Parer, M. & Benson, R. (1991) Behaviourism, Metacognition and Phenomenography: is there a meeting point? In B. Ross (ed.) Research and Development in Higher Education, 13. Papers presented at the 16th annual HERDSA conference at Griffith University 6th-9th July 1990, HERDSA, Sydney.

Paper concludes: it has been our experience ... that the range and combination of techniques from different traditions in a single project has provided a range of insights of different kinds, which answer different questions, but which also complement each other . The study reported examined factors affecting students learning by distance education.

Perry, W.G. (1988) Different worlds in the same classroom. In P. Ramsden (ed.) Improving Learning: New Perspectives, London: Kogan Page.

Perry presents differing views of knowledge which students may hold. These are dramatised to provide the reader with clear illustrations of student experience/thinking or behaviour at various stages of development. Includes a discussion of implications for teaching of students differing views.

Polkinghorne, D.E. (1989) Changing conversations about human science. In S. Kvale (ed.) Issues of Validity in Qualitative Research, Studentlitteratur, Lund.

This essay is a review of a variety of answers that have been given to the question What is Human Science? . Includes discursions on The epistemological conversation, Objectivity, Human Science Research, The Epistemic conversation, etc.

Pramling, I. (1991a) Learning about shop: an approach to learning in preschool. Early Childhood Research Quarterly, 6: 151-166.

70 children and their teachers participated in an investigation into effective ways of developing students understanding of relevant aspects of the shop theme. This is one of a series of papers written by Pramling focussing on learning of preschool children.

Pramling, I. (1991b) To develop the child s understanding of the surrounding world. Paper presented at the Fifth Early Childhood Convention, Dunedin, New Zealand, 8-13 September, 1991.

This paper outlines a research project aimed at developing an experiential approach to learning at pre-school which fosters the development of sophisticated conceptions of phenomena such as numbers, aspects of the natural and man-made world. The project involves six preschool teachers, working with groups of 5 and 6 year olds. The teachers work to develop competence in applying an experientially oriented approach which will influence the ways in which students are thinking about the phenomena under study. At the time of writing the first phase of the research had been completed.

Pramling, I. (1988) Developing children s thinking about their own learning. British Journal of Educational Psychology, 58(3): 266-278.

Pramling has been working for some years on preschool children s understanding of learning. This paper describes a study which sought to discover whether different teaching-learning environments could bring about different conceptions of learning. The study focuses on developing children s awareness of their own learning .

Pramling, I. (1986) The origin of the child s idea of learning through practice. European Journal of Psychology of Education, 1(3): 31-46.

This paper reports a phenomenographic study into Swedish pre-school children s conceptions of learning. It is reported in a traditional form - research approach, method- including interviews and analysis, outcomes, discussion and implications. The analysis section deals with questions of how individual interviews are treated and intra-individual variation .

Pratt, D.D. (1992) Conceptions of teaching. Adult Education Quarterly, 42(4): 203-220.

From interviews of 253 adults and teachers of adults in Canada, the People s Republic of China, Hong Kong, Singapore, and the United States, five conceptions of teaching emerged: Engineering - Delivering Content; Apprenticeship - Modelling Ways of Being; Developmental -Cultivating the Intellect; Nurturing - Facilitating personal Agency; and Social Reform - Seeking a Better society. Variation amongst conceptions was examined in relation to three interdependent aspects of each conception: Actions, intentions and beliefs related to one or more of five elements and the relationship amongst those elements: teacher, learner, content, context, and/or and ideal vision for society. Findings have implications for cross-cultural work, the evaluation of teaching, and the development of teachers. (Author s abstract).

Prosser, M. (1994a) Using phenomenographic research methods in large scale studies of student learning in higher education. In R. Ballantyne & C. Bruce (eds.) Phenomenography: Philosophy and Practice. Proceedings. QUT, Brisbane, Australia, pp. 321- 332.

In the studies outlined in this paper, the use of phenomenographic research methods for large scale studies are described....data sources include students responses to short written tasks and examination questions. The projects reported have been collaborative projects between educational researchers and academics. The focus of the paper is on how practising teachers might obtain information from their students which will help them better understand their students experiences of studying in the courses they are teaching. (Adapted from author s abstract).

Prosser, M. (1994b) Some experiences of using phenomenographic research methodology in the context of research in teaching and learning. In J. Bowden & E. Walsh (eds.) Phenomenographic Research: Variations in Method, EQARD, RMIT.

In this chapter Prosser describes and analyses his experience of using the phenomenographic approach in both replicating previous research and conducting new research. He examines issues in relation to data collection and analysis. Many of the descriptions are given in relation to the procedures followed in working with a novice researcher, in this case a research assistant. This treatment identifies many of the problems which may be faced by research students learning the approach.

Prosser, M. (1993) Phenomenography and the principles and practices of learning. Higher Education Research and Development, 12(1): 21-31.

Phenomenographic studies of student learning have shown that students learn in qualitatively different ways and have related qualitatively different learning outcomes. But phenomenography is not, and has never claimed to be, a theory of student learning. This is not to say, however, that there is not a view of student learning which is consistent with these studies. This paper outlines such a view and analyses a number of teaching and learning problems from this perspective. The paper argues that the students experiences of teaching and learning situations are fundamental to what they learn. (Author s abstract).

Prosser, M. & Millar, R. (1989) The and the of learning physics. European Journal of Psychology of Education, 4(4): 513-528.

The study reported here is a replication of Johansson, Marton and Svensson s 1985 investigation. Prosser uses the relational approach to learning as a starting point.

Prosser, M. & Webb, C. (1992) Qualitative differences in the process and product of undergraduate essay writing? In M. Parer (ed.) Research and Development, 15, Higher Education Research and Development Society of Australasia, pp. 534 - 541.

Reports a study into conceptions of essay writing amongst Sociology students at the University of Sydney.

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, R, S, T, U, V, W, Z.