research paradigms in education

/P 9 0 R << << endobj >> English Language Teaching , 5(9), pp.9â16. /Filter /FlateDecode >> /S /P /Pg 18 0 R /TT2 287 0 R >> 255 313 0 R] /P 9 0 R /K 20 /K 4 /Pg 26 0 R << endobj >> endobj And not only are they insufficiently. endobj /Pg 25 0 R << /Pg 17 0 R /Font << /Pg 13 0 R /Parent 7 0 R One common way of thinking about the methodological diversity within educational research, and beyond, employs the concept of competing âparadigmsâ. >> /K 13 233 0 obj /Pg 14 0 R /K 8 /K 0 /Pg 22 0 R research can be considered more as complementing rather than contradicting each other. /Pg 23 0 R endobj >> stream endobj << /Parent 8 0 R /S /P /P 9 0 R /CropBox [0.0 0.0 612.0 792.0] >> /Pg 21 0 R The missing link in modeling and simulation validation. /Pg 14 0 R >> 246 0 obj 99 0 obj >> 62 0 obj /CS0 [/ICCBased 283 0 R] >> /Rotate 0 /P 9 0 R endobj /TT3 288 0 R 82 0 obj 225 0 obj /CS2 [/Indexed [/ICCBased 284 0 R] /Pg 18 0 R endobj >> >> 9 0 obj There are, of course, many traditions and institutions, like public schools, but what about the beliefs that you share with those around you, like friends and family? /Pg 19 0 R /K 25 /GS0 314 0 R /S /P >> <> /K 3 79 0 obj << >> /S /P << << two main paradigms i.e., positivist and naturalistic as not exclusive but complementary. /K 19 >> /P 9 0 R endobj /S /P /Im1 329 0 R >> /CS0 [/ICCBased 283 0 R] >> 58 0 obj endobj >> << << 13 [127 0 R 128 0 R 129 0 R 130 0 R 131 0 R 132 0 R] /K 19 211 0 obj The concepts and techniques that have been developed within philosophy were useful for science too for a better understanding and reasoning. /K [9 219 0 R 220 0 R 221 0 R 222 0 R 223 0 R] /K 16 >> 212 0 obj /K 16 << /Pg 20 0 R Cohen, L., Manion, L., & Morrison, K. (2011), Johnson, R.B and Onwuegbuzie, A.H. (2004). /P 9 0 R >> 53 0 obj << Positivism is less successful in educational scenario because its application to the study of human. 65 0 obj /Annots [293 0 R 294 0 R] /Contents 338 0 R /P 9 0 R >> /K 11 168 0 obj Access scientific knowledge from anywhere. /P 9 0 R << <> /Pg 28 0 R Have you ever stopped to consider all of the little pieces that make up the culture in which you live? >> <> /S /P >> << >> 99 0 R 100 0 R 101 0 R 102 0 R 103 0 R 104 0 R 105 0 R 106 0 R 107 0 R 108 0 R /TT2 287 0 R >> << endobj >> 27 0 obj /StructParents 7 endobj /P 9 0 R >> %PDF-1.5 >> /S /P /K 11 /P 9 0 R /Pg 28 0 R /G3 247 0 R endobj /Pg 27 0 R >> Table 1 outlines four major paradigms currently in use within medical education research and describes the assumptions about ontology (the nature of reality), epistemology (the nature of knowledge), methodology (the nature of research) and the related research methods for each of these perspectives. >> /Diagram /Figure 29 0 obj /CropBox [0.0 0.0 612.0 792.0] /K 1 << /K 4 endobj 175 0 R 176 0 R 177 0 R 178 0 R 179 0 R 180 0 R 181 0 R] endobj /K 18 endobj /Pg 16 0 R /Resources << /TT2 287 0 R /P 9 0 R /CS0 [/ICCBased 283 0 R] /S /P /CropBox [0.0 0.0 612.0 792.0] /P 9 0 R << 6 0 obj 69 0 R 70 0 R 71 0 R 72 0 R 73 0 R 74 0 R 75 0 R 76 0 R 77 0 R 78 0 R /S /P /P 9 0 R >> << ; The qualitative researcher is the primary instrument for data collection and analysis. /Parent 3 0 R /MediaBox [0.0 0.0 612.0 792.0] 88 0 obj /Pg 27 0 R 18 0 obj << /Pg 18 0 R /K [0 229 0 R 230 0 R 231 0 R] << /StructParents 9 245 0 obj << << >> << /Parent 7 0 R /P 9 0 R << endobj /P 87 0 R 209 0 R 210 0 R 211 0 R 212 0 R 213 0 R 214 0 R 215 0 R 216 0 R] endobj /Alt << /Pg 26 0 R endobj /CS0 [/ICCBased 283 0 R] /P 9 0 R /TT0 285 0 R 51 0 obj <> /Im1 322 0 R >> endobj /S /P /MediaBox [0.0 0.0 612.0 792.0] << 83 0 obj >> It discusses alternative philosophical worldviews and the potential implications they might have on the prevailing modeling and simulation validation frameworks. /S /P /S /P The goal of the paraDIGMS initiative is to create channels of communication, spaces for reflection, opportunities to collaborate, and a greater sense of collective responsibility for the well-being of the profession at the graduate level. /K 5 << /Contents [349 0 R 350 0 R] 44 0 obj 14 [132 0 R 133 0 R 134 0 R 135 0 R 136 0 R 137 0 R 138 0 R 139 0 R 140 0 R 141 0 R /Resources << << /TextBox /Art /K 14 /S /P /Pg 25 0 R /S /P 157 0 obj /S /P << Lastly, the paper identifies areas requiring new research and development required in order to further the science of M&S validation. >> /S /P /S /P 215 0 obj /P 9 0 R RESEARCH PARADIGMS: METHODOLOGIES AND COMPATIBLE METHODS Abderrazak Dammak* (âAll But Dissertationâ (ABD) Doctoral Candidate in TESOL) Abstract Conducting educational research studies is a daunting and challenging experience for novice researchers. /K 17 >> /P 9 0 R /P 9 0 R >> 75 0 obj << /TT2 287 0 R endobj 137 0 obj /Pg 18 0 R /TT3 288 0 R /ca .2 << /RoleMap 11 0 R /P 9 0 R 100 0 obj endobj /P 9 0 R /S /P /ColorSpace << << << /Pg 17 0 R /ModDate (D:20130306142713+08'00') << /Contents 270 0 R Originality/value /K 8 250 0 obj /P 109 0 R Adobe PDF Library 10.0 /K 7 Tallinn Pedagogical University Narva mnt 25, Tallinn, 10120, ESTONIA katrin@tpu.ee. /P 62 0 R (Bernstein, 1974). /S /P /P 9 0 R /Pg 19 0 R >> >> This is demonstrated in the two qualitative research articles published in this issue of Pain Medicine by Sofaer-Bennett and colleagues that explore the experience of elderly individuals living with chronic pain (pp. 124 0 obj /P 9 0 R /Pg 19 0 R 207 0 obj endobj /P 9 0 R endobj >> The Assumptions of Qualitative Designs. /Pg 18 0 R /S /P /P 9 0 R /ExtGState << 96 0 obj /Pg 13 0 R endobj clarified; they are ideas whose connections involve the most fundamental controversies of metaphysics, the theory of knowledge, and the philosophy of science. 76 0 obj /S /P /TT2 287 0 R /K 14 /K 3 /S /P Katrin Niglas. /CS0 [/ICCBased 283 0 R] /K [1 358 0 R] /S /P 13 0 obj /Annots [343 0 R 344 0 R] << /Pg 17 0 R But, in the context of research methodology, the term has also /K 4 248 0 obj /P 62 0 R /P 9 0 R endobj /K 2 /P 62 0 R 94 0 obj /K 2 /K 1 >> 179 0 R 180 0 R 181 0 R 182 0 R 183 0 R 184 0 R 185 0 R 186 0 R 187 0 R 188 0 R >> /K 6 /ColorSpace << << >> << endobj /Type /Page endobj /Annots [317 0 R 318 0 R] >> << /Pg 23 0 R /Pg 18 0 R << /Pg 16 0 R /ColorSpace << /S /Figure 224 0 R null 225 0 R null 226 0 R null 227 0 R null 228 0 R null] << << endobj 218 0 obj >> /K [5 217 0 R 7] endobj 11 0 obj 97 0 obj /Pg 15 0 R << >> 176 0 obj 47 0 obj /S /P endobj Similarly, the gurus of qualitative research, Denzin and Lincoln (2000), define paradigms as human constructions, which deal with first principles or ultimates indicating where the researcher is coming from so as to construct meaning embedded in data. /S /P Over the years, as different disciplines started evolving and developed as independent disciplines, the scope of philosophy became smaller and it remained as a separate discipline focusing on all abstract, non-experimental and intellectualendeavors of human beings. 143 0 obj /P 9 0 R /P 9 0 R endobj >> /Resources << << >> paraDIGMS: Diversity in Graduate Mathematical Sciences. endobj >> 160 0 obj /S /P << << /S /P /Kids [18 0 R 19 0 R 20 0 R 21 0 R 22 0 R] >> endobj >> /Pg 26 0 R 149 0 obj /Pg 21 0 R >> << >> /P 9 0 R >> /S /P /P 9 0 R /P 9 0 R /CropBox [0.0 0.0 612.0 792.0] /S /P /Type /Page /Font << >> 75 0 R 77 0 R 78 0 R 79 0 R] /S /P 130 0 obj /P 9 0 R /Pg 19 0 R /K 2 237 0 obj /K 8 /P 9 0 R /K 4 /P 9 0 R /P 9 0 R >> endobj 231 0 obj /P 9 0 R 238 0 obj /K 7 endobj 189 0 obj /K 6 <> /S /P endobj /P 9 0 R /P 9 0 R /P 9 0 R /Group 311 0 R Research Paradigms in Educational Studies. /K 18 /S /P /S /P /Subscript /Span /S /P /P 9 0 R endobj Introduction >> /Alt /P 9 0 R >> /K 15 endobj endobj /StructParents 13 /Contents 319 0 R endobj >> /K 17 /K 9 /P 9 0 R /MediaBox [0.0 0.0 612.0 792.0] uuid:90b483a2-7a2b-4f44-a936-a3304b950a64 /MediaBox [0.0 0.0 612.0 792.0] << /S /P endobj /S /P endobj /K 9 0 R << >> >> A topic in research methodology. 25 0 obj >> 28 0 obj 55 0 obj >> Research Paradigms and Logic of Research: Implications for Research Design?The Classical Greek The Classical Greek philosopher Plato. << endobj /P 109 0 R >> /CropBox [0.0 0.0 612.0 792.0] endobj << /Resources << endobj /S /P /P 9 0 R <> of education in the 21st century Volume 13, 2009 AN ANALYSIS OF THE STRENGTHS AND LIMITATION OF QUALITATIVE AND QUANTITATIVE RESEARCH PARADIGMS Ochieng Pamela Atieno, Masinde Muliro University of Science and Technology,Kenya E-mail: â¦ /BitsPerComponent 8 endobj endobj /K 1 /P 87 0 R << >> /P 9 0 R << © 2008-2020 ResearchGate GmbH. Research Paradigms Doctoral Training Centre: Practice of Social Research . /Count 5 /Annots [299 0 R 300 0 R] /K 3 /ColorSpace << 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R 155 0 R 156 0 R 157 0 R 158 0 R /Resources << endobj /K 12 << /K 1 89 0 obj /K 4 >> 180 0 obj /CS0 [/ICCBased 283 0 R] /TT0 285 0 R 142 0 obj 226 0 obj << inner experiences, notions of choice, freedom, individuality etc. endobj /S /P >> 2013-03-06T14:27:13+08:00 134 0 obj << >> 220 0 obj /TT1 286 0 R endobj << /S /P /Pg 14 0 R endobj Hewlett-Packard /K 5 In this section of the book, we will explore various paradigms for approaching education research. /TT4 292 0 R Introduction: Employing Paradigms in Education Research: 10.4018/978-1-5225-1738-2.ch001: The title of this book refers to both methods and paradigms in education research. >> << /P 62 0 R /InlineShape /Figure /K 4 209 0 obj /P 9 0 R /LJ 0 171 0 obj /P 9 0 R << endobj ; Qualitative researchers are interested in meaning: how people make sense of their lives, experiences, and their structures of the world. << /CS1 [/ICCBased 284 0 R] << <> /P 9 0 R 201 0 obj /ExtGState << 68 0 obj >> <> << /S /P /Rotate 0 << >> /K 1 /S /P /S /P In earlier times, the scope of philosophy was all abstract intellectualendeavors including scientific disciplines. /K 6 << << /Company (Hewlett-Packard) /CA 1 /CS1 [/ICCBased 284 0 R] << /K [1 359 0 R] /S /P /P 9 0 R >> /P 9 0 R >> 69 0 obj alternatives proposed by detractors of positivist social science? The Evolution of Research Paradigms in Pastoral/Spiritual Care, Counseling, and Education J Pastoral Care Counsel . endobj /K 3 /K 23 /TT2 287 0 R 15 [155 0 R 156 0 R 157 0 R 158 0 R 159 0 R 160 0 R 161 0 R 162 0 R 163 0 R 164 0 R << For example. << This article brings an account into educational research and the impact on policy and practice. /Type /Catalog /S /P /P 9 0 R /K 4 << << /K [21 352 0 R] /Pg 26 0 R endobj for physics and chemistry, but not for biology. << /Pg 25 0 R /CropBox [0.0 0.0 612.0 792.0] endobj /Pg 21 0 R /TT4 292 0 R << /Type /Pages /CS0 [/ICCBased 283 0 R] /S /TextBox /Pg 26 0 R /K 15 >> /S /P /K 9 endobj >> /P 9 0 R /K [8 353 0 R] The controversy about quantification in social r. Research methodology and scientific writing. 216 0 R] >> 196 0 obj << /S /Sect /S /P /Resources << /Pg 25 0 R 142 0 R 143 0 R 144 0 R 145 0 R 146 0 R 147 0 R 148 0 R 149 0 R 150 0 R 151 0 R /K 24 /Type /Page << 10 [112 0 R 114 0 R 107 0 R 109 0 R 242 0 R null 243 0 R null 244 0 R null of the research into abstraction and deviates from real world. /TT1 286 0 R /P 69 0 R >> /ca 1 particularly suitable philosophical position (not to the exclusion of others) to review the mechanisms of OSCM knowledge generation and to provide philosophical grounding and methodological guidance for both OSCM theory building and testing. 192 0 R 193 0 R 194 0 R 195 0 R 196 0 R 197 0 R 198 0 R 199 0 R 200 0 R 201 0 R /K 0 /S /P endobj 39 0 R 40 0 R 41 0 R 42 0 R 43 0 R 44 0 R 45 0 R 46 0 R 47 0 R 48 0 R /TT0 285 0 R endobj 175 0 obj 89 0 R 90 0 R 91 0 R 92 0 R 93 0 R 94 0 R 95 0 R 96 0 R 97 0 R 98 0 R endobj /Rotate 0 << endobj /S /P endobj /Pg 28 0 R /TT1 286 0 R /Pg 13 0 R 111 0 obj endobj endobj /Parent 6 0 R /Resources << /Pg 28 0 R Findings indicate that application of research paradigms in information research is beneficial. >> /K 7 >> /K 21 Exploring the philosophical underpinnings of research: Relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms. /Rotate 0 101 0 obj Available on-line at [INSERT WEB PAGE ADDRESS HERE] Last accessed _[insert date here] Introduction: Divisions, Issues, and Debates endobj endobj /Font << 208 0 obj 102 0 obj /CS1 [/ICCBased 284 0 R] For example, in disciplines like physics and chemistry the philosophy is that it is relatively easy to keep the conditions under control during experiment while in disciplines like sociology, psychology, education the philosophy is that it is very difficult to decide method for measuring the experimental outcome in an objective way. 50 0 obj /P 9 0 R >> >> /S /P << /Pg 27 0 R /ColorSpace << >> involvement with their subject and a rejection of the ways of natural scientist. 17 [206 0 R 207 0 R 208 0 R 209 0 R 210 0 R 211 0 R 212 0 R 213 0 R 214 0 R 215 0 R endobj /S /P /P 9 0 R /CropBox [0.0 0.0 612.0 792.0] Let’s look at those alternatives. >> endobj /K 7 /P 62 0 R /Pg 22 0 R /S /P /K 18 << /ParentTree 10 0 R << >> >> /Annots [302 0 R 303 0 R] >> <> << endobj << /Type /Page /CS0 [/ICCBased 283 0 R] /P 9 0 R /TT1 286 0 R << /S /P 183 0 obj /TT1 286 0 R Our purpose is to orient students, faculty /K 5 /S /P /S /P /Pg 21 0 R /MediaBox [0.0 0.0 612.0 792.0] >> >> /Pg 13 0 R 200 0 obj /Pg 21 0 R /S /P /MediaBox [0.0 0.0 612.0 792.0] /CS1 [/ICCBased 284 0 R] >> /Parent 3 0 R /Parent 8 0 R /P 9 0 R 37 0 R 38 0 R 218 0 R 38 0 R 39 0 R 40 0 R 41 0 R 42 0 R 43 0 R 44 0 R /Pg 17 0 R /S /P >> 217 0 obj >> >> /F6 255 0 R >> /Rotate 0 /K 21 /P 9 0 R endobj /P 9 0 R >> 135 0 obj endobj /K 7 >> /TT3 288 0 R This paper, Purpose endobj << 64 0 obj /Pg 26 0 R /K 21 /S /P /K 22 /CropBox [0.0 0.0 612.0 792.0] /K 20 /S /P /S /TextBox discipline. m�k��N�� >> /Pg 21 0 R /P 9 0 R endobj << 234 0 obj endobj >> endobj /S /P /S /P >> 116 0 obj /K 5 2 0 obj >> >> /Endnote /Note endobj 190 0 obj endobj << /Rotate 0 <> /Pg 21 0 R /K 16 /P 9 0 R /P 9 0 R /S /P 1 217 0 R 2 218 0 R 3 [46 0 R 47 0 R 48 0 R 49 0 R 50 0 R 51 0 R 52 0 R 54 0 R 55 0 R 53 0 R /S /P /Pg 13 0 R /Resources << << /Pg 20 0 R >> 126 0 obj << 125 0 obj << endobj << /S /P 189 0 R 190 0 R 191 0 R 192 0 R 193 0 R 194 0 R 195 0 R 196 0 R 197 0 R 198 0 R << 52 0 obj >> 16 0 obj /TT0 285 0 R /LW 1 /Rotate 0 endobj /S /P endobj 11 [117 0 R 115 0 R 114 0 R 116 0 R 118 0 R 119 0 R 120 0 R 121 0 R] << /S /P 63 0 obj /Pg 19 0 R endobj /K 5 /P 9 0 R << endobj /K 17 endobj endobj Paradigms are thus important 92 0 obj /S /TextBox /S /P /Length 4601 /CropBox [0.0 0.0 612.0 792.0] /Im0 321 0 R << endobj /K 0 /K 14 /Pg 19 0 R endobj >> /CS1 [/ICCBased 284 0 R] /Pg 16 0 R /S /P /Parent 6 0 R 36 0 obj >> /P 83 0 R 206 0 obj /TT0 285 0 R /K 10 >> endobj >> It's onlyduring the 18 th century the word "science" began to be used in the sense of any systematic field of study distracting itself from philosophy. /S /P endobj endobj 266 0 R 267 0 R 268 0 R 269 0 R] /K 13 /Pg 27 0 R 54 0 obj /P 9 0 R /Pg 20 0 R <> /K 20 >> /S /P << /K 1 152 0 obj 70 0 obj >> �^#�O1X��|�b[}[�� u�+oc[˹�v��)��V^v��h��sFJyk��t��K� �-�� )&mG��[��Z� JP << The validation of complex and human behavior models has been long recognized as a difficult and intractable problem. /Pg 20 0 R /S /P << << Advancing research. /P 87 0 R /Pg 13 0 R /K 3 /Pg 14 0 R /P 69 0 R << endobj /Pg 25 0 R /Pg 25 0 R /P 9 0 R /S /Figure >> /CropBox [0.0 0.0 612.0 792.0] /Pg 25 0 R /P 9 0 R << /Pg 18 0 R /Pg 25 0 R /F5 351 0 R endobj /Pg 20 0 R endobj /Pg 24 0 R << The standard, everyday meaning of âparadigmâ is âexemplarâ or âmodelâ. /TT3 288 0 R endobj /S /P /P 9 0 R >> /K 18 /K [14 355 0 R] /ca 1 /Pg 13 0 R /Type /Page Extensive accumulation of empirical data from multiple innovative sources will not dramatically add to understanding of the system under investigation, unless and until the underlying causal mechanisms that trigger the observed behaviour are identified and tested. endobj Quantitative research paradigms are based on the philosophy that every phenomenon in the world can only be explained by positivist paradigm. << 182 0 obj /CS0 [/ICCBased 283 0 R] /Pages 3 0 R 56 0 obj The quantitative research paradigm dominated the scientific research until late 20th century. << /Pg 22 0 R /K 4 >> /Pg 24 0 R /Pg 26 0 R << /S /P endobj endobj >> /K 3 Research paradigms represent a crucial element in the research project as they influence both the strategy and the way the researchers construct and interpret the meaning of the reality. >> endobj endobj Criticism against naturalistic paradigm to research. /P 9 0 R /Pg 27 0 R 39 0 obj >> 139 0 R 140 0 R 141 0 R 142 0 R 143 0 R 144 0 R 145 0 R 146 0 R 147 0 R 148 0 R >> /P 9 0 R When knowledge is derived for a policy level, it should be of more general in nature and apply to. 4 0 obj /Rotate 0 >> >> 245 0 R null 246 0 R null 104 0 R 105 0 R 106 0 R 108 0 R 110 0 R 111 0 R 216 0 obj >> This is interpreted as empirical evidence for a cognitive difference between the learning of hard sciences (like physics and chemistry) and life sciences (like biology) that reflects an epistemological difference between ordered (linear) and complex (non-linear) systems. /P 9 0 R /TT3 292 0 R <> /Pg 21 0 R /K 6 /S /P << /S /P 140 0 obj endobj /Pg 16 0 R /StructParents 8 << /S /P To cite this reference: Hammersley, M. (2012) Methodological Paradigms in Educational Research, British Educational Research Association on-line resource. /S /P >> /Annots [289 0 R 290 0 R] << /Type /Page << << >> /Group 311 0 R /Pg 25 0 R /S /P /Pg 26 0 R /Pg 14 0 R /S /P 239 0 obj /P 9 0 R /Pg 15 0 R /Pg 20 0 R /K [11 218 0 R 13] >> 186 0 obj /K 10 /S /P >> /Count 6 123 0 obj /TT1 286 0 R A term that is widely used in social science research (such as in educational studies) is paradigm.Widely used, that is, since the physicist/historian Thomas Kuhn (1970) adopted the word to describe research traditions in the natural sciences, and referred to scientific revolutions in terms of paradigm shifts. /K 17 /Resources << /P 9 0 R << /P 9 0 R Most of the research paradigms emerge from one of the two of the approaches to research that are positivist approach and interpretivism approach. /Rotate 0 /S /P 165 0 R 166 0 R 167 0 R 168 0 R 169 0 R 170 0 R 171 0 R 172 0 R 173 0 R 174 0 R /S /P /S /Figure endobj /Resources << /S /P /CS2 [/Indexed [/ICCBased 284 0 R] /P 9 0 R 23 0 obj >> /P 9 0 R /S /P /ExtGState << /S /P /S /P >> /P 9 0 R >> >> /Pg 22 0 R /ML 4 – CR has a clear potential to contribute to OSCM research by enabling better understanding of causal relationships underlying complex behaviours of different elements of business process by providing robust and relevant mechanisms of generating knowledge about business processes that explicitly link empirical and causal aspects of theory building and testing. endobj << endobj endobj /Pg 27 0 R >> endobj 194 0 obj /K 26 >> /K 3 >> endobj /P 9 0 R >> endobj /S /P /S /P /P 9 0 R 98 0 obj /Pg 28 0 R endobj /S /P /Parent 7 0 R 156 0 obj >> /Pg 13 0 R >> endobj endobj Keywords: education, research, paradigms, quantitative, qualitative, mixed methods 1. << /S /P /Pg 26 0 R /Pg 19 0 R endobj /K 16 136 0 obj /Kids [12 0 R 13 0 R 14 0 R 15 0 R 16 0 R 17 0 R] By: Jonathan Tummons In: Sociology of Education: An A-to-Z Guide Edited by: James Ainsworth Subject:Sociology of Education (general), Sociology of Education, Education Policy 205 0 obj /K 17 /Alt /TT2 287 0 R /Footnote /Note /S /P 214 0 obj endobj /K 9 /Pg 20 0 R /P 38 0 R endobj >> 162 0 obj /Pg 27 0 R 74 0 obj endobj endobj /StructParents 5 /Im1 316 0 R /K 14 /P 9 0 R /Alt /MediaBox [0.0 0.0 612.0 792.0] Rizo, F .M. /Pg 21 0 R >> << /Pg 14 0 R /S /P >> /ColorSpace << /Resources << >> endobj subjective understanding of an area/concept that he or she is exploring. >> /Pg 20 0 R << endobj /MediaBox [0.0 0.0 612.0 792.0] 242 0 obj /CropBox [0.0 0.0 612.0 792.0] /P 9 0 R /K 8 endobj /CS0 [/ICCBased 283 0 R] /MediaBox [0.0 0.0 612.0 792.0] >> Different researchers take different positions on these epistemological issues and. /K 21 Paradigms and Methodology in Educational Research. << /Pg 15 0 R endobj /TT1 286 0 R 159 0 obj 24 0 obj << 109 0 obj /P 9 0 R /Contents 345 0 R /Pg 25 0 R /S /P >> /TT2 287 0 R >> /TT0 285 0 R /Pg 26 0 R /S /P /TT4 288 0 R 34 0 obj /TT0 285 0 R /K 2 /CS1 [/ICCBased 284 0 R] /TT0 285 0 R �+Sl�V��˗��Gޗ"��%{O��ȇ�,Ej籬s�/�rF �}S��t��6�Z��;[�� 35 0 obj 145 0 obj 159 0 R 160 0 R 161 0 R 162 0 R 163 0 R 164 0 R 165 0 R 166 0 R 167 0 R 168 0 R /S /P /CropBox [0.0 0.0 612.0 792.0] << endobj endobj /S /P /Pg 15 0 R Paradigms of education. >> 73 0 obj >> >> /S /P /TT3 288 0 R /PageLayout /OneColumn /S /P >> Normative and interpretive approach to resear. /Pg 27 0 R /S /P /P 9 0 R /Type /Page /Pg 27 0 R Gordon, E. (1984).Social science and the ethno-cultural experience.Paper presented at a meeting of the U.S. National Academy of Education, Chicago. /K 8 21 0 obj /CS2 [/Indexed [/ICCBased 284 0 R] /Pg 14 0 R /K 16 << /X9 251 0 R /MarkInfo << /Pg 21 0 R /Pg 26 0 R >> /CS1 [/ICCBased 284 0 R] >> /Pg 26 0 R The novice researcher is not only haunted by the ambiguity of the new research It takes more than standard quantitative research techniques to fully explore the richness of human experience. /TT0 285 0 R /Pg 15 0 R /K 1 endobj /K 8 endobj >> 198 0 obj /S /P >> 6 [76 0 R 232 0 R null 233 0 R null 234 0 R null 72 0 R 73 0 R 74 0 R 146 0 obj endobj /K 7 /S /P /Type /Page /P 9 0 R << /K 16 endobj >> << /K 17 endobj /Annotation /Span << /P 4 0 R endobj /TT1 286 0 R /S /P /Pg 26 0 R /K [0 232 0 R 233 0 R 234 0 R] /K 10 Introductionâ¢Selects of the areaâ¢Identifies and definesâ¢Reviews the literatureâ¢States hypothesesâ¢Defines the objectivesâ¢Finalizes the research plan 2. /S /P /S /Link /StructParents 11 204 0 obj /Pg 28 0 R /P 9 0 R 141 0 obj /Rotate 0 << /Pg 21 0 R /S /P /S /P Whatever type of educational research it might be, the goal of it is to generate such knowledge that describes, predicts, improves and also explains a process or practice related to human behavior or an educational phenomenon. /Chart /Figure >> /CropBox [0.0 0.0 612.0 792.0] /K 7 endobj >> endobj 12 [122 0 R 123 0 R 124 0 R 125 0 R 126 0 R 127 0 R] /P 9 0 R /Contents 304 0 R The four most broadly applied paradigms in research - pragmatism, interpretivism, positivism, and post-positivism and how the adoption of these paradigms fit into information research was examined. �[2{��o �O}��m�glۣ�M�% 8�X��^h?\mm ��&*��Dj��o]fGJy}�֥��W.�� 104 0 obj << endobj >> << 17 0 obj >> /K 2 2013-03-06T14:27:10+08:00 >> endobj >> /P 9 0 R 203 0 obj << << /Pg 16 0 R D:20130306062636 >> >> /Pg 28 0 R endobj << /Type /Page 117 0 obj /K 18 /Producer (Adobe PDF Library 10.0) /S /P /S /P /Type /Pages /K 11 << advocate and conduct different types of educational research. 131 0 obj endobj /Pg 25 0 R << 235 0 obj /S /P /Annots [336 0 R 337 0 R] >> /Pg 16 0 R /S /P /P 9 0 R endobj <> /S /P << >> /S /P Creating connections. << /TT0 285 0 R /S /P /TT3 288 0 R << /Contents 335 0 R 147 0 obj endobj /ColorSpace << /Pg 13 0 R /XObject << >> >> 236 0 obj /CS1 [/ICCBased 284 0 R] The research paradigms have a philosophical underpinning and orient the researchersâ point of view on the reality as given by nature or constructed by human agency. >> /K 3 >> /P 9 0 R 154 0 obj /P 9 0 R 248 327 0 R] 77 0 obj /MediaBox [0.0 0.0 612.0 792.0] /Metadata 2 0 R 148 0 obj 170 0 obj /MediaBox [0.0 0.0 612.0 792.0] /TT3 292 0 R /Alt /Font << >> /K 4 <> endobj /TT1 286 0 R /Rotate 0 >> 197 0 obj << /K 2 /K [12 363 0 R] /Type /Page /MediaBox [0 0 612 792] 1 0 obj 112 0 obj endobj /Contents 298 0 R worldview that guides research action or an investigation. /ParentTreeNextKey 18 /Alt /P 9 0 R endobj Nevertheless, despite nearly fifty years of study, research, and development, little progress has been made to address the problems. /P 9 0 R endobj 90 0 obj /S /P 199 0 obj /Pg 27 0 R << 46 0 obj /K 23 <> 10 0 obj �c(6�5)f;��j�mki�ұE}��M?Kx��[k��}f�J�'� ��1hV޳�.6��6��"�X�:��7Q��D��9��\��cDTik��3��-�#�Q��7�o�[�G�!�Ў[G�%�$py��J;��n�}��j�-�#�Q��~��!�U�Џ. /P 69 0 R /Parent 6 0 R endobj >> /Pg 14 0 R /Pg 28 0 R /P 9 0 R 166 0 obj /Annots [346 0 R 347 0 R 348 0 R] 127 0 obj /Pg 13 0 R << >> /P 9 0 R /K 9 /K 1 /S /P 233 312 0 R] endobj >> >> /Type /Page ResearchGate has not been able to resolve any references for this publication. 42 0 obj /Parent 7 0 R endobj 224 0 obj >> /Pg 13 0 R <> /CS1 [/ICCBased 284 0 R] /P 9 0 R 67 0 obj /K 19 >> >> /BM /Normal >> /Font << /TT0 285 0 R ] >> /Rotate 0 /K 13 /Pg 15 0 R >> /TT3 292 0 R 230 0 obj /S /P << /S /P /P 9 0 R >> << /Alt /TT2 287 0 R /P 9 0 R This video sumarizes the major concepts from Week 2 readings including positivism, post-positivism, social constructivism and critical theory. /P 9 0 R /XObject << /Pg 13 0 R endobj 31 0 obj >> /Pg 27 0 R 5 [69 0 R 229 0 R null 230 0 R null 231 0 R null 64 0 R 65 0 R 66 0 R /P 9 0 R /TT1 286 0 R 210 0 obj /Pg 25 0 R endobj /P 9 0 R endobj /K 3 << /Parent 3 0 R << 184 0 obj /S /P /S /P /MediaBox [0.0 0.0 612.0 792.0] /Kids [23 0 R 24 0 R 25 0 R 26 0 R 27 0 R 28 0 R]

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