Formulación de Preguntas y el Bien Común: Una Investigación Hermenéutica sobre Interrogantes de Estudiantes Basada en las Configuraciones Morales de las Prácticas del Aula

This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.Este estudio cualitativo (basado en un marco interpretativo hermenéutico moralista-realista (Yanchar & Slife, 2017)) exploró el despliegue en la formulación de preguntas en la práctica diaria de un estudiante en un curso de postgrado en el pensamiento basado en diseños. Los resultados son presentados en cuatro dicotomías claves que surgieron dentro del complicado entorno del aula que fue estudiado: “la superposición de la teoría y la práctica,” “la convergencia y la divergencia,” “la participación y la reticencia,” y “el dar y tomar.” En general, estas dicotomías tematizadas señalan una interacción dinámica entre la libertad de elección del estudiante y el bien común de la clase. Estos resultados tienen implicaciones significativas para entender experiencias de formulación de preguntas de los estudiantes y el estudio de interacciones dentro de la clase

The Moral Call to Learn: A Qualitative Investigation of Encounters with Unfamiliarity in Everyday Life

This qualitative study explored the moral aspects of learners’ “encounters with unfamiliarity” in their everyday experiences. The encounter with unfamiliarity, as a basic phenomenon within the conceptual framework of embodied familiarization, was investigated using a multiple case study approach (Stake, 2006). Findings from this study are presented first as brief case narratives and second as themes based on a cross-case analysis. Themes of the study point to the nature and significance of the encounter as a part of learning, often as an invitation with a kind of moral significance that called participants to learn, or not learn, in particular ways. Moreover, much of the learning described in participants’ accounts was itself a kind of moral action, enacted in response to the significance of the moral call to learn initiated by the encounter

Case Studies and Non-Abstractionist Theorizing

Case studies offer a unique methodological resource for studying human practices in real-world settings and have the potential to facilitate non-abstractionist theorizing that may be especially useful to practitioners. Stiles’ contribution regarding deduction, induction, and abduction in theory development—via case study methods—raises important, but often ignored, issues and suggests several ways that cases can facilitate this practically-oriented theoretical work

Question asking and the common good: A hermeneutic investigation of student questioning in moral configurations of classroom practice

This qualitative study(based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.Este estudio cualitativo (basado en un marco interpretativo hermenéutico moralista-realista (Yanchar & Slife, 2017))exploró el despliegue en la formulación de preguntas en la práctica diaria de un estudiante en un curso de postgrado en el pensamiento basado en diseños. Los resultados son presentados en cuatro dicotomías claves que surgieron dentro del complicado entorno del aula que fue estudiado: “la superposición de la teoría y la práctica,” “la convergencia y la divergencia,” “la participación y la reticencia,” y “el dar y tomar.” En general, estas dicotomías tematizadas señalan una interacción dinámica entre la libertad de elección del estudiante y el bien común de la clase. Estos resultados tienen implicaciones significativas para entender experiencias de formulación de preguntas de los estudiantes y el estudio de interacciones dentro de la clase

Formulación de Preguntas y el Bien Común: Una Investigación Hermenéutica sobre Interrogantes de Estudiantes Basada en las Configuraciones Morales de las Prácticas del Aula

This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.Este estudio cualitativo (basado en un marco interpretativo hermenéutico moralista-realista (Yanchar & Slife, 2017)) exploró el despliegue en la formulación de preguntas en la práctica diaria de un estudiante en un curso de postgrado en el pensamiento basado en diseños. Los resultados son presentados en cuatro dicotomías claves que surgieron dentro del complicado entorno del aula que fue estudiado: “la superposición de la teoría y la práctica,” “la convergencia y la divergencia,” “la participación y la reticencia,” y “el dar y tomar.” En general, estas dicotomías tematizadas señalan una interacción dinámica entre la libertad de elección del estudiante y el bien común de la clase. Estos resultados tienen implicaciones significativas para entender experiencias de formulación de preguntas de los estudiantes y el estudio de interacciones dentro de la clase

Yanchar, Stephen C., and David D. Williams, Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method Use, Educational Researcher, 35(December, 2006), 3-12.

Discusses issues inherent in mixed-methods research; posits guidelines for their use (contextual sensitivity, creativity, conceptual awareness, coherence, and critical reflection)

The Ecology of Study Abroad for Language Learning: Synthesis and Interdisciplinary Insights

This report presents a review of study abroad research conducted from an ecological perspective (Kramsch, 2003; Leather & van Dam, 2003; van Lier, 2004) and identifies areas of inquiry that are lacking compared to second language acquisition and other fields (i.e., linguistics, psychology). It identifies value-based views as a high-priority area of interest and draws on frameworks in other fields to outline how language learning research could effectively describe the moral ecology of study abroad for language learning