Peter's Qualitative Research Blog

Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. doi:10.3102/0013189X11428813

Baber, L. D. (2012). A qualitative inquiry on the multidimensional racial development among first-year african american college students attending a predominately white institution. The Journal of Negro Education, 81(1), 67-81. Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/docview/1017540960?accountid=15115

Baker, E. L. (2012). Ontology-based educational design: Seeing is believing. resource paper no. 13. Los Angeles, CA: National Center for Research on Evaluation Standards and Student Testing (CRESST) University of California, Los Angeles.

Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1-14. doi:10.1207/s15327809jls1301_1

Barnes, R. A., & Piland, W. E. (2013). Learning communities' impact on student success in developmental english. Community College Journal of Research and Practice, 37(12), 954-965. doi:10.1080/10668926.2010.491994

Bowler, L., & Large, A. (2008). Design-based research for LIS. Library and Information Science Research, 30(1), 39-46. doi:10.1016/j.lisr.2007.06.007

Clark, R. R. (2009). A qualitative exploration of the experiences of college students in a skill-building course for first-year students. (Ph.D., Bowling Green State University). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/docview/304845478?accountid=15115. (304845478).

Coll, K. M., & Stewart, R. A. (2008). College student retention: Instrument validation and value for partnering between academic and counseling services. College Student Journal, 42(1), 41-56. Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/docview/236590405?accountid=15115

Collier, P. J., & Morgan, D. L. (2008). “Is that paper really due today?”: Differences in first-generation and traditional college students’ understandings of faculty expectations. Higher Education, 55(4), 425-446. doi:10.1007/s10734-007-9065-5

Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21. doi:10.1007/BF00988593

Cox, B. J. (2012). College students, motivation, and success. International Journal of Learning and Development, 2, 139. Retrieved from http://go.galegroup.com.proxy2.lib.uwo.ca/ps/i.do?id=GALE%7CA310149524&v=2.1&u=lond95336&it=r&p=AONE&sw=w

Creswell, J. W., & Creswell, J. W. (2013). Qualitative inquiry & research design :Choosing among five approaches (3rd ed.). Los Angeles: SAGE Publications.

Cummins, J. (2009). Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 1-19.

Fike, D., & Fike, R. (2008). Predictors of first-year student retention in the community college. Community College Review, 36(2), 68-88. doi:10.1177/0091552108320222

Frank, G., & Polkinghorne, D. (2010). Qualitative research in occupational therapy: From the first to the second generation. Otjr, 30(2), 51-57. Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/docview/205397873?accountid=15115

Hartley, D. (2010). Paradigms: How far does research in distributed leadership ‘Stretch’? Educational Management Administration & Leadership, 38(3), 271-285. doi:10.1177/1741143209359716

Hassel, H., & Lourey, J. (2005). The dea(r)th of student responsibility. College Teaching, 53(1), 2-13. doi:10.3200/CTCH.53.1.2-13

Healy, S. (2003). Epistemological pluralism and the ‘politics of choice’. Futures, 35(7), 689-701. doi:10.1016/S0016-3287(03)00022-3

Herndon, M. K., & Hirt, J. B. (2004). Black students and their families: What leads to success in college. Journal of Black Studies, 34 (4), 489-513.

Hetzel, C. J., & Laskey, M. L. (2011). Investigating factors related to retention of at-risk college students. The Learning Assistance Review, 16, 31+. Retrieved from http://go.galegroup.com.proxy1.lib.uwo.ca/ps/i.do?id=GALE%7CA259842056&v=2.1&u=lond95336&it=r&p=AONE&sw=w&asid=e2faaec195b90ef854446e02c0f96953

Hoadley, C. M. (2004). Methodological alignment in design-based research. Educational Psychologist, 39(4), 203-212. doi:10.1207/s15326985ep3904_2

Husserl, E. (2012). Ideas [Ideen zu einer reinen Phänomenologie.English]. London ;; New York: Routledge.

Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373-391. doi:10.1007/s10734-008-9161-1

Kuh, G. D., Schneider, C. G., & Association of American Colleges and Universities. (2008). High-impact educational practices :What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.

Leeman, Y., & Wardekker, W. (2011). Redesigning vocational education: The possibilities of design-based research. Journal of Curriculum Studies, 43(3), 313-331. doi:10.1080/00220272.2011.557838

Maldonado, D. E. Z., Rhoads, R., & Buenavista, T. L. (2005). The student-initiated retention project: Theoretical contributions and the role of self-empowerment. American Educational Research Journal, 42(4), 605-638. doi:10.3102/00028312042004605

Martin, G. L., & Seifert, T. A. (2011). The relationship between students' interactions with student affairs professionals and cognitive outcomes in the first year of college. Journal of Student Affairs Research and Practice, 48(4), 389-410. doi:10.2202/1949-6605.6198

Meyer, M. D. E., Spencer, M., & French, T. N. (2009). The identity of a "college student": Perceptions of college academics and academic rigor among first-year students. College Student Journal, 43(4), 1070-1079. Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/docview/236481694?accountid=15115

Morgan, D. (1980). Sociological paradigms and organisational analysis. Sociology, 14(2), 332-333. doi:10.1177/003803858001400219

Padilla, R. V. (1999). College student retention: Focus on success. Journal of College Student Retention, 1(2), 131-145. Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/docview/196714698?accountid=15115

Polkinghorne, D. E. (1986). Conceptual validity in a nontheoretical human science. Journal of Phenomenological Psychology, 17(2), 129. Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/docview/1308108863?accountid=15115

Riggert, S. C., Boyle, M., Petrosko, J. M., Ash, D., & Rude-Parkins, C. (2006). Student employment and higher education: Empiricism and contradiction. Review of Educational Research, 76(1), 63-92. doi:10.3102/00346543076001063

Roth, W., & Tobin, K. (2001). Learning to teach science as practice. Teaching and Teacher Education, 17(6), 741-762. doi:10.1016/S0742-051X(01)00027-0

Sensevy, G., Forest, D., Quilio, S., & Morales, G. (2013). Cooperative engineering as a specific design-based research. Zdm, 45(7), 1031-1043. doi:10.1007/s11858-013-0532-4

Simonson, M. (2006). DESIGN-BASED RESEARCH: Applications for distance education. Quarterly Review of Distance Education, 7(1), VII-VII,VIII. Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/docview/231212699?accountid=15115

Smith, L. D. (1993). Making sense of epistemological pluralism: A response to ringen. New Ideas in Psychology, 11(2), 179-191. doi:10.1016/0732-118X(93)90032-9

Tufford, L., & Newman, P. (2012). Bracketing in qualitative research. Qualitative Social Work, 11(1), 80-96. doi:10.1177/1473325010368316

Valle, R. S., & Halling, S. (1989). Existential-phenomenological perspectives in psychology : Exploring the breadth of human experience : With a special section on transpersonal psychology. New York: Plenum Press.

Wild, L., & Ebbers, L. (2002). Rethinking student retention in community colleges. Community College Journal of Research and Practice, 26(6), 503-519. doi:10.1080/2776770290041864