Multiple Voices and Methods: Listening to Women Who Are in Workplace Transition

Abstract

In this article, the author illustrates, through one participant's transcripts, the two-part method used in research that sought a deeper understanding of the perceived learning of female professionals during workplace transition. Five women participated in a 1-hour interview and a focus group. To give voice to each participant while also identifying common themes and learning experiences, the author used a two-step research method. The first step entailed individual interviews, which the author analyzed using a voice-centered relational method. The author chose the second step, the focus group, to facilitate women's learning from each other's experience.

The orbit of consumer credit choices

“…Jeacle and Walsh 2002;Chrystal and Mizen 2005;O'Loughlin and Szmigin 2006;Marron 2014;Deku et al 2015). Amongst numerous calls and attempts to give 'voice' to the consumer (DTI 1999;Ekici 2006;Balan 2008;Edwards and Weller 2012), there is little evidence of this having been done within the context of contemporary UK high-cost credit users (Brown and Woodruffe-Burton 2015). This study also aims to contribute to uncovering the stages (or tipping point) when manageable debt becomes unmanageable debt, which is an under-researched area (Eccles et al 2002).…”

Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

“…observation and fi eld notes of Gillian (an experienced teacher of teaching) at regular intervals throughout the semester (approximately, once/week); and, 4. completion of a 'learning list' and associated self-reporting transitional perception tools (Balan, 2005 ). observation and fi eld notes of Gillian (an experienced teacher of teaching) at regular intervals throughout the semester (approximately, once/week); and, 4. completion of a 'learning list' and associated self-reporting transitional perception tools (Balan, 2005 ).…”

Learning to Listen

“…As a flexible research method, the LG allows the researcher to modify certain details. For instance, Balan (2005) acknowledged her use of an ''interpretive license'' (p. 7) during the creation of her I poems by incorporating additional words such as ''my,'' ''me,'' and ''myself'' in conjunction with the original first-person pronoun ''I,'' to expand her analysis. She reasoned that these self-references were equally applicable.…”