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1 (1) approach Abstract With the emerging branches of social force, the world views of social science have been changing. Positivism is not the dominant force anymore. Multi-paradigms coexist is today s phenomenon. And it prompts social science researchers to understand the evolution and main concepts of different paradigms. Only after researchers investigate the fundamental issues of ontology, epistemology, and methodology, they can properly employ methods to explore social phenomenon. With this premise, this paper firstly illustrates different paradigms of social science research. Secondly, the approaches of quantitative and qualitative research are introduced. Thirdly, relationships between the researcher and researched are examined. And finally, the criteria of research quality are analyzed. 1

Only after researchers investigate the fundamental issues of ontology, epistemology, and methodology, they can properly employ methods to explore social phenomenon.

2 reality postpositivism symbolic interactionism ethnomethodology paradigm Denzin Lincoln 2000 traditional period Lone Ethnographer 1930 Chicago School approach represent modernist or golden age formalized grounded theory Glaser & Strauss, 1967 interpretive blurred genres

Chicago School approach represent modernist or golden age1950-1970

3 Harry Wolcott Frederick Erickson Egon Guba Yvonna Lincoln Robert Stake Elliot Eisner the crisis of representation informants legitimation praxis postmodern experimental moment postexperimental inquiry the future2000- fictional ethnography 1 approach 1 Ethnography 3

legitimation praxis postmodern experimental moment1990-1995

4 Kuhn 1970 Habermas 1968 ladder of materialistic inquiry circle of constructive inquiry / global eye of critical/ecological inquiry 1996 Habermas Popkewitz 1984 empirical-analytic / Bryman 1993 Guba Lincoln 1994 Guba & Lincoln, 1994: 105 (paradigm) paradeigma example model pattern 1996 Thomas S. Kuhn 1962 The Structure of Scientific Revolutions Kuhn,

/ Bryman 1993 Guba Lincoln 1994 Guba & Lincoln, 1994: 105 (paradigm) paradeigma example

5 paradigm shift ontological realism ontological relativism Guba, 1990; Guba & Lincoln, naïve realism Hesse

6 3. 1. critical realism 2. / 3. / falsifying emic Glaser & Strauss, 1967; Strauss & Corbin, historical realism 2. transactional 6

7 constructions local specific / / / /

8 / / / / Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research, p Thousand Oaks, CA: Sage approach tradition of inquiry Creswell, 1998 method Slife & Williams, 1995 strategies Denzin & Lincoln, 1994, 2000 experimental treatment National Center for Education Statistics 8

Thousand Oaks, CA: Sage approach tradition of inquiry Creswell, 1998 method Slife & Williams,

9 The National Assessment of Educational Progress Denzin Lincoln (1994) interpretive practices 2000 Denzin Lincoln Miles Huberman 1994 Interpretivism collaborative social research Jacob 1987 Lancy 1993 personal accounts Rallis Rossman 1998Creswell (1998) Rallis Rossman Creswell 2 9

1994 Interpretivism collaborative social research Jacob 1987 Lancy 1993

10 Creswell 1998 Glaser Strauss 1967 Glaser, 1978; Strauss, 1987; Strauss & Corbin, 1990 Glaser 1992 Strauss bounded system Denzin & Lincoln, 10

11 1994, Glaser Strauss 1967 Strauss Corbin 1990 Spindler Spindler 1992 field study 4 intervention 1990 Bogdan & Biklen, 1998 Bryman field study 5 11

12 / Bryman, A. (1993). Quantity and quality in social research, p. 20. London: Routledge. Spradley 1980: 26 12

13 1996 linear pattern cyclical pattern Spradley, 1980 Peshkin 1985 Mishler

14 1999 praxis Wagner 1997 data extraction clinical partnership co-learning 2 / 14

15 praxis-oriented research as praxis empowerment emancipatory social science 1996 Lather, 1986 Lather,

16 Hammersley, 1992 LeCompte Goetz 1982 Lincoln Guba 1985 trustworthiness credibility transferability dependability confirmability Guba Lincoln 1989 authenticity ontological educative authenticity catalytic authenticity tactical authenticity praxis reflexively Denzin, 1994 Smith 1992 Guba Lincoln 1994 historical situatedness Richardson 1994 triangulation 16

educative authenticity catalytic authenticity tactical authenticity praxis reflexively

17 Denzin Lincoln 1994: 480 Antheide Johnson / advocacy Validity-as-culture, VAC Validity-as-ideology, VAL VAC / Validity-as-gender, VAG VAC VAL / Validity-as-language/text, VAL discourse / Validity-as-relevance/advocacy, VAR empowerment Validity-as-standards, VAS 3 17

Validity-as-gender, VAG VAC VAL / Validity-as-language/text, VAL

18 3 / LeCompte & Goetz (1982) Lincoln & Guba (1985) Guba & Lincoln (1989) Smith 1992 Richardson (1994) Creswell, 1998; Glesne & Peshkin, 1992; Lincoln & Guba, 1985; Merriam, 1988; Miles & Huberman, 1994; Patton, 1990; Rallis & Rossman, 1998 Merriam, 1988; Rallis & Rossman,

1992; Lincoln & Guba, 1985; Merriam, 1988; Miles & Huberman, 1994;

19 Creswell, 1998; Lincoln & Guba, 1985; Merriam, 1988 triangulation Lincoln & Guba, 1985; Merriam, 1988; Miles & Huberman, 1994; Patton, 1990 member check Glesne & Peshkin, 1992; Lincoln & Guba, 1985; Merriam, 1988; Miles & Huberman, 1994 peer reviewing or debriefing Glesne & Peshkin, 1992; Lincoln & Guba, 1985; Merriam, 1988; Miles & Huberman, 1994 thick description Lincoln & Guba, 1985; Merriam, 1988 working hypotheses negative Lincoln & Guba, 1985; Miles & Huberman, 1994; Patton,

reviewing or debriefing Glesne & Peshkin, 1992; Lincoln & Guba, 1985; Merriam, 1988; Miles & Huberman, 1994 thick

20 external audits Creswell, /.htm (1) : : Altheide, D. L., & Johnson, J. M. (1994). Criteria for assessing interpretative validity in qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp ). Thousand Oaks, CA: Sage Bogdan, R. & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3 rd ed.). Boston: Allyn and Bacon. 20

Criteria for assessing interpretative validity in qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.

21 Bryman, A. (1993). Quantity and quality in social research. London: Routledge. Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage. Denzin, N. K. (1994). The art and politics of interpretation In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp ). Thousand Oaks, CA: Sage Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research (1st ed.). Thousand Oaks, CA: Sage. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2nd ed.). London: Sage. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter. Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. New York: Longman. Guba, E. G. (1990). The paradigm dialog. Thousand Oaks, CA: Sage. Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp ). Thousand Oaks, CA: Sage Hammersley, M. (1992). What s wrong with ethnography? Methodological exploration. London: Routledge. Habermas, J. (1968). Knowledge and human interests. Boston: Beacon. Hesse, E. (1980). Revolutions and reconstructions in the philosophy of science. Bloomington, IN: Indiana University Press. Jacob, E. (1987). Qualitative research traditions: A review. Review of Educational Research, 57, Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press. Lancy, D. F. (1993). Qualitative research in education: An introduction to the major traditions. New York: Longman. Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. London: Routledge. LeCompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 51, Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Lincoln, Y. S. (1985). Emerging criteria for quality in qualitative and interpretive research. Qualitative Inquiry, 1,

22 Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2 nd ed.). Thousand Oaks, CA: Sage. Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press. Peshkin, A. (1985). Virtuous subjectivity: In the participant-observer s I s. In D. N. Berg, & K. K. Smith (Eds.), Exploring clinical methods for social research (pp ). Beverly Hills, CA: Sage. Popkewitz, T. S. (1984). Paradigm and ideology in educational research: The social functions of the intellectual. London: The Falmer Press. Reason, P. (1994). Three approaches to participative inquiry. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp ). Thousand Oaks, CA: Sage Richardson, L. (1994). Writing: A method of inquiry. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp ). Thousand Oaks, CA: Sage Rossman, G. B. & Rallis, S. F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage. Slife, B. D., & Williams, R. N. (1995). What s behind the research? Discovering hidden assumptions in the behavioral sciences. Thousand Oaks, CA: Sage. Smith, D. (1992). Sociology from women s perspective: A reaffirmation.. Sociological Theory, 10, Spindler, G., & Spindler, L. (1987). Interpretive ethnography of education: At home and abroad. Hillsdale, NJ: Lawrence Erlbaum Associates. Spradly, J. P. (1980). Participant observation. New York: Holt, Rinehart and Winston. Stake, R. E. (1994). Case studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp ). Thousand Oaks, CA: Sage Stake, R. E. (1995). The art of case study research. London: Sage. Strauss, A.L & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge, UK: Cambridge University Press. Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher, 26(7), Wolcott, H. F. (1990). On seeking and rejecting-validity in qualitative research. In E. 22

23 W. Eisner, & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp ). New York: Teachers College Press. 23

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