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TF Research Methods Day 1 Session 1 Paradigms

research methodology

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6 views

TF Research Methods Day 1 Session 1 Paradigms

research methodology

Uploaded by

rajesheminenent1233
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MA in Educational Leadership (Teach First)

Research Methods Training: Session 1


What counts as “good” research?
Paradigms in educational research
Led by Dr. Justine Mercer with additional material by
Professor Steve Strand
([email protected])
Recommended reading

Briggs, A. and Coleman, M. (eds.) (2007) Research Methods in Educational


Leadership and Management, Second Edition, London, Sage.
Activity 1:What is research?
Discussion in pairs
What is research?
“The triumph of evidence over anecdote”
Peter Mortimore, British Educational Research
Association, Presidential Address, 1999.

“A focused and systematic enquiry that goes


beyond generally available knowledge to
acquire specialised and detailed information,
providing a basis for analysis and elucidating
comment on the topic of the enquiry”
(Johnson, 1994:3).
What is research?

“Research is systematic, critical and


self-critical enquiry which aims to
contribute towards the
advancement of knowledge and
wisdom”
(Bassey, 1999:38).
• Your answer to the “What is research?”
question depends on your answers to two
more fundamental questions:

• What is reality? (Ontology)


• What is knowledge? (Epistemology)
Ontology
• from the Greek on (being) & logos (theory)
So literally “theory of being”.

• What is the nature of being? What is the


nature of the reality we seek to explain? Does
it exist out there waiting to be discovered, or
only in the human mind?
Epistemology
• From the Greek episteme (knowledge) and
logos (theory) - so literally “theory of
knowledge”
• What constitutes knowledge, how can it be
acquired and communicated?
• Realist view suggests observer role, determine
laws, natural science methods (positivism)
• Nominalist view suggests any number of
different social worlds
Methodology
• From the Greek methodos (procedure for the
attainment of a goal, in this case the
acquisition of knowledge) and logos (theory) –
so literally “theory of the way in which
knowledge is acquired”
• How should knowledge be produced?
• Ontology & epistemological views lead to
distinct approaches to methodology – e.g.,
scientific method, collecting quantitative data,
notions of control etc.
Research paradigms
• Paradigm means belief, assumption, tradition –
‘a network of coherent ideas’ (Bassey 1999)

• A paradigm is an underlying structure for belief.

• A lens through which to view


the world.
Linked into paradigms
Data analysis and
conclusions

Methods

Methodological considerations

Epistemological assumptions

Ontological assumptions
Three Over-arching Paradigms
Positivist / Interpretivist / Critical
• “This is the way it is.”
‘Naïve realism’ (Eisner, 1993)
• “This is the way we think it is.”
‘Extreme relativism’ (Phillips, 1993)
• “This is the way we think it ought to
be.” Education = ideological
The purpose of research is to …
• Uncover timeless truths; test hypotheses.

• Investigate perceptions; jointly construct


reality.

• Change the world; bring about social


justice.
Two contrasting paradigms
Positivism Interpretivism
Realism Nominalism
Universal knowledge - context specific, unique
generalisability
Objectivity - research is unbiased Subjectivity – human element
Measurement & precision - the qualities of entities,
quantities, amount, intensity, processes and meanings
frequency
‘Hard’ data - numeric ‘Soft’ data – language, texts,
images
Control, cause & effect Understanding actions /
meanings
Value free Value laden
Activity 3:
Work in small groups to complete the grids
showing how the two research paradigms
(positivism and interpretivism) are based
on different ontologies, epistemologies,
methodologies and methods.

Use Morrison, M. (2007) “What do we mean by


educational research?” in Briggs, A. and Coleman, M.
(eds.) Research Methods in Educational Leadership,
Second Edition, London, Sage, if needed.
Activity 4: What are the features of
“good” educational research?
• Brainstorm in pairs and then try to
complete the grid from Denscombe
(2002).

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