1. The role of theory in research
Theoretical and conceptual frameworks

2. Three ways of thinking about theory
That which underpins research design
Theory as paradigm
That which may inform our understanding of the phenomenon under investigation
Theory as a ‘lens’
That which may emerge from our study
Theory as new knowledge

3. Theory as paradigm
Philosophical assumptions about what constitutes social reality (ontology)
What we accept as valid evidence of that reality (epistemology)
The means by which we investigate that context (methodology)
The means by which we gather evidence (methods)

4. 4 key ‘paradigm’ questions
1. What do we believe exists? (Ontology)
Fundamental beliefs that someone holds about the nature of the social world and its relationship to individual social actors.
Social reality exists independent of the observer
Social reality is constructed by people in particular social, cultural and historical contexts
2. What constitutes reliable & valid knowledge? (Epistemology)
Causal relationships between observable phenomena
Interpretations of meaning

5. 4 key ‘paradigm questions (contd.)
How we produce reliable and valid knowledge? (Methodology)
What ‘Strategies of inquiry’ (Creswell) are appropriate to our ontological/epistemological position
(descriptive/confirmatory <-> explanatory/exploratory)
(‘Flat world’ theory <-> Exploring other cultures)
How can we collect data to test our theories or describe social phenomena? (Methods)
What data collection approaches/tools are appropriate to the the methodology

6. Models of social research 1. Qualitative study
An inquiry which seeks to understand social phenomena through the exploration and interpretation of the meanings people attach to, and make sense of, their experiences of the social world “
Associated with the Interpretive paradigm
Key principle: Subjectivity/interpretation
Theory developed: during and/or after (‘a posteriori’) the study (theory generation)
Process: Inductive

7. Models of social research 2. Quantitative study
An inquiry based on testing a theory composed of variables, measured with numbers and analysed with statistical procedures, in order to determine whether the predictive generalisations of the theory hold true
Associated with: Post/positivist paradigm
Key principle: Objectivity
Theory stated: before (‘a priori’) the study (theory verification)
Process: Deductive

8. Models of social research 3. Mixed-method study
Qualitative and quantitative strategies used in a single study
Concurrent:
Quantitative and qualitative strategies employed in parallel
Sequential:
Qualitative informs quantitative (or vice versa)
Brannen
Denscombe
Denzin
Johnson & Onwuegbuzie
Teddlie & Tashakkori

9. Theory as a lens
Existing theory(s) which seek to explain how aspects of social reality ‘work’ (models). E.g.
Models of learning
Behaviourist (Skinner); Constructivist (Piaget); Social constructivist (Vygotsky); Deep learning (Anderson)
Models of professional/expertise development
Situated learning; Communities of practice (Lave; Wenger)
Models of second language acquisition
Krashen’s SLA theory; Oxford’s S2R;

10. Theory as new knowledge
Adaptation, revision or confirmation of existing theory
Generation of new theory
Relates to conceptual framework

11. Conceptual framework A written or visual presentation that:
“explains either graphically, or in narrative form, the main things to be studied – the key factors, concepts or variables - and the presumed relationship among them”
(Miles and Huberman, 1994, P18)

12. Conceptual framework Quantitative research Qualitative research
Typically developed after literature review
Provides the structure/content for the whole study based on literature and personal experience
Revisited at the conclusion of the study
Qualitative research
Initial framework after literature review
Further developed as participants’ views and issues are gathered and analysed.