Citations (130)
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Dorine M. van Namen, Vera Knapen, AnneLoes van Staa, Hein de Vries, Sander R. Hilberink & Gera E. Nagelhout. (2023) Stress and strain: a qualitative study into the impact of having relatives with addiction problems on students’ health and daily lives. International Journal of Qualitative Studies on Health and Well-being 18:1.
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Sofia Prekatsounaki & Paul Enzlin. (2023) Luring the Elusive: Narratives about Sexual Desire for One’s Partner by Women and Men in Heterosexual Romantic Relationships. Journal of Sex & Marital Therapy 49:5, pages 563-580.
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Danielle T. Nader & Karen A. Erickson. (2023) Teletherapy, AAC & COVID-19: the experiences of speech language pathologists providing teletherapy during a global pandemic. Augmentative and Alternative Communication 39:3, pages 146-156.
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Megan Edgelow, Angela Zanatta, Ashley Williams, Shannon Hill, Linna Tam-Seto & Heidi Cramm. (2023) Time use during the military-civilian transition: Exploring concepts of occupational disruption, transition and balance. Journal of Occupational Science 0:0, pages 1-14.
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Sherry Marx. (2023) Mapping as critical qualitative research methodology. International Journal of Research & Method in Education 46:3, pages 285-299.
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Erina Cho, Shellie Osenga, Susan Forwell & Katie Lee Bunting. (2023) Understanding occupation in Canada: Recent graduates’ perspectives. Scandinavian Journal of Occupational Therapy 30:4, pages 488-496.
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Golnaz Arastoopour Irgens, Danielle Herro, Ashton Fisher, Ibrahim Adisa & Oluwadara Abimbade. (2023) Bop or Flop?: Integrating Music and Data Science in an Elementary Classroom. The Journal of Experimental Education 0:0, pages 1-25.
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Howie J. Carson, Wendy M. Timmons, Florence Lebrun, Christine Nash & Dave Collins. (2023) “The show must go on!” dance talent development in the context of coping during the COVID-19 pandemic. Research in Dance Education 0:0, pages 1-19.
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A. Jess Williams, Jon Arcelus, Ellen Townsend & Maria Michail. (2023) Understanding the processes underlying self-harm ideation and behaviors within LGBTQ+ young people: A qualitative study. Archives of Suicide Research 27:2, pages 380-396.
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Stacie Vilendrer, Alexis Amano, Steven M Asch, Cati Brown-Johnson, Amy C Lu & Paul Maggio. (2022) Engaging Frontline Physicians in Value Improvement: A Qualitative Evaluation of Physician-Directed Reinvestment. Journal of Healthcare Leadership 14, pages 31-45.
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Kathleen McGrath. (2022) Re-envisioning Clinical Reading Instruction during a Time of Uncertainty. Literacy Research and Instruction 61:3, pages 229-248.
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Semiyu Adejare Aderibigbe, Eimear Holland, Iris Marusic & Rachel Shanks. (2022) A comparative study of barriers to mentoring student and new teachers. Mentoring & Tutoring: Partnership in Learning 30:3, pages 355-376.
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Rosie Collins, Dave Collins & Howie J. Carson. (2022) Muscular collision chess: a qualitative exploration of the role and development of cognition, understanding and knowledge in elite-level decision making. International Journal of Sport and Exercise Psychology 20:3, pages 828-848.
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Idah Moyo, Livhuwani Tshivhase & Azwihangwisi Helen Mavhandu-Mudzusi. (2022) Utilisation of HIV services by female sex workers in Zimbabwe during the COVID-19 pandemic: a descriptive phenomenological study. African Journal of AIDS Research 21:2, pages 183-193.
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Deborah Levy, Barbara Plester, Raewyn Hills & Jane Horan. (2022) ‘It’s a man’s world’: the lived experiences of women working in the New Zealand professional commercial property industry. Journal of Property Research 39:2, pages 148-169.
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Tristan Bunnell & Adam Poole. (2022) (Re)Considering “precarious privilege” within international schooling: expatriate teachers’ perceptions in China of being marginalised and undervalued. Educational Studies 0:0, pages 1-15.
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Johanna Einfalt, Jennifer Alford & Maryanne Theobald. (2022) Making talk work: using a dialogic approach to develop intercultural competence with students at an Australian university. Intercultural Education 33:2, pages 211-229.
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Terrell Strayhorn. (2022) Lessons Learned from Institutional Responses to COVID-19: Evidenced-Based Insights from a Qualitative Study of Historically Black Community Colleges. Community College Journal of Research and Practice 46:1-2, pages 30-40.
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Emmie Henderson-Dekort, Hedwig Van Bakel & Veronica Smits. (2022) Gathering Perspectives on Expert Approaches to the Capacity and Rights of Children: Working to Inform a Capacity Assessment Tool for Children to Participate in Family Law Proceedings. Journal of Divorce & Remarriage 63:1, pages 35-65.
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Brittney Beck. (2022) Testimonial Injustice and Teacher Education. Action in Teacher Education 44:1, pages 53-69.
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Julia Elizabeth Morris & Lisa Francesca Paris. (2022) Rethinking arts-based research methods in education: enhanced participant engagement processes to increase research credibility and knowledge translation. International Journal of Research & Method in Education 45:1, pages 99-112.
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Arun Verma. (2021) Using audio-diaries for research and education: AMEE Guide No. 144. Medical Teacher 43:12, pages 1346-1352.
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Allison M. Scott, Nancy Grant Harrington & Elizabeth A. Spencer. (2021) Primary Care Physicians’ Strategic Pursuit of Multiple Goals in Cost-of-Care Conversations with Patients. Health Communication 36:8, pages 927-939.
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Adam Poole. (2021) Narrative inquiry and relational ethics: negotiating the lived experiences of international school teachers in China. International Journal of Research & Method in Education 44:2, pages 113-124.
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Krista J. Hoffmann-Longtin & Rachael A. Hernandez. (2020) If I Quit in the Clinic and Do Nothing but Teach, I'm Going to Be Looking for a New Job: An Exploration of Uncertainty Management in Medical Education. Communication Studies 71:5, pages 724-739.
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Peter Williams. (2020) The ‘Collaborative Personal Statement’: a more inclusive method of data-gathering than audio recording interviews with vulnerable people. European Journal of Special Needs Education 35:4, pages 466-481.
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Sal Consoli & Takumi Aoyama. (2020) Longitudinal L2 motivation inquiry: a response to Lamb’s (2016) ‘when motivation research motivates: issues in long-term empirical investigations’. Innovation in Language Learning and Teaching 14:2, pages 178-187.
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Daniel A. DeCino & Phillip L. Waalkes. (2019) Aligning epistemology with member checks. International Journal of Research & Method in Education 42:4, pages 374-384.
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Laura Blythe Liu & Juyan Ye. (2019) Ren-de agency in international faculty professional development: a China case study of glocal identity integration. Teacher Development 23:4, pages 447-468.
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Lisette Farias, Debbie Laliberte Rudman, Nick Pollard, Sandra Schiller, Ana Paula Serrata Malfitano, Kerry Thomas & Hanneke van Bruggen. (2019) Critical dialogical approach: A methodological direction for occupation-based social transformative work. Scandinavian Journal of Occupational Therapy 26:4, pages 235-245.
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Kathleen McGrath & Mary Ellen Bardsley. (2018) Becoming a Literacy Leader in the 21st Century: Fieldwork that Facilitates the Process. Literacy Research and Instruction 57:4, pages 351-368.
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Martin Lamb. (2018) When motivation research motivates: issues in long-term empirical investigations. Innovation in Language Learning and Teaching 12:4, pages 357-370.
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Elizabeth Chase. (2018) Time, Third Space, and Counternarratives of Achievement for Young Mothers in High School. Educational Studies 54:3, pages 237-252.
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Se-Hyuk Park & Youngshim Kim. (2018) Ways of coping with excessive academic stress among Korean adolescents during leisure time. International Journal of Qualitative Studies on Health and Well-being 13:1.
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Lou Harvey. (2016) ‘I am Italian in the world’: a mobile student’s story of language learning and ideological becoming. Language and Intercultural Communication 16:3, pages 368-383.
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