Publication Date

2016

Journal or Book Title

Critical Questions in Education

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 published version of this article, please visit:

Kimball, E. (2016). Reconciling the knowledge of scholars & practitioners: An extended case analysis of the role of theory in student affairs. Critical Questions in Education, 7(3), 287-305. Retrieved from https://academyedstudies.files.wordpress.com/2016/09/kimballfinal1.pdf

Volume

7

Pages

287-305

Issue

3

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

License

UMass Amherst Open Access Policy

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