Time: Monday, 26/Aug/2024: 16:00 - 17:30 Session Chair: Dragana Radanovic Session Chair: Julio Cesar Estrada Monterroso |
Location: Room 101 in ΧΩΔ 01 (Common Teaching Facilities [CTF01]) [Floor 1] Cap: 54 |
Paper
Education for Creativity in Initial Teacher Education: Perceptions of Pre-service Primary School Science Teachers
1CIDTFF/DEP - University of Aveiro, Portugal; 2Drexel University, USA
Presenting Author:In our interconnect world, characterized by widespread access to technology and information, it is increasingly important to understand teachers´ role in human and social development (Rodrigues & Martins, 2018). Educating people for present and future times, requires mastery of the learning competences for the 21st century (P21, 2015) and their relationship with the structured of school curricula.
One of the roles of science education is to educate citizens to be prepared to critically analyze scientific information, make informed decisions, and actively participate in civic issues related to science (Justi et al., 2022). It is essential that, since the beginning of teacher training, Science Education is presented through the cross-related perspective between Science, Technology and Society (STS) orientation (Vieira et al., 2011), specifically combining theoretical and practical teaching strategies (Rodrigues, 2011).
STEAM is an educational approach based on a student-centered methodology, with an interdisciplinary perspective between Science, Technology, Engineering, Art and Math areas, and focused on solving real or realistic problems (Shernoff et al., 2017). STEAM Education fosters key competencies, namely creativity, problem-solving, collaborative work, communication and others (Perignat & Katz-Buonincontro, 2019).
The development of Creativity during the learning process stands out as it is a key point in fostering existing and future problem-solving, several cognitive skills, and also revealing potential for innovation in educational, economic and social spheres (Plucker et al., 2004). Creativity can be understood as a cross-disciplinary ability to produce individual or collective ideas and strategies that are original, critical, plausible and feasible (Beghetto, 2007). Craft (2010) defends that creativity is human potential manifested in different cognitive domains, so everybody is potentially creative by nature.
In order to educate future citizens with these competencies, it is necessary to cultivate them the early years and throughout a life learning context. Clearly, it is urgent to encourage a teacher training approach that presents innovative teaching and learning methodologies (Ompok et al., 2020).
In this project, we chose to approach STEAM education through a Challenge-Based Learning (CBL) methodology. CBL aims, in a collaborative, multidisciplinary and experiential way, to identify, investigate and propose solutions to real CTS problems along the learning process (Rådberg et al., 2020).
This study has in view answering the question "What are the perceptions of pre-service teachers about creativity education?", identifying possible changes in the perception of creativity in the educational process. It was utilized scales of perception about creativity, already validated in literature, before and after the implementation of a formative proposal based on STEAM education and creativity promotion, through CBL methodology.
This communication is part of a doctoral project whose main research question is How creative thinking and teaching skills can be promoted for science primary school teaching through a STEAM approach? With specific questions to answer: i)How to develop a proposal for pre-service primary teachers initial training through a STEAM approach promoting creative thinking? ii) What are the effects of the STEAM formative proposal on developing creative thinking in pre-service primary school teachers? iii) What is the relation between the creative thinking level and developing primary school science teaching competencies?
The PhD project has the following research goals: i)To develop (design, plan, validate, implement and evaluate) a STEAM & Creativity formative proposal that promotes the creative thinking of pre-service teachers; ii) To evaluate the effects of the STEAM & Creativity formative proposal on the level of creative thinking and it´s relation to developing teaching skills; iii) To develop a set of recommendations from the research results for primary school science teacher training.
Methodology, Methods, Research Instruments or Sources Used
The results were obtained by answering two different perceptions about creativity scales: i)Teaching for Creativity Scale (Rubenstein et al., 2013) and ii) Beliefs about Teaching for Creativity Scale (Katz-Buonincontro et al, 2021). Both scales were translated from English to Portuguese with translator validation and adapted for initial teacher training context, more specifically adjusting verbs to represent realistic scenarios of what the participants will face in the field, as they still have little or no teaching experience. All two instruments have items that require participants to take a position on a statement according to a 7-point likert scale, relating to the four parameters: i) Teacher Self-efficacy; ii) Environmental Desirability; iii) Social Value; iv) Creative mindset.
The target audience for this study was bachelor's and master's degree students in education courses during one academic year. It should be emphasized that interpreting these results in isolation does not allow making assumptions about improvement in participants' creative or teaching potential. The results will still have to be triangulated with more diversified data collected to make global assertions of this nature.
The data collection was set into three cycles of implementation and two cycles of redesign & analysis, with interleaved stages. It was worth carrying out these interval analyses in order to identify some constraints in the first scale in relation to the participants, so in the last round of implementation we were able to change the scale used.
The initial scale application took place before the formative proposal implementation, that lasted two academic semesters with didactic-nature and creative fostering regular activities. Another one was carried out in the end of this term. In first and second cycle it was adopted the Teaching for Creativity Scale (Rubenstein et al., 2013) and in the last one, the Beliefs about Teaching for Creativity Scale was applied (Katz-Buonincontro et al, 2021).
Over the three cycles of implementation of the formative proposal, around 80 responses were collected in the initial stage and 70 in the final stage. The data collected was analyzed using interpretative quantitative methodology with Microsoft Excel support. These results will contribute to an overall analysis of the development of creative and teaching skills, along with other instruments such as creativity tests, students´ portfolio, focus group sessions and observation.
Conclusions, Expected Outcomes or Findings
The present study revealed that, based on the perceptions presented by the participating future teachers, before and after the proposal´s implementation, creativity-related topics had been discussed and some concepts are more developed. In four dimensions set, i) Teacher Self-efficacy; ii) Environmental Desirability; iii) Social Value; iv) Creative mindset. it was possible to note and justify the patterns of responses shown.
Overall, the results show that these pre-service primary school teachers feel prepared to act in their teaching practice by stimulating their students' creative thinking. They recognize the importance and impact of creativity as an essential skill for citizenship and as an instrument of social transformation. They also indicate an acknowledgement that all people are potentially creative, and that creativity is a skill that can and should be developed throughout life.
It should be pointed that in the environmental dimension, which deals with the relationship between the development of creativity through external educational agents (management, training bodies, curriculum management bodies, etc.), there were some disparate patterns of responses with a wide range of occurrences among the response, which could be explained by the short or none teaching experience of the participants involved in the study.
As a constraint to using the Teaching for Creativity Scale, it is possible to highlight the length and items to be answered by the students. That could explain the difference in the number of responses in the stages after implementations, which was carried out asynchronously. Subsequently, in the last cycle of analysis we chose to use the Beliefs about Teaching for Creativity Scale (Katz-Buonincontro et al., 2021) to collect the perceptions of pre-service teachers, as it is a more concise instrument and is also targeted at the context in question.
References
Justi,R., Maia, P., Monique Santos. (2022). Science education for citizenship. In Dillon, J., & Watts, M. (Eds.). Debates in Science Education. Routledge. https://doi.org/10.4324/9781003137894
Katz‐Buonincontro, J., Hass, R., Kettler, T., Tang, L. M., & Hu, W. (2020). Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12379
Ompok, C. S., Ling, M. T., Abdullah, S. N. M., Tambagas, M., Tony, E. E., & Said, N. (2020). Mentor-mentee programme for STEM education at preschool level. Southeast Asia Early Childhood Journal, 9(1), 1–14. https://doi.org/10.37134/saecj.vol9.no1.1.2020
P21 (Partnership for 21st Century Learning). (2017). P21 Framework definitions. Washington, DC.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity. https://doi.org/10.1016/J.TSC.2018.10.002.
Plucker, J., Beghetto, R., & Dow, G. (2004). Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research. Educational Psychologist, 39, 83 - 96. https://doi.org/10.1207/s15326985ep3902_1.
Rådberg, K., Lundqvist, U., Malmqvist, J., & Hagvall Svensson, O. (2020).From CDIO to challenge-based learning experiences–expanding student learning as well as societal impact?. European Journal of Engineering Education, 45(1), 22–37.
Rodrigues, A. V. (2011). A Educação em Ciências no Ensino Básico em Ambientes Integrados de Formação. Doctoral Thesis. Unviersity of Aveiro.
Rodrigues, A. V., & Martins, I. P. (2018). Formação Inicial de Professores para o Ensino das Ciências nos primeiros anos em Portugal. In Formação inicial e continuada de professores de ciências: o que se pesquisa no Brasil, Portugal e Espanha. (pp. 179–198). Edições Hipótese.
Rubenstein, L. D., McCoach, D. B., & Siegle, D. (2013). Teaching for Creativity Scales: An Instrument to Examine Teachers’ Perceptions of Factors That Allow for the Teaching of Creativity. Creativity Research Journal, 25(3), 324–334. https://doi.org/10.1080/10400419.2013.813807
Vieira, R. M., Vieira-Tenreiro, C., & Martins, I. P. (2011). A Educação em Ciências com Orientação CTS -atividades para o ensino básico. Porto: Areal Editores
Paper
Photovoice and Dyslexics: Photos of the Past and Pictures of the Future
Edge Hill Univeristy, United Kingdom
Presenting Author:Proposal Information (590/600 words):
Empirical research has historically been shaped by the doctrine that power in research should be held by the researcher over the research participant. This approach, however, has often resulted in marginalized groups not being represented accurately, as the researcher's choices will shape the scope of what is discoverable in the work. By allowing researchers to have complete control over the research design, participants' agency is often limited, leading to results that are not truly reflective of their concerns. Reconsidering this power imbalance and exploring ways to foreground the authentic concerns of participants is growing to be a key concern in social justice research, particularly in relation to neurodiverse participants, where disrupting traditional research orthodoxies can help bridge this gap and enact emancipatory participation in social justice research.
This paper presents an examination of my PhD work and how emancipatory participation has been considered in the design to disrupt traditional research power imbalances. In the work, four dyslexic participants shared their experience of the university library using photovoice methods and member check processes. Utilising theoretical frameworks drawn from the writings of Gramsci (1971) and Friere (1970), the content of the paper will illustrate areas of good practice in the research, and postulate what could be improved in future endeavours with dyslexic participants to maximize their input in sharing their experience as part of social justice research.
As I sought to evidence the experiences of dyslexic library users, the methods were carefully considered with participant agency in mind. The definitions used to identify dyslexics are often underpinned by a deficit approach; the most ubiquitous and synonymous characteristic of dyslexics is a failure to meet expected reading and writing levels, (Rice & Brooks, 2004; Elliot & Gibbs, 2008) where these levels vary by country and language, such as the case of bilingual monolingual dyslexics who are considered dyslexic in one language but not another (Miles, 2000; Wydell & Butterworth, 1999). Consequently, it is pertinent to question how insight into the lives of this marginalized group is gained, and whether methods of inquiry are congruent to participant living experience and strengths.
I wished to foreground the participants' voices’, reducing my control over the data in the process, I crafted co-production activities through which participants and I could work together to ensure that my writing was representative of their experiences and that I had not misunderstood or impressed meaning into their stories based on my subjectivities. I kept note of my subjectivities in a methodological reflexivity journal, where I recorded a personal inventory (Gramsci, 1971) and memos (Charmaz, 2011; 2014) about my thinking, feelings, and experiences that related to the ones participants shared so that I could identify overlaps in our stories as I sought to relate to theirs without assuming I understood their experience. Traditional methods, such as structured interviews, where question sets remain inflexible to the insights gleaned from participants, do not allow for agentic input from participants or the corresponding rich data that can be accessed. The work appealed to a constructivist grounded theory methodology that allowed for the alteration of questions used in the semi-structured interview, to better reflect the discourses which arose in the data where I had not considered such aspects of library use in the study design (Charmaz, 2014). Altering the research tools (i.e., the question set) to reflect participants' insights thereby allows for an investigation into the authentic concerns of the participants and enables the investigation to take shape according to themes that are truly grounded in the richness of the data that was reflective of participants' unfolding stories.
Methodology, Methods, Research Instruments or Sources Used
In contrast to investigations that have predicated insight into dyslexic experience on an exchange through written methods, I propose that photo-based knowledge exchange affords emancipatory action in research with dyslexic participants, as the data gathered is not predicated on the deficit that defines them and can be applied across national and international contexts (Rose, 2012).
Rose (2012) explains that photovoice involves images captured by the participants, enabling the researcher to experience the participant's world as closely as possible, seeing what the participants sees through symbolic meaning attatched to the photos they take. However, the literature (Plunkett, Leipet, & Ray; Pollock, 2017) cautions that reflexive processes are to be used alongside photovoice methods, to be transparent about the researchers’ subjectivities that could impact the inquiry. Taking regular personal inventories throughout the research can aid the researcher in “knowing thy self” (Gramsci, 1971, p.324); the researcher can acknowledge their influence on the investigation, enabling them to clarify their own and the participant's voices as they construct the research together. Similarly, keeping memos, as suggested by Charmaz (2014), affords insight and reflexivity into the researcher's influence over the project, where consideration of co-production through photovoice methods enables authentic illustration of participant experience.
Co-production in research is hailed as "a cornerstone of social innovation" (Voorberg, Bekkers, & Tummers, 2015, p.14) as it provides an opportunity to disrupt the traditional research orthodoxy that sees researchers in a 'privileged' position over the inference placed on the data. This is a vital consideration in research involving neurodiverse individuals so that the results may be crafted according to a systemic 'neurotypical gaze' (McDermott, 2021; Bertilsdotter Rosqvist et al., 2023). Drawing on the insights of Friere, I argue that this is a necessary consideration for all researchers, as self-oppression of neurodiverse traits in line with harmful systemic neurotypical discourses may influence the scope of the investigation, where neurotypical researchers may “internalized the image of the oppressor and [adopt] his guidelines” (1970, p.47). Despite being dyslexic myself, I could not guarantee I would interpret participants experiences accurately, and so both self-inventories and memos were kept throughout the project; opportunities for co-construction and member checking were built into the research design to enable enhanced participant agency over the picture I was portraying of their experiences (Dickenson-Swift, James, Kippen, & Liamputtong, 2007; Birt et al., 2016).
Conclusions, Expected Outcomes or Findings
Participants shared their experience of the university library, capturing photographs to illustrate what impacts their experience, and ranking these according to what impacts their experience the most. During the interviews, rich and in-depth conversations revealed several themes concerning services and resources that shaped each person’s experience, setting the bounds for what they felt capable of and willing to do in the library. The themes of ‘support from others’ and ‘accessibility’ were the overarching themes found through grounded theory analysis, where the participants' experiences overlapped on several topics – for example, the majority of the participants discussed feeling anxious and worried when seeking resources in the library, as they were concerned about onlookers perceptions of them as inadequate or unprepared for university study. These insights were validated by participants in a series of collaborative exercises as part of the member check process and would not have been possible without appeal to emancipatory methods and processes.
Engagement with photovoice methods and member-checking processes painted a picture of emancipatory research that contrasts starkly with previous investigations that prised researcher control over the investigation. Expression of agency in the research offered participants to contribute and shape the bounds of what the research could reveal. The insights presented within the investigation illustrate what is possible when working with marginalised groups, and the positive outcomes that are achievable when actively seeking to involve participants in the design and understanding of investigation outputs. Challenges to embedding co-production activities will be discussed, with directions to enhance further works that involve dyslexic participants. The methods discussed enable participant emancipation and agency, regardless of the participant's first language, and could transform the research landscape, offering valuable insights into the lived experiences of diverse groups in both national and international settings.
References
Bertilsdotter Rosqvist, H., Botha, M., Hens, K., O’Donoghue, S., Pearson, A., & Stenning, A. (2023). Cutting our own keys: New possibilities of neurodivergent storying in research. Autism, 27(5), 1235-1244.
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: a tool to enhance trustworthiness or merely a nod to validation?. Qualitative health research, 26(13), 1802-1811.
Charmaz, K. (2011). Grounded theory methods in social justice research. Strategies of qualitative inquiry, 4.
Charmaz, K. (2014). Constructing grounded theory. Sage.
Dickson-Swift, V., James, E. L., Kippen, S., & Liamputtong, P. (2007). Doing sensitive research: what challenges do qualitative researchers face?. Qualitative research, 7(3), 327-353.
Elliott, J. G., & Gibbs, S. (2008). Does dyslexia exist?. Journal of Philosophy of Education, 42(3-4), 475-491.
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum
Gramsci, A. (2020). Selections from the prison notebooks. In The applied theatre reader (pp. 141-142). Routledge.
McDermott, C. (2021). Theorising the neurotypical gaze: Autistic love and relationships in The Bridge (Bron/Broen 2011–2018). Medical humanities.
Miles, E. (2000). Dyslexia may show a different face in different languages. Dyslexia, 6(3), 193-201.
Plunkett, R., Leipert, B. D., & Ray, S. L. (2013). Unspoken phenomena: Using the photovoice method to enrich phenomenological inquiry. Nursing Inquiry, 20(2), 156-164.
Pollock, S. P. (2017). Literacy barriers to learning and learner experiences.[Student Thesis]. University of Exeter. https://ore.exeter.ac.uk/repository/bitstream/handle/10871/30847/PollockS.pdf?sequence=1
Rice, M., & Brooks, G. (2004). Developmental dyslexia in adults: a research review. National Research and Development Centre for adult literacy and numeracy.
Rose, G. (2012). Visual methodologies: An introduction to researching with visual materials. London: Sage.
Voorberg, W. H., Bekkers, V. J., & Tummers, L. G. (2015). A systematic review of co-creation and co-production: Embarking on the social innovation journey. Public management review, 17(9), 1333-1357.
Wydell, T. N., & Butterworth, B. (1999). A case study of an English-Japanese bilingual with monolingual dyslexia. Cognition, 70(3), 273-305.
Paper
Unraveling the Experiences of Uzbek Motherscholars through Arts-based Visual Methods
Nazarbayev University, Kazakhstan
Presenting Author:The title of our paper is a reminder that the intersectionality of culture, race, and gender remains crucial in doctoral education. Globally, the experiences of doctoral students, their borderland crossings into new academic discourse communities and having to navigate dual roles or identities of being or becoming researchers draw considerable attention (Ref). However, a growing body of global research focuses specifically on the challenges of female doctoral students who confront the additional burden of navigating their dual role or identities as mothers and caregivers that results in increased time commitment required for study and compromises their emotional well-being or dual guilt due to a lack of family and institutional support (Breitenbach et al., 2019; Catalano & Radin, 2021; CohenMiller, 2014). This global phenomenon is also true in Uzbekistan where female doctoral students' academic success is often hindered by familial responsibilities, with a high portion getting married and becoming mothers during that time.
In the Uzbekistan higher education (HE) landscape females account for less than 30% of all doctoral students. In this context, women are not only underrepresented but also take longer to complete their doctoral education and tend to opt out of the Ph.D. programs more frequently than their male counterparts. Of particular concern was the lack of attention given to the experiences of doctoral student mothers in Uzbekistan since it carries profound implications, creating a void in women’s opportunities and hampering Uzbekistan’s economic development.
Guided by a postcolonial approach and social-constructivist paradigm, this research integrated matricentric feminist theory, Bourdieusian sociological concepts, and Lave and Wenger’s (1991) Community of Practice theory to better understand the different factors such as societal traditions, socio-cultural expectations, and their gender roles that impact the experiences of Uzbek DSMs in-depth. The preliminary results reveal that the interplay of gender, habitus, and Uzbek religious and cultural norms not only contributes to inequalities but also significantly influences the identity construction of researcher roles, particularly based on gender. For example, the data suggests that gender and family play a significant role in shaping motherscholars’ identity, which was starkly pronounced in cases of those, who were living with parents-in-law, confronting additional layers of familial and societal expectations. The participants experienced various challenges caused by having to balance the multiple roles of a mother and a doctoral student. In particular, a threat to well-being (a high level of emotional stress), and lack of family, institutional and government support were the major ones. Unwritten “hierarchical” rules inherited by the former Soviet Union, scarcity of financial support, institutional strategic policies and a free childcare policy also were key themes. gender-bias patterns were common in the narratives of Uzbek motherscholars, which can be linked to inferior and submissive role of women in the family and social hierarchies. Cultural norms dictated the participants’ interaction with men and women. Lack of spousal support was considered as norm, as the mentality and accepted social rules don’t allow men to help women in households or childcare. Fundamentally, the gendered impact of parenthood and a heavier burden falling specifically on mothers, the doctoral mothers encounter more challenges (Correl et al., 2007; Morgan et al., 2021). These findings further corroborate the policy recommendations given by these 15 doctoral student mothers from Uzbekistan to dismantle systematic barriers they face and promote equitable opportunities for them.
Finally, this research offered insights into a historically marginalized and overlooked community - the lived experiences of doctoral student mothers - amplifying their voices. Also, it contributed to a more inclusive and supportive academic environment and generate implications that can inform higher education institutions on how to better support doctoral student mothers in successfully and timely completing their doctoral programs.
Methodology, Methods, Research Instruments or Sources Used
We have applied a qualitative approach with a hermeneutic phenomenological research design, incorporating innovative visual art-based data collection tools, particularly, the Critical Incident Technique (CIT), Dixit cards and in-depth interviews. These tools enabled the participants to reflect on and share narratives of their lived experiences. This approach allowed to conduct more creative and participant-centered interview techniques, enabling participants to express their own interpretations (Grant & Trenor, 2010; Burnard, 2012). Overall 15 doctoral student mothers from Social Science field, who we were enrolled in PhD program and a mother of small children participated in this study. The data was collected at state universities in Tashkent, the capital city of Uzbekistan. The duration of interviews lasted from 60 to 130 minutes through two rounds. Initially, the participants annotated a winding timeline with their key turning points and significant episodes as a self-repost charting on A4 paper, which helped them to visualise their motherhood and doctoral journeys and reflect upon the discoveries that have marked their paths. Then, the visual/prompt elicitation tool - Dixit cards was used as catalysts to delve into the meta-concepts of participants’ previously shared lived experiences (López-Íñiguez & Burnard, 2022). Fifteen cards from the Dixit board game were presented on a table and the participants were asked to select one card for each question and explain why they selected a particular card. The untold and unexpressed inner thoughts was stimulated through cards, as the participants could choose the relevant cards to their own lived experiences. The semi-structured interviews were conducted on another day that allowed for a deeper exploration and understanding of their lived realities (Bloomberg & Volpe, 2008). The questions asked:
Main question: In what ways do Uzbek DSMs navigate motherhood and doctoral identities from periphery to centre?
The data was translated from Uzbek into English by the first author. For the coding process, we utilized Saldana’s (2016) approach using NVivo software, which involved multiple cycles of careful coding. The coding process focused on identifying descriptions of concepts and processes guided by the interdisciplinary theoretical framework of the study.
Conclusions, Expected Outcomes or Findings
In conclusion, this study delved into the experiences of both challenging and positive of motherscholars in Uzbekistan, shedding light on the complex intersection of motherhood, kelinhood (bride in husband’s family), academic pursuits and gendered societal expectations. The prevalent gender disparities and a lack of attention given for motherscholars underlined the need for comprehensive policy interventions. Employing a qualitative hermeneutic phenomenological design through innovative visual art-based data collection tools, the study revealed that gender and familial roles significantly influence the identity of motherscholars. In particular, challenges such as emotional stress, inadequate support systems, financial constraints, and gender bias were recurring themes in the narratives, with the burden disproportionately falling on them due to ingrained gender norms.
The study also aligns with existing literature on the global challenges faced by mothers in doctoral education, while also unraveling the unique contextual peculiarities in Uzbekistan. These findings not only generate policy implications for doctoral education institutions in Uzbekistan, but also contribute to dismantling systematic barriers and promoting more equitable opportunities for motherscholars.
References
References
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Breitenbach, E., Bernstein, J., Ayars, C. L., & Konecny, L. T. (2019). The influence of family on doctoral student success. International Journal of Doctoral Studies, 14, 761-782. https://doi.org/10.28945/4450
Burnard, P. (2012). Rethinking creative teaching and teaching as research: Mapping the critical phases that mark times of change and choosing as learners and teachers of music. Theory Into Practice, 51(3), 167-178. 10.1080/00405841.2012.690312
Catalano, A. J., & Radin, S. T. (2021). Parents pursuing a doctorate of education: A mixed methods examination of how parents manage the roles of student and parent. International Journal of Doctoral Studies, 16, 253-272. https://doi.org/10.28945/4741
CohenMiller, A. S. (2014). The phenomenon of doctoral student motherhood/mothering in academia: Cultural construction, presentation of self, and situated learning. [Doctoral dissertation, The University of Texas].
Correll, S. J., Benard, S., & Paik, I. (2007). Getting a job: Is there a motherhood penalty?. American journal of sociology, 112(5), 1297-1338.
Grant, D., & Trenor, J. (2010, June). Use of the critical incident technique for qualitative research in engineering education: An example from a grounded theory study. In 2010 Annual Conference & Exposition (pp. 15-1310). 10.18260/1-2--15712
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
López-Íñiguez, G., & Burnard, P. (2022). Toward a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute?. Research Studies in Music Education, 44(1), 127-157. 10.1177/1321103X211025850
Morgan, A. C., Way, S. F., Hoefer, M. J., Larremore, D. B., Galesic, M., & Clauset, A. (2021). The unequal impact of parenthood in academia. Science Advances, 7(9), eabd1996. DOI: 10.1126/sciadv.abd1996
Saldaña, J. (2016). Goodall’s verbal exchange coding: An overview and example. Qualitative Inquiry, 22(1), 36-39.