Phenomenology as a Subversive Practice von Yanchar, Stephen C.

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Question Asking and the Common Good: A Hermeneutic Investigation of Student Questioning in Moral Configurations of Classroom Practice von Gong, Susan P., Yanchar, Stephen C.

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Instructional Design and Professional Informal Learning: Practices, Tensions, and Ironies von Yanchar, Stephen C, Hawkley, Melissa N

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Concern and control in human agency von Yanchar, Stephen C.

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Critical Thinking as Disciplinary Practice von Yanchar, Stephen C, Slife, Brent D, Warne, Russell

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Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method Use von Stephen C. Yanchar, Williams, David D.

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Towards a view of originary theory in instructional design von McDonald, Jason K., Yanchar, Stephen C.

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Agency, World, and the Ontological Ground of Possibility von Yanchar, Stephen C

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Questioning Consilience and Autonomy in Self‐Determination Theory: A Critique and Hermeneutic‐Phenomenological Alternative von Gantt, Edwin E., Yanchar, Stephen C., Parker, Jared C.

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Participational Agency von Yanchar, Stephen C

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Identity, interpretation, and the moral ecology of learning von Yanchar, Stephen C.

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The Reliability and Validity of the Outcome Questionnaire von Lambert, Michael J., Burlingame, Gary M., Umphress, Val, Hansen, Nathan B., Vermeersch, David A., Clouse, Glenn C., Yanchar, Stephen C.

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"There's got to be a better way to do this": a qualitative investigation of informal learning among instructional designers von Yanchar, Stephen C., Hawkley, Melissa

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Embodied Cognition, Representationalism, and Mechanism: A Review and Analysis von Spackman, Jonathan S., Yanchar, Stephen C.

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Empathy in Distance Learning Design Practice von Matthews, Michael T., Williams, Gregory S., Yanchar, Stephen C., McDonald, Jason K.

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Moral Complexities of Student Question-Asking in Classroom Practice von Yanchar, Stephen C., Gong, Susan P.

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Principles and practices of designing narrative distance for transformative learning experiences von Taeger, Stephan D., Yanchar, Stephen C.

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Instructional designers’ perspectives on learners’ responsibility for learning von Matthews, Michael T., Yanchar, Stephen C.

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Instructional Design as Manipulation of, or Cooperation with, Learners? von Matthews, Michael T., Yanchar, Stephen C.

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Using numerical data in explicitly interpretive, contextual inquiry: A “practical discourse” framework and examples from Engeström’s research on activity systems von Yanchar, Stephen C.

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