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Papers in this group

1 - 20 of 130
  1. Notes “Stories are how we think” (p.293). Issue/focus What is the key problem identified by the author(s)? What is the purpose of the article? The four researchers and teacher educators, with over twenty-five years of experience in conducting…
  2. Explores poetic representations in sport and physical education. Aspects of social scientific writing; Proliferation of forms of writing in qualitative research; Process of constructing poetic representations; Experimentation with polyvocality,…
  3. Teachers, governments and employers around the world all aspire to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and ensuring that…
  4. Forty-nine participants (24 community mental health clinicians and 25 users of their services) followed a structured set of instructions to create and tell a fictional story. They were then asked how far the fictional story communicated something…
  5. In recent years, there has been a literary turn in parts of the social sciences. Attention has been given to social science writings as literature. In this article, the author approaches the issue from the opposite direction by engaging with…
  6. This research aims to study the ways in which a teacher learns through and about professional practice. Data presented here is drawn from one year of teaching and focuses on pedagogical practices, critical reflection upon those practices and the…
  7. Responds to an article in this same issue of this journal. Discusses autoethnography and the roots of this narrative genre; suggests three ways the article connects with the teaching of communication; and notes its legitimacy as scholarly writing…
  8. Autoethnography has recently become a popular form of qualitative research. The current discourse on this genre of research refers almost exclusively to “evocative autoethnography” that draws upon postmodern sensibilities and whose advocates…