2003 11(1) 115-143 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
reality postpositivism symbolic interactionism ethnomethodology paradigm Denzin Lincoln 2000 traditional period1900-1950 Lone Ethnographer 1930 Chicago School approach represent modernist or golden age1950-1970 formalized grounded theory Glaser & Strauss, 1967 interpretive blurred genres1970-1986 2
Harry Wolcott Frederick Erickson Egon Guba Yvonna Lincoln Robert Stake Elliot Eisner the crisis of representation 1986-1990 informants legitimation praxis postmodern experimental moment1990-1995 postexperimental inquiry1995-2000 the future2000- fictional ethnography 1 approach 1 Ethnography 3
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, 1970 4
paradigm shift ontological realism ontological relativism Guba, 1990; Guba & Lincoln, 1994 1. naïve realism Hesse 1980 2. 5
3. 1. critical realism 2. / 3. / falsifying emic Glaser & Strauss, 1967; Strauss & Corbin, 1990 1. historical realism 2. transactional 6
7 3. 1. constructions local specific 2. 3. 1 / / / /
/ / / / 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. 109. 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
The National Assessment of Educational Progress 2 1980 1990 3 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
Creswell 1998 Glaser Strauss 1967 Glaser, 1978; Strauss, 1987; Strauss & Corbin, 1990 Glaser 1992 Strauss bounded system Denzin & Lincoln, 10
1994, 2000 -- Glaser Strauss 1967 Strauss Corbin 1990 Spindler Spindler 1992 field study 4 intervention 1990 Bogdan & Biklen, 1998 Bryman 1993 5 1 4 field study 5 11
---------------------------------------------- ---------------------------------------------- / ---------------------------------------------- ---------------------------------------------- ----------------------------------------------- 1 Bryman, A. (1993). Quantity and quality in social research, p. 20. London: Routledge. Spradley 1980: 26 12
1996 linear pattern 1. 2. 3. 4. 5. 6. 7. 8. cyclical pattern Spradley, 1980 Peshkin 1985 Mishler 1986 13
1999 praxis Wagner 1997 data extraction clinical partnership co-learning 2 / 14
praxis-oriented research as praxis empowerment emancipatory social science 1996 Lather, 1986 Lather, 1991 2 15
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
Denzin Lincoln 1994: 480 Antheide Johnson 1994 1990 / 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
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, 1998 18
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, 1990 19
external audits Creswell, 1998 1999 1999 7 18 http://www.nttc.edu.tw/ige/ /.htm 1985 21(1) 230-243 1991 1996 : 99-120 1996 : 7-26 1996 341-368 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. 485-499). 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
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