect and analyze responses to the question: "When thinking about your experiences with both the in-class exam and Blackboard exams in [course name], what stands out for you?" Findings from our qualitative analysis resulted in separate yet balanced themes for participants' perceptions of in-class and online exams. For both categories of themes, the constructs of stress, control, and knowing stood out for participants. Implications of this research project are discussed in relation to the use of learner-centered assessment. [ABSTRACT FROM AUTHOR]

Instructors often teach in isolation with very little collegial interaction guiding their practice. In light of the research that exists identifying the value of collaboration within learning environments, the merits of such isolated practice must be questioned. Even though collaboration within educational settings has been identified as critical to the development of both instructors and students, highly collaborative approaches to team teaching have not been fully explored. The purpose of this study was to examine our own experience as team teachers in a team taught, educational psychology course. Through a phenomenological analysis of our lived experiences as instructors engaged in collaboratively teaching an undergraduate course, we gained understanding of the benefits of team teaching within a broader context. A thematic structure emerged that captured our experience of the process of co-teaching. This shared thematic structure consisted of one ground theme, named we didn't have a manual for this/finding our way through, and five themes, each providing insight into how we made sense of team teaching. The five emergent themes were (a) You can't shoot from the hip; (b) Following and leading … all of us together; (c) If we walk away disagreeing, is it okay?; (d) The presence of another pushed us to go deeper; and (e) You build something bigger. Implications for the use of team teaching in higher education are also explored, highlighting the value of collaborative praxis. [ABSTRACT FROM AUTHOR]

Proaches to education, Howie's book, Teaching Students Thinking Skills and Strategies, presents Howie uses the second chapter to present the Within the third chapter, Howie presents a three-tiered model for teaching thinking, fol- Within the fifth chapter, Howie describes Tier 2 as being designed to provide more in-. [Extracted from the article]

• We use discursive psychology to analyze how LGBTQ+ youth build up their authority. • We study slide decks created by an LGBTQ+ youth group for presentations they gave to teachers and others. • We found that four discursive strategies were used to manage youth's epistemic rights. In this paper, we contribute to scholarship around how epistemic rights are managed discursively by considering how LGBTQ+ youth construct their arguments. We take up a critical perspective to understand how these discursive practices function in a language climate where LGBTQ+ youth's epistemic primacy over issues affecting them is potentially delegitimized through ageism, heterosexism, and genderism. Specifically, we draw upon discursive psychology to analyze how LGBTQ+ youth build up their epistemic primacy and minimize audience critique. Drawing from a larger ethnographic study, we analyzed textual data in slide decks (i.e., PowerPoint slides) created by an LGBTQ+ youth group for presentations they gave to teachers and other youth-serving professionals about working with LGBTQ+ youth. We found that four discursive strategies were used in the slide decks to manage the youth's epistemic rights, including: (1) using factual claims and outside corroboration, (2) claiming experiential expertise, (3) refuting anticipated critique, and (4) articulating limitations. This study's findings point broadly to how epistemic rights are built in textual data and specifically how minoritized youth construct text to be taken seriously. [ABSTRACT FROM AUTHOR]

Not so long ago autism was the province of a small group of individuals. Yet it is now everywhere, working to shape the public's imagination and ways of talking about the construct of autism. Public stories told about autism often conflict with and contradict one another, particularly as public stories meet the private, everyday practices of individuals with autism labels and their families and friends. Drawing upon discursive psychology, I share the findings generated from a discourse analysis of 14 interviews with parents of children with autism labels focused on the meanings of autism. I illustrate the ways in which the participants constructed autism as: (1) untenable and apt to receive multiple meanings; (2) representative of a different or non-normative way of thinking; and (3) minimally relevant, as the 'truth' of autism was overshadowed by bodily realities. [ABSTRACT FROM AUTHOR]