Items where SHU Author is "Ashworth, Peter"
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Number of items: 10.
ASHWORTH, Peter (2009). William James's “psychologist's fallacy” and contemporary human science research. International Journal of Qualitative Studies on Health and Well-being, 4 (4).
ASHWORTH, Peter and GREASLEY, Kay (2009). The phenomenology of ‘approach to studying’: the idiographic turn. Studies in Higher Education, 34 (5), 561-576.
KING, Nigel, FINLAY, Linda, ASHWORTH, Peter, SMITH, Jonathan A., LANGDRIDGE, Darren and BUTT, Trevor (2008). “Can't Really Trust That, So What Can I Trust?”: A Polyvocal, Qualitative Analysis of the Psychology of Mistrust. Qualitative Research in Psychology, 5 (2), 80-102.
GREASLEY, K. and ASHWORTH, P. D. (2007). The phenomenology of 'approach to studying': the university student's studies within the lifeworld. British educational research journal, 33 (6), 819-843.
GERRISH, K., ASHWORTH, P. D., LACEY, A., BAILEY, J., COOKE, J., KENDALL, S. and MCNEILLY, E. (2007). Factors influencing the development of evidence-based practice: a research tool. Journal of advanced nursing, 57 (3), 328-338.
DHIMAR, R. and ASHWORTH, P. (2006). Ethnic minority students: diversity and the practicalities of assessment regulations. In: FARRAR, M. and TODD, M., (eds.) Teaching 'race' in social sciences – new contexts, new approaches. Higher Education Academy, Subject Network for Sociology, Anthropology, Politics.
ASHWORTH, Peter (2006). Seeing oneself as a carer in the activity of caring: Attending to the lifeworld of a person with Alzheimer's disease. International Journal of Qualitative Studies on Health and Well-being, 1 (4), 212-225.
ASHWORTH, P. D. (2004). Understanding as the transformation of what is already known. Teaching in higher education, 9 (2), 147-158.
ASHWORTH, P. D., FREEWOOD, M. and MACDONALD, R. (2003). The student lifeworld and the meanings of plagiarism. Journal of phenomenological psychology, 34 (2), 257-278.
GERRISH, K., MCMANUS, M. and ASHWORTH, P. D. (2003). Creating what sort of professional? Master's level education as a professionalising strategy. Nursing inquiry, 10 (2), 103-112.