Theoretical foundations of phenomenography: a critical review

Hajar, Anas

doi:10.1080/07294360.2020.1833844

Cited by 34 publications

(54 citation statements)

References 27 publications

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“…There is no rigid criterion in the literature for determining sufficient demonstrations of these validity measures. However, communicative validity is based on the relevant research communities judging the persuasiveness of the methods and findings, and pragmatic validity describes the extent to which useful insights from the findings can be applied to teaching and learning ( Van Rossum and Hamer, 2010 ; Hajar, 2020 ). Throughout the iterative coding process, preliminary aspects, variations, and outcome spaces were presented to different communities of researchers in STEM and education.…”

Section: Methodsmentioning

confidence: 99%

Examining the Variations in Undergraduate Students’ Conceptions of Successful Researchers: A Phenomenographic Study

Zuckerman

2022

LSE

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Section: Methodsmentioning

confidence: 99%

Examining the Variations in Undergraduate Students’ Conceptions of Successful Researchers: A Phenomenographic Study

Zuckerman

2022

LSE

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“…The study employs a phenomenographic approach. It is a qualitative approach which aims at discerning people's different ways of understanding a certain phenomenon (Åkerlind, 2012;Hajar, 2021;Marton, 1981). Adopting a non-dualistic ontology stance, the focus of phenomenography is neither on the phenomenon itself nor the individual's experiences on a particular phenomenon.…”

Section: Methodsmentioning

confidence: 99%

“…Another basic tenet of phenomenography also acknowledges second-order perspective rather than first-order perspective (Hajar, 2021;Marton, 1981;Marton & Pong, 2005). Marton (1981) explains that instead of investigating a phenomenon from a researcher's point of view (first-order perspective), a phenomenographer explores individuals' conceptions about a particular phenomenon that they have experienced (second-order perspective).…”

Section: Methodsmentioning

confidence: 99%

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study

Luthfiyyah

Cahyono

Ivone

et al. 2022

SiELE

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The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

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“…Phenomenographic Support Needs Interviews were chosen to explore the relationship between the subjective (inner world of the caregiver) and objective (activities involved in supporting a young person on the spectrum within their usual contexts) as the central phenomenon [ 33 ]. This approach directs the researcher in reflecting on the various descriptions gathered from the participants, forming a more holistic awareness of the phenomenon and its meaning [ 33 , 34 ], delivering a second order perspective where the phenomenon “ is described as it is understood rather than as it is ” [ 33 ] (p. 1425). This study was undertaken in the context of a larger research program on Reliability, Validity and Usability of Assessment of Functioning Tools for Autism and Neurodevelopmental Conditions in the Australian Context.…”

Section: Methodsmentioning

confidence: 99%

Perceived Support Needs of School-Aged Young People on the Autism Spectrum and Their Caregivers

Evans

Whitehouse

D’Arcy

et al. 2022

IJERPH

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With increasing demands for health, disability and education services, innovative approaches can help distribute limited resources according to need. Despite an increased focus on support needs within the clinical pathway and policy landscape, the body of research knowledge on this topic is at a relatively early stage. However, there appears to be a sense of unmet support needs and dissatisfaction with the provision of required support following an autism diagnosis amongst caregivers of young people on the spectrum. The primary aim of this study was to explore the perceived support needs of Australian school-aged young people on the spectrum and their caregiver(s). This was achieved using a phenomenographic Support Needs Interview conducted by occupational therapists during home-visits with caregivers of 68 young people on the spectrum (5–17 years). Qualitative data analysis resulted in two hierarchical outcome spaces, one each for young people and their caregivers, indicating interacting levels of support need areas that could be addressed through a combination of suggested supports. These support needs and suggested supports align with almost all chapters within the Body Functions, Activities and Participation and Environmental Factors domains of the International Classification of Functioning, Disability and Health. The overall goals of meeting these complex and interacting support needs were for the young people to optimize their functioning to reach their potential and for caregivers to ensure the sustainability of their caregiving capacity. A series of recommendations for support services, researchers and policy makers have been made to position support needs as central during the assessment, support and evaluation phases.

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Theoretical foundations of phenomenography: a critical review

Cited by 34 publications

References 27 publications

Examining the Variations in Undergraduate Students’ Conceptions of Successful Researchers: A Phenomenographic Study

Examining the Variations in Undergraduate Students’ Conceptions of Successful Researchers: A Phenomenographic Study

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study

Perceived Support Needs of School-Aged Young People on the Autism Spectrum and Their Caregivers

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