Search results for: Halquist Don

In this article, the authors draw on data from two qualitative research studies that used critical incidents as a device for investigating the nuances of human interaction within two educational settings. The authors look across the two studies to illuminate commonalities as well as differences in their approaches. Through this analysis, the authors demonstrate how the inclusion of critical incidents affords both participants and researchers 'turning points' in ways of thinking about and reflecting upon the complex contexts of their lived experiences.