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Hughes, Sherick; Pennington, Julie L.; Makris, Sara – Educational Researcher, 2012
The purpose of this article is to move readers toward a deeper understanding of and widened respect for autoethnography's capacity as an empirical endeavor. An argument is presented in favor of autoethnography as empirical by translating information from its epistemological and methodological history across the AERA standards for reporting…
Descriptors: Evidence, Social Science Research, Qualitative Research, Research Methodology
Harry, Beth; Sturgis, Keith M.; Klingner, Janette K. – Educational Researcher, 2005
This article responds to recent calls for greater clarity and transparency regarding methods in qualitative research. On the basis of a 3-year ethnographic study of the overrepresentation of minorities in special education, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in…
Descriptors: Special Education, Ethnography, Research Methodology, Qualitative Research

House, Ernest R. – Educational Researcher, 1992
The main differences between pragmatism and scientific realism seem to focus on the certainty of knowledge. Pragmatists contend that one can never be entirely certain of one's beliefs, whereas scientific realists argue that progress has been, and can be, made in explaining things about the world. (SLD)
Descriptors: Beliefs, Comparative Analysis, Educational Research, Educational Researchers

Cherryholmes, Cleo H. – Educational Researcher, 1992
Profiles a few of the affinities between pragmatists and scientific realists, and indicates a few dramatic differences dividing these schools of thought. Pragmatic research is driven by anticipated consequences. Scientific realists hope to find the truth about what the world is really like. (SLD)
Descriptors: Beliefs, Comparative Analysis, Educational Research, Educational Researchers