Crafting Phenomenological Research, Third Edition, continues to demonstrate its award-winning quality, clearly establishing itself as the leading international resource for those interested in a concise introduction to phenomenological research in education and social sciences. As a leading contemporary practitioner of phenomenology, Vagle walks the reader through multiple approaches to designing and implementing phenomenological research, including his post-intentional phenomenology, which incorporates elements of poststructural thinking into longstanding phenomenological methods. Vagle provides readers with methodological tools to build their own phenomenological study, addressing such issues as research design, data gathering and analysis, and writing. Replete with exercises for students, resources for further research, and examples of completed phenomenological studies, this book affords the instructor an easy entrée into introducing phenomenology into courses on qualitative research, social theory, or educational research. New to this edition: A new final chapter that introduces his latest developments in post-intentional phenomenology (PIP). Updated "snapshots" and “resource digs” that provides brief commentary and/or examples to illustrate concepts and ideas, many of which draw on Vagle’s latest contemplative research study. Updated discussions of important methodological concepts such as researcher reflexivity.

This is an accessible, concise introduction to phenomenological research that outlines the key principles for conducting this research from leading contemporary practitioners and his own strand which incorporates elements of post-structural thinking into traditional methods. Replete with exercises for students, case studies, and resources.

Phenomenology is a rich and varied approach in the world of qualitative research. This book will draw upon phenomenological methods and methodology, including but not limited to hermeneutical and descriptive approaches, to study education from K-12 to university and teacher-focused inquiry. It will enrich the field of research methodology by promoting a greater understanding of phenomenology and applying it to studies in the realm of education. Phenomenological Studies in Education explores and applies methods associated with phenomenological work to build knowledge of experiences in education and pedagogy. Covering topics such as building inclusive environments, descriptive phenomenology, and phenomenological interviewing experiences, this book is ideal for researchers in educational studies, qualitative researchers, and students studying education.

This practical guide offers an approachable introduction to doing hermeneutic phenomenological research across the health and social sciences. Grounded in real world research, it integrates philosophy, methodology and method in accessible ways, helping you realize the potential of using phenomenology to guide research. The book maps the complete research process and shows how to apply key philosophical tenets to your project, demonstrating the close relationship between philosophy and research practice. It: Shows step-by-step how to translate philosophy into research methodology and turn methodology into robust research design Focuses on applied practice, illustrating theoretical discussions with examples and case studies Promotes advanced thinking about hermeneutic phenomenology in an easy to understand way Highlights the need for researchers to engage reflexively with the whole research process.

Throughout history, many Christians have existed on the margins of society; deviants and strangers in lands they call home. To survive, they have had to construct alternate identities that not only make sense of their religious experiences and beliefs but also equip them to successfully negotiate their social worlds. In Thailand, a nation where social identities are thoroughly intertwined with Buddhist religious adherence, Christians must come to terms with such a marginalized existence. By leaving Buddhism and adopting what is considered a foreign faith, Christian converts become deviants to "normal" Thai identity and belonging. In response, they have discovered creative solutions for traversing this complex terrain of marginalization. This book presents a deep exploration of the phenomenon of marginalization as experienced by Thai Christian converts. In it, readers will follow participants through the heights of transformative religious experience, the lows of severe social displacement, the tensions of managing two disparate lifeworlds and two conflicting selves, and the comfort and joy of finding a new place to call home. In the end, the reader will gain deep insight into what it is like to successfully navigate a minority religious identity on the margins of society.

In this volume, Clark Moustakas clearly discusses the theoretical underpinnings of phenomenology, based on the work of Husserl and others, and takes the reader step-by-step through the process of conducting a phenomenological study. His concise guide provides numerous examples of successful phenomenological studies from a variety of fields including therapy, health care, victimology, psychology and gender studies. The book also includes form letters and other research tools to use in designing and conducting a study.

This engaging introduction to all aspects of qualitative research challenges students to consider how their research can be culturally responsive. The first part of the book introduces the foundations including theory, ethics, and reflexivity, with an emphasis on multiple methodologies, from traditional to critical and cutting-edge. The second part covers practical guidance from writing proposals to data collection, and includes a chapter dedicated to creating a culturally responsive relationship with research participants. Finally, readers engage with how the quality of research is enhanced, how data are analyzed, and how research accounts are created and disseminated. Areas vital to the health of qualitative research are addressed including systemic racism and cultural humility, with cutting-edge suggestions offered in areas like hybrid research, harnessing technology, and use of social media. Multiple identities are centered in examples throughout including race, gender, and those who are hard to reach or seldom heard in research. Textboxes featuring scholars, student researchers, and community members invite readers into dialogue in an area that is contested, swiftly shifting, and always vibrant with potential.

Research Methods in Learning Design and Technology explores the many forms, both new and established, that research takes within the field of instructional design and technology (IDT). Chapters by experienced IDT researchers address methodologies such as meta-analysis, social media research, user experience design research, eye-tracking research, and phenomenology, situating each approach within the broader context of how IDT research has evolved and continues to evolve over time. This comprehensive, up-to-date volume familiarizes graduate students, faculty, and instructional design practitioners with the full spectrum of approaches available for investigating the new and changing educational landscapes. The book also discusses the history and prospective future of research methodologies in the IDT field.

Eight Domains of Phenomenology and Research Methods is a unique text that explains how the foundational literature representing our lifeworld experience aligns theory with research methods. Maintaining focus on the core problem of phenomenological investigations, the author strives to bridge theory with applied research by critically reviewing examples from the applied literature. With the extensive use of the foundational literature’s original voices, the book elaborates on how renowned scholars such as Husserl, Heidegger, and Sartre argued their ideas. A range of diverse voices is also explored through the perspectives of feminist and Black phenomenologists. The text then goes on to unpack the phenomenological methodologies with detailed explanations of signature techniques, hereunder the epoché and reduction from the perspectives of transcendental phenomenology, phenomenological psychology, and genetic (generative) phenomenology. Finally, it addresses the problem of articulating phenomenological research questions as well as interview questions that align with the different domains and methodologies. This book is a must read for postgraduate students, dissertation students, and qualitative researchers interested in conducting phenomenological research within social psychology, sociology, and education.

Phenomenological Inquiry in Education is an edited collection of 16 chapters that offers a fascinating and diverse range of approaches and views about phenomenological inquiry as applied in educational research. Written by a group of international scholars concerned about understanding lived experience, the editors assemble theoretical ideas, methodological approaches and empirical research to create a distinctive transdisciplinary outlook. Embodying many unique and useful insights the book provokes thought about the possibilities for phenomenology in contemporary educational research. The international contributors highlight what an exploration of lived experience can offer qualitative research and extend on methodologies commonly used in educational research. By grounding phenomenological inquiry in the complexities of doing research across discipline areas in education, the writers of the book forge links between theory and empirical research, and give their unique perspectives about how phenomenological ideas are being and might be employed in educational research. The book is thus carefully crafted to address both phenomenology as a philosophical tradition and its possibilities for educational research. This scholarly work will appeal to educational researchers, as well as those in broader social research. It taps into the growing international interest in phenomenological research in education which brings attention to lived experience and the highly important affective dimension of learning.