Tomlinson, P. (1989) Having it both ways: hierarchical focussing as research interview method. British Educational Research Journal 15(2): 155-76.

Torell, G. (1990) Children s Conceptions of Large-Scale Environments. Department of Psychology, University of Goteborg.

This doctoral theses from the University of Goteborg adopts a Piagetian approach to children s conceptions. It reports three developmental studies on how children represent knowledge about a large-scale environment. As a thesis its format is of interest. The document comprises reprints of four prepublished papers - including a journal article, a book chapter, and two issues of the Goteborg Psychological reports.

Trigwell, K. (1994a) Publishing the results of phenomenographic research. In R. Ballantyne and C. Bruce (eds.) Phenomenography: Philosophy and Practice. Proceedings. QUT, Brisbane, Australia, pp. 401-410.

This paper includes comments from phenomenographers on some of their publishing experiences, explores some of the publishing difficulties associated with phenomenography and, building on those experiences and difficulties, concludes with some advice on publishing phenomenographic research. (Extract from author s abstract).

Trigwell, K. (1994b) The first stage of a phenomenographic study of phenomenography. In J. Bowden & E. Walsh (eds.) Phenomenographic Research: Variations in Method. EQARD, RMIT.

This chapter presents the transcript of an interview on the phenomenographic approach. The form as well as the content of the chapter is of interest, that is it serves as an example of an interview transcript as well as capturing one person s understanding of phenomenography in some detail. The idea that phenomenography is not about describing phenomena but about describing s people s conceptions (or awareness) of phenomena (p. 56) is grounded in a particular meaning being ascribed to the word phenomenon . Compare Marton s definition of phenomenon as the object as perceived, versus the noumenon referring to the object as is (p.72).

Trigwell, K. (1992) Qualitative differences in learning to teach materials. Higher Education Research and Development, 11(1): 85-93.

"This review of three books on teaching in higher education is presented, in part, as an analysis of the qualitative differences of the messages in those books" (p85). Trigwell represents Ramsden s Learning to Teach in Higher education as relational in its approach to teaching and learning (p86). This approach is associated with the approach to teaching and learning underpinning phenomenography: The first book (Ramsden) gives a comprehensive analysis of this conceptualisation of teaching, and then uses those concepts to discuss teaching and evaluation strategies (p86).

Trigwell, K. & Prosser, M. (1995) Using phenomenography in the design of programs for teachers in higher education. Paper presented to the 6th EARLI Conference, Nijmegen, The Netherlands, August 26 - 31.

This paper presents two cases of programs for teachers in higher education which show how phenomenographic ideas, and the results of phenomenographic research, can be built into their design. The activities are structured in terms of the examination of experience of the participants, students and lecturers. They also seek to help the participants see variation within the experience as a way of helping them examine their own experience and change their way of seeing teaching. These two aspects are important tenets of a phenomenograp hic approach to teaching and learning. The activities described refer to data collected and results of phenomenographic studies of teaching and learning. Staff are made aware of the results of the research through their own experience of analyzing the interview data. While the data have been carefully selected so that staff are more likely to 'see' what the re searchers 'saw', it is argued that this approach draws on, and exemplifies, how phenomeno graphy can be used in the design of programs for learning about higher education teaching. (Author s abstract).

Trigwell, K. & Prosser, M. (1991) Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education, 22(3): 251-266.

The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions of the learning environment and approaches to study.

Trigwell, K., Prosser, M. & Taylor, P. (1994) Qualitative differences in approaches to teaching first year university science. Higher Education, 27(1): 75-84.

Changing lecturers teaching strategies to improve learning in higher education may mean first having to address the intentions associated with those strategies. The study reported in this paper used a phenomenographic approach to explore the intentions associated with the teaching strategies of first year physical science lecturers. Approaches found ranged from those involving information transmission to those where the intention was to develop learning through conceptual change, but in all approaches, logical relations were found between intention and strategy. The implications for attempts to improve teaching through developing strategies are discussed. (Authors abstract). In terms of methodology the authors make the interesting comment that studies of intention should be restricted to areas with a minimum of variation (p.77).

Tschudi, F. (1989) Do qualitative and quantitative methods require different approaches to validity? In S. Kvale (ed.) Issues of Validity in Qualitative Research. Studentlitteratur, Lund.

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