The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Introduction: Employing Paradigms in Scholarship and Education Research
Abstract
Methods and paradigms in scholarship and education research are addressed in this book. Boyer's scholarships of discovery, integration, application, and teaching, along with Boyer's later addition of the scholarship of engagement, and their multifaceted relationship to education research, form a starting point. From there, in addressing methods and paradigm in scholarship and education research, the paradigm is placed front of stage. Paradigm, as used here, refers to a set of concepts that reflect a world view underpinning a particular subject or pursuit. The paradigms applying to education research and scholarship addressed in this book include the traditional positivist and post-positivist - here labelled neo-positivist - paradigms and the interpretivist, transformative, and pragmatic research paradigms, which have been nominated in existing literature. In acknowledgement of the “supercomplex” environment in which education now operates, a novel paradigm, supercomplexity, emerges.
Related Content
Tutita M. Casa, Fabiana Cardetti, Madelyn W. Colonnese.
© 2024.
14 pages.
|
R. Alex Smith, Madeline Day Price, Tessa L. Arsenault, Sarah R. Powell, Erin Smith, Michael Hebert.
© 2024.
19 pages.
|
Marta T. Magiera, Mohammad Al-younes.
© 2024.
27 pages.
|
Christopher Dennis Nazelli, S. Asli Özgün-Koca, Deborah Zopf.
© 2024.
31 pages.
|
Ethan P. Smith.
© 2024.
22 pages.
|
James P. Bywater, Sarah Lilly, Jennifer L. Chiu.
© 2024.
20 pages.
|
Ian Jones, Jodie Hunter.
© 2024.
20 pages.
|
|
|