Patrick Ocran
Biographic Data
| ID | 6001720 |
|---|---|
| NAME | Patrick Ocran |
| GIVEN NAMES | Patrick |
| FAMILY NAME | Ocran |
| SIGNATURE | OCRAN P |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0002-5168-8736 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
What Multiple Theories Can Illuminate in Qualitative Research
Our aim in this paper is to help scholars better understand theory’s purpose in qualitative research, how it is employed in data analysis, and the strengths and limitations of the insights it can reveal. We do this by sharing our practice using multiple theories to make sense of a common data set in an advanced doctoral class focused on theory in qualitative research. For the class final project, students chose different theories to analyze one c…
Empowering mathematics teacher development
Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply Shulman’s (1986) pedagogical …
No prominent works on this page.
What Multiple Theories Can Illuminate in Qualitative Research
Our aim in this paper is to help scholars better understand theory’s purpose in qualitative research, how it is employed in data analysis, and the strengths and limitations of the insights it can reveal. We do this by sharing our practice using multiple theories to make sense of a common data set in an advanced doctoral class focused on theory in qualitative research. For the class final project, students chose different theories to analyze one c…
Empowering mathematics teacher development
Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply Shulman’s (1986) pedagogical …
Autoethnography (1 work) · Connected Mathematics (1 work) · Faculty Development (1 work) · Grounded theory (1 work) · Mathematics curriculum (1 work) · Mathematics Education and Teaching Techniques (1 work) · Perspective (graphical) (1 work) · Qualitative Comparative Analysis Research (1 work) · Qualitative research (1 work) · Qualitative Research Methods and Applications (1 work)