STEPS IN THE RESEARCH PROCESS and FOCUS ON MAJOR PARADIGMS IN RESEARCH Wong-Wylie, G. adapted from: Mertens, D. M. (1998). Research methods in education and psychology. Thousand Oaks, CA: Sage.

Identify your worldview and preferred research paradigm STEP 1 Identify your worldview and preferred research paradigm

MAJOR PARADIGMS IN RESEARCH Paradigm: A way of looking at the world. Guba & Lincoln (1994) identify three questions that help define a paradigm: 1. Ontology: What is the nature of reality? 2. Epistemology: What is the nature of knowledge and the relationship between the knower and the would-be-known? 3. Methodology: How can the knower go about obtaining the desired knowledge and understandings?

MAJOR PARADIGMS IN RESEARCH Three different research paradigms: Positivism/Postpositivism – often referred to as experimental, quasi-experimental, correlational, causal comparative, quantitative types of research Interpretive/Constructivist – often referred to as naturalistic, phenomenological, hermeneutic, symbolic interaction, ethnographic, qualitative Emancipatory – often referred to as critical theory, neo-Marxist, feminist, race specific. Freirean, participatory, transformative

Positivism/Postpositivism Assumptions ONTOLOGY: One reality; knowable within probability. EPISTEMOLOGY: Objectivity is important; researcher manipulates and observes in dispassionate, objective manner. METHODOLOGY: Quantitative (primarily), interventionist, decontextualized. Adapted from 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.105-117). Thousand Oaks, CA: Sage.

Interpretive/Constructivist Assumptions ONTOLOGY: Multiple, socially constructed realities EPISTEMOLOGY: Interactive link between the researcher and participants, values are made explicit, created findings METHODOLOGY: Qualitative (primarily), hermeneutical, dialectical, contextual factors are described Adapted from 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.105-117). CA: Newbury Park

Emancipatory Assumptions ONTOLOGY: Multiple realities shaped by social, political, and cultural, economic, ethnic, gender, and disability values EPISTEMOLOGY: Interactive link between researcher and participants, knowledge is socially and historically situated METHODOLOGY: More emphasis on qualitative (dialogic) by quantitative design could be used; contextual and historical factors are described, especially as they relate to oppression Adapted from 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.105-117). Thousand Oaks, CA: Sage.

STEP 2 Identify the problem Identify worldview and research paradigm Develop literature review and research question(s) Identify research design Identify and select sources of data Identify and select data collection methods and instruments Ensure ethical issues of research are addressed Consider credibility of research Data analysis reporting, dissemination, and utilization of research Future directions

Develop a literature review and research question(s) STEP 3 Develop a literature review and research question(s)

Identify research design (quantitative / qualitative / mixed method) STEP 4 Identify research design (quantitative / qualitative / mixed method)

Identify and select sources of data (sampling) STEP 5 Identify and select sources of data (sampling)

Identify and select data collection methods and instruments STEP 6 Identify and select data collection methods and instruments

Ensure ethical issues of research are addressed STEP 7 Ensure ethical issues of research are addressed

Consider credibility of research STEP 8 Consider credibility of research

STEP 9 Data analysis, reporting, dissemination, and utilization (consider relevance and practical significance)

Identify future directions STEP 10 Identify future directions

BEGIN AGAIN…