Publication Date

2017

Journal or Book Title

The Journal of Critical Scholarship on Higher Education and Student Affairs

Abstract

This paper utilizes a critical post-pragmatist epistemological lens in tandem with an extended case analysis to explore how student affairs professionals process truth claims related to student experience. Findings from the study, which include the limited usage of formal theory and the iterative reconstruction of informal theory, are used to demonstrate the utility of critical, theory-engaged methodology in educational research. Implications for future research and methodological decision-making are offered.

Comments

For the published version of this article, please visit:

Gowen, G. H. & Kimball E. (2017). Normal schools revisited: A theoretical reinterpretation of the historiography of normal schools. The Journal of Critical Scholarship on Higher Education and Student Affairs, 3(1), 128-143. Retrieved from http://ecommons.luc.edu/cgi/viewcontent.cgi?article=1076&context=jcshesa

Volume

3

Pages

128-143

Issue

1

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

License

UMass Amherst Open Access Policy

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