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This chapter analyzes our practice as researchers engaged in intimate scholarship using the Framework of Analysis (Pinnegar & Hamilton, 2009) as an analytic tool to scrutinize the trustworthiness of our research practice and to develop a deeper understanding of how S-STEP research establishes itself as trustworthy and rigorous scholarship. With the recognition of S-STEP research and other forms of intimate scholarship as genres of teacher education research (Borko, Liston, & Whitcomb, 2007), scholars engaged and other forms of intimate scholarship can turn to a more rigorous inquiry into and critique of our work in order to consider how we might improve our practice as researchers and support and strengthen the position and future of this research. For these reasons, we take up a critique of a particular S-STEP research study using the Framework for Analysis in order to explore both whether the work studied can be judged trustworthy and what such examination reveals about the process of establishing the trustworthiness of studies utilizing intimate scholarship methodologies.

Discusses the differences between systemic social research and conventional, non‐systemic empirical research. Outlines paradigmatically the major stages, methodological decisions and results of an empirical project. Focuses on intimate communication and AIDS prevention. Distinguishes four different intimate system types. These system types are shown to influence the risk management of an HIV infection. Sociocybernetic empirical research implies typically systemic approaches in the major phases of the research process: reframing; observing observations; selecting and distinguishing; and intervening indirectly.

In this chapter, we present Self-Study of Teaching and Teacher Education Practices (S-STEP) as a research methodology that can be used pedagogically to explore the practices of teacher educators for their professional development. It can be seen as a pedagogic practice that enlists reflection to enable teacher educators to explore and explicate practice and make explicit what they know about teaching and teacher education in order to improve practice and contribute to larger conversations in research on teaching and teacher education. After providing a succinct interpretation of the origins of S-STEP work, we suggest that historical context, along with the understanding of the theoretical underpinnings, makes it viable as a research methodology and a potentially valuable pedagogy for teacher education research. S-STEP is an intimate research methodology (Hamilton, 1995) in which the person conducting the research is both the focus and the author of the research and provides an insider’s perspective into practice and experience.

We provide examples to demonstrate how others and we take up S-STEP as pedagogy for teacher educator professional development that allows us to grapple with what we know either explicitly or tacitly from and about our practice. International S-STEP research has the power to inform the professional development of teacher educators across these boundaries, because it attends carefully to the particular of the practice and context from which it emerged.

The Zeichner Paradox presents the Self-Study of Teaching and Teacher Education Practices (S-STEP) research community and other researchers engaged in intimate scholarship with three challenges to the viability of our methodology: the development of questions significant to the larger research base of teaching and teacher education; the use of existing research to frame our questions; and the connection of our current research to the works of other researchers to inform our work. Based on identified exemplar studies, we demonstrate tools that might be used by researchers to strengthen the presentation of our work and explore the challenges to reveal links between and among them.

One of the novel concepts in the management literature is intimate co-creation. Considering it as the outcome of workplace persuasion, this study examines its effect via team-member exchange and ethical climate for the assessment of multigroup analysis. Finding a relationship among variables is not the core objective of the study. The core objective was to assess multigroup analysis for examining measurement scales' uniformity or perceptual differences across the male and female groups using measurement invariance.

This was a quantitative study for a survey of faculty members from the top 10 Pakistani universities. It employed state-of-the-art statistical techniques, including the application of the foundational social exchange theory and the utilization of multigroup analysis in structural equation modeling (SEM) with the Analysis of Moment Structure (AMOS). The research methodology was designed to investigate the relationships between workplace persuasion, ethical climate, team member exchange and intimate co-creation. A specific emphasis was placed on assessing whether gender influences these relationships consistently across male and female groups, as determined by measurement invariance tests.

This study underscores the significant impact of ethical persuasion in the workplace on enhancing intimate co-creation among individuals, offering invaluable insights for organizational leaders. Importantly, it emphasizes that gender dynamics do not influence this relationship, underscoring the imperative of addressing gender-related workplace issues to optimize intimate co-creation. This holds particular relevance for service-based organizations, such as universities in this case.

This study makes a significant contribution by exploring the concept of intimate co-creation within the realm of organizational science, while also highlighting the crucial importance of considering workplace gender dynamics. It offers fresh insights into how these dynamics influence group creativity, guiding human resource practices toward fostering innovation within gender-inclusive workplaces. These insights gain added relevance in the evolving post-COVID-19 era and in the context of AI integration. Notably, a distinctive contribution of this study to social exchange theory lies in its innovative application of multigroup analysis to variables related to gender.

In this volume, we ask what happens when the researcher in forms of intimate scholarship is decentered – no longer the focus, but merely one part of an entangled material-discursive formation collectively producing the “results” of the inquiry. In the midst of the current ontological turn in qualitative research, we argue that this form of scholarship offers the opportunity to address directly the question of the post-human subject and generate thinking for the field of qualitative research more broadly. In particular, chapters in this volume highlight ways that researchers of teaching and teacher education practices can advance conversations and knowledge in education while exploring theories with an ontological view of the world as fundamentally multiple, dynamic, fluid, and co-constituted by entangled material and discursive forces. Authors “put to work” post-human, nonlinear, and multiplistic theories and concepts to disrupt and decenter the “I” or researcher-subject in self-focused methodologies, and/or to analyze knowledge and practice as co-produced by multiplicities of human/material and incorporeal elements in which the self is but one temporally “individuated” or “subjectivized” component. In the introduction, we provide brief discussions of intimate scholarship and post-human perspectives, followed by an orientation to the content of the this book.

The purpose of this paper is to identify whether officers who adhere to the aspects of the traditional police sub‐culture – authoritarianism, cynicism, and burnout – are more likely to use violence against their intimate partner. Intimate partner violence (IPV) is measured in terms of both physical assault and psychological violence.

A survey was created using existing scales and was given to a sample of police officers from four departments in the southern United States. Both Tobit and logistic regression were utilized to examine the effects of the traditional police sub‐culture on the two types of intimate partner violence.

The results of the analyses partially supported the link between traditional police culture and police intimate partner violence. The results showed that two aspects of the traditional police sub‐culture, burnout and authoritarianism, were significantly related to psychological IPV. There was no significant relationship between traditional police culture and physical IPV

There are a relatively small number of police officers in the convenience sample and it is not very diverse in its composition.

The results of this study indicate that those who adhere to the traditional police culture are at more risk for engaging in psychological domestic violence than those officers who do not. The research shows that traditional police sub‐culture has an effect on police intimate partner violence. This information is important in that it may provide police agencies with some direction in implementing domestic violence prevention efforts.