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Using phenomenography to investigating [sic] the conceptions of educational stakeholders in schools, neighborhoods, and communities

conference contribution
posted on 06.12.2017, 00:00 authored by Lois HarrisLois Harris
Many significant day-to-day decisions in educational settings that either improve or restrict civic capacity are based on the conceptions of key stakeholders in schools and communities. However, few research approaches center on identifying and evaluating the understandings that underpin these important educational decisions and practices. Phenomenography is a useful tool for mapping this terrain. It is a research approach that seeks to identify and map the qualitatively different conceptions present within specific populations. This research approach can be used to expand knowledge about the understandings that underpin stakeholder attitudes and decisions in schools, neighborhoods, and communities. This paper outlines phenomenography’s theoretical and analytical frameworks. It reviews literature on key methodological issues and explains in detail the research process, showing how it can be used in studies designed to improve civic capacity.

History

Parent Title

American Educational Research Association 2008 Annual Meeting Program: Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility, 24-28 March, New York, NY.

Start Page

1

End Page

26

Number of Pages

26

Start Date

01/01/2008

eISSN

0163-9676

Location

New York, New York, USA

Publisher

American Educational Research Association

Place of Publication

Washington, DC

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Meeting; TBA Research Institute; University of Auckland;

Era Eligible

Yes

Name of Conference

American Educational Research Association. Meeting