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This conceptual article aims to examine the application of interpretative phenomenology to research on teacher experience. It covers methodological theory and practical interpretative approaches that are pertinent for generating useful insights into an educational issue.

Drawing on an illustrative research on secondary teachers' disciplinary and pedagogical reasoning and classroom practices in Ghana, this article explores the author's musings and introspection around carrying out an interpretative phenomenological research and demonstrates how the approach helped to amplify teachers' voices.

The article demonstrates that the canons of interpretative phenomenology and qualitative research in general, while translatable to practice, need to be regarded as a series of emergent decisions and actions rather than prescriptive set of principles. The article explains that educational researchers must recognise interpretation as the lifeblood of the approach and move beyond the description of essences and explicate participants' experiences of phenomena using workable frames of interpretation.

The article extends the current methodological knowledge base by contributing to international discussions on qualitative research and to an understanding of the applicability of interpretative phenomenological research design to research on teacher reasoning and practice. It also serves as a useful methodological resource for novice researchers.

Over the last few decades, there have been significant developments in history education, key among them being the recommendation for an inquiry approach to history teaching to improve students' ability to think historically. While the idea of historical thinking is widely researched, it appears that it has been approached from a conceptual perspective without a consistent focus on the mode of progression and the outcomes that the historical thinking concepts can achieve.

This paper draws from educational and historical theory and empirical research in history education to propose a framework that specifies the outcomes that a historical thinking classroom activity can aim to achieve.

The paper argues that the systematic deployment and mediation of disciplinary concepts and substantive knowledge are important means for achieving meaningful and relevant outcomes in history teaching. The paper highlights the need for teacher attention not only to historical theory but also to educational theory for an efficient outcomes-based history education.

This paper contributes not only to discussions on historical thinking but also to discussions on the stances of history which have attracted little theoretical discussion and research on their applicability to classroom teaching.

Efforts to reduce farmers' market risks and improve buyers' access to farm commodities have encouraged contract farming (CF) in Ghana's cashew sector in recent years. Consequently, the existence of CF shows that farmers who use it may be benefiting from it, as it is their economic responsibility to decide how to sell agricultural products. However, the magnitudes of these benefits or otherwise have been inadequately explored. This paper aims to empirically estimate the impact of CF on farm performance and welfare of smallholder cashew farmers.

The study used probit-two-stage least square (probit-2sls) as a primary estimator to account for self-selection bias and endogeneity that could arise from both observed and unobserved heterogeneities among farming households to estimate the causal effects of CF on farm performance and household welfare.

The results indicated that participation in CF contribute significantly to the gains in farm performance (price margins, yields and net farm revenue) and welfare (consumption expenditure per capita), and that the non-participants of CF would have benefited substantially if they had participated. An analysis of the farm size disaggregated into small, medium and large with regards to the outcome variables produces mixed results.

It can be concluded that participating in CF enhances farm performance and household welfare.

While many other studies do not account for changes in farm performance and welfare due to differences in farm size or other observed factors, this study fills a crucial void.