Noon, J. E. (2017). An Interpretative Phenomenological Analysis of the Barriers to the Use of Humour in the Teaching of Childhood Studies, Journal of Perspectives in Applied Academic Practice, 5(3), pp. 45-52.
doi: https://doi.org/10.14297/jpaap.v5i3.255
The above article was first published online on May 10, 2017. The methodology section has been corrected to accurately reflect the sampling technique employed in this study. The revised version is published in this issue.
In the original publication, it was noted that the sample was determined by certain criteria, including gender, years of teaching experience, and previous professional career. However, having reflected back on the process, this was not the case. Whilst it was ensured that participants had at least six years of teaching experience in higher education, the fact that the sample was dominated by female academics from a wide range of backgrounds was inevitable given the ‘make-up’ of the population under investigation, and was not something that was specifically planned for.