The author's thesis is simple and direct. Those in the mixed methods qualitative inquiry community need a new story line, one that does not confuse pragmatism for triangulation, and triangulation for mixed methods research (MMR). A different third way is required, one that inspires generative politics and dialogic democracy and helps shape…

After several years of teaching a seminar for first-year Ph.D. students, the author began to question his three-pronged topic-selection advice: (1) Fill a gap in the literature; (2) Identify a problem that has not been studied adequately; and (3) Add a brick to the wall of knowledge. Recalling his Colonial America seminar with historian Michael…

Productive dialogue is informed best by multiple and diverse voices. Five seasoned evaluators, representing a range of evaluation perspectives, offer their views in two- to three-page discussant contributions. These individuals were asked to reflect and comment on the previous chapters in the spirit of critical review as a key source of evidence…

This commentary considers some of the challenges of applying mixed methods research in undergraduate research degrees, especially in professions with a clinical health focus. Our experience in physiotherapy academia is used as an example. Mixed methods research is increasingly appreciated in its own right as a "third paradigm," however the success…

Contrasts the naturalistic research paradigm with the scientific model, noting that the naturalistic paradigm assumes multiple reality, subject-object interrelatedness, and contextuality. Skills required for the pursuit of naturalistic inquiry are described. (JEG)

A reply to Lawrence Ferrara's Chapter 4 in R. Phelps, R. Sadoff, E. Warburton, and L. Ferrara, "A Guide to Research in Music Education," 5th Edition is presented. It it curious that Ferrara disagrees with Jack Heller and Edward J. P. O'Connor's view that "philosophy" is not "research," yet in the chapter headings in the book A Guide to Research in…

In education research, a polar distinction is frequently made to describe and produce different kinds of research: "quantitative" versus "qualitative." In this article, the authors argue against that polarization and the associated polarization of the "subjective" and the "objective," and they question the attribution of generalizability to only…

Kaplan (1964) describes the now classic distinction between "logic-in-use," the more or less logical cognitive style and procedures used by the educational scientist, and "reconstructed logic," the scientist's after-the-fact, explicit formulation and idealization of the logic and procedures. However, most technical documents…

While few disagree that science fair projects have great potential for student learning, the preparation and execution of projects can be stressful for teachers, students, and parents alike. While working as a fourth-grade teacher, the author's goal was to provide students with a science fair experience minus the pressure of trying to figure out…

Argues educational researchers must recognize the need for a dialectic between theory and method. Proposes a quasi-historical methodology based on a theory of social action. Suggests a means for understanding the meanings of actions. Outlines a schema for the interpretation of text and offers researchers a form of disciplined inquiry. (Author/NL)

Educational researchers are increasingly using design as a means of advancing their understanding. Historically design in educational research has served as a way to implement theories for testing. The emerging design research paradigm treats design as a strategy for developing and refining theories. In this article, I discuss the lessons that can…

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,…

The use of fictional writing, and in particular fictional dialogue, has gained increasing credibility and popularity within the field of qualitative social science research (Clough, 2002; Denzin, 1997; Tierney, 1998) but research in early childhood education has yet to exploit such methodologies. This article asks: what is meant by the term…