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Download full textLincoln, Yvonna S. – 1988
All social science serves some agenda: social science research is a value-bound, value-determined, context-situated, and ideologically loaded enterprise. Each researcher makes choices in the following areas, whether tacitly, implicitly, or deliberately: (1) a paradigm choice, either conventional (rationalistic) or emerging (naturalistic); (2) the…
Descriptors: Bias, Ideology, Models, Naturalistic Observation
Lincoln, Yvonna S.; Guba, Egon E. – 1985
Research, evaluation, and policy analysis are elements of inquiry whose functions, aims, purposes, intended audiences, and intended outcomes have been confused in the literature discussing how to accomplish them. Using the definition of "disciplined inquiry" provided by Cronbach and Suppes (1969), which defines disciplined inquiry as the…
Descriptors: Critical Thinking, Evaluation, Evaluation Utilization, Heuristics
Peer reviewedLincoln, Yvonna S. – Review of Higher Education, 1986
New perspectives on social science research suggest five propositions: studies in higher education must not be value-singular; higher education researchers must not ignore "harbingers of the paradigm revolution"; they must take into account new interpretations of knowledge acquisition; they must not depend on prescriptive models; and they must…
Descriptors: Cognitive Structures, Educational Research, Higher Education, Models
Peer reviewedTierney, William G.; Lincoln, Yvonna S. – Review of Higher Education, 1994
The content of graduate courses on qualitative research methods in higher education research is discussed. Major topics suggested include entree and building rapport, field notes and data management, adequacy criteria, ethics in qualitative inquiry, site selection, and writing the case study. (Author/MSE)
Descriptors: Case Studies, Course Content, Educational Research, Ethics
Lincoln, Yvonna S. – 1986
This paper presents criteria for establishing the trustworthiness of naturalistic inquiries, and specific techniques to facilitate their achievement or determine the degree of their achievement. The following criteria are briefly described: fairness; and ontological, educative, catalytic and tactical authenticity. Explored in greater detail,…
Descriptors: Credibility, Data Collection, Educational Research, Epistemology
Lincoln, Yvonna S. – 1988
The revolution in hard sciences is explored, from the Cartesian-Newtonian worldview to the Heisenbergian universe, and consideration is given to whether the conventional, Cartesian model is a serviceable one for research in the social/applied sciences. Five axioms comprising the existing paradigm of logical positivism are outlined (reality,…
Descriptors: Disabilities, Educational Research, Elementary Secondary Education, Inquiry
Peer reviewedLincoln, Yvonna S. – Theory into Practice, 1995
Discusses how to hear and incorporate students' voices in educational learning and inquiry, explaining the context for and importance of hearing students' voices. Discusses teachers' roles as researchers who would incorporate student voices in their research, forms of research, and necessary skills and materials for becoming teacher-researchers.…
Descriptors: Action Research, Democratic Values, Educational Research, Elementary School Students
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