Qualitative Educational Research in Theory and Practice Name: Instructor: Task: Date: Qualitative Educational Research in Theory and Practice The theoretical scaffolding of study and research of social life has prompted various paradigms to explain the existence of life phenomena…
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There are various oriental approaches used for understanding the different phenomena in life. One such way of viewing the world is positivism. Positivism is philosophical science based information derived from mathematical and logical source of knowledge (Cohen, Manion & Morrison 2011, pp. 12). Auguste Comte developed the paradigm in the 19th century with an objective viewpoint on stability of reality while basing various arguments on historical perspectives. Positivism is also the act of manipulating independent variables while maintaining others constant, in a bid, to identify the relationship between various elements of the world. The predictions in positivism may rely on past, or previous realities explained in the historical tradition. Notably, positivism discredits the existence of human knowledge in the society. It remains based on this regards that various discussions have arisen to counter the paradigm of positivism. The paradigms relationship with natural and physical sciences for instance, as remained a point of controversy. The paradigm reiterates that action within the society is similar to reactions that the physical world remits towards the absolute laws such as gravity (Cohen, Manion & Morrison 2011, pp. 24). Positivism has generated an argument between poetry and philosophy hence creating a rift in the education systems. For instance, there has been a widening gap between humanities and sciences a factor brought misunderstanding in the education. Positivism advocates for superiority of sciences over the human mind thoughts for the reasons that the human mind provides non-inward knowledge. It furthermore promotes the use of scientific knowledge in judgmental decisions while disregarding other disciplines. Positivism believes reality exists; however, it is composed of various discrete elements (Cohen, Manion & Morrison 2011, pp. 28). This means that reality in positivism is any phenomena with a single objective reiterating a solitary world. This has greatly influenced the education system considering the rift generated by the explanation. For instance, positivism regards social sciences as fallacious. This is the act of treating an abstract concept as having a real existence (May 2001, pp 44). This leads to causal efficacy between the two disciplines that fight over the impartial treatment of abstraction. Realism is the most common philosophical perspective, which holds the thought of a relationship and trust in non-observable concepts. Apart from causing confusion in education systems, positivism also promotes reification. Marxist philosophers like berger and Pullberg 1966 demise social sciences, while giving attention to reification (Cohen, Manion & Morrison 2011, pp. 36). The Marxist theory, on the other hand, associates social sciences to capitalism a factor, which further complicates the education system. According to the theory, societal institutions have changed their role influencing existence of people. Use of positivism in the current education systems, therefore, not only causes confusion, but it also violates the integrity of history. It arouses negative feelings, creating biases towards various occurrences in life. It suggests elements of dishonesty in the process of creating various systems (May 2001, pp 67). Positivism does not derive conclusions on a subjective approach. Consequently, positivism does not give priority to emotion or feelings to interfere with the process of judgment. The basis of this argument is the fact that these aspects get
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Many practitioners of qualitative research technique study human behaviour in depth and get to know its driving factors. For instance, what makes a culture or civilization? What are the factors that make people identify a community? The answers to these questions are sought through qualitative research.
It is because of the diverse nature of the qualitative research approach that critical appraisal becomes cumbersome for the researchers who are less accustomed with these methods (Stige & et. al., 2009). In other words, it can be mentioned that because of the subjective nature of the qualitative research it becomes difficult to effectively critique them (Lee, 2006).
This article is titled “Class, Gender, (Hetero) Sexuality and Schooling: Paradoxes within Working Class Girls’ Engagement With Education and Post-16 Aspirations” The research findings and discussion are presented by the authors with a view of illustrating how a qualitative research methodology is applied to obtain credible and informative data for the audience.
This means that when the correct correlation of a qualitative research is achieved, the findings of the research can be valid and hence reliable. According to King, Keohane and Verba (1994:23), validity can be described as measuring what we think we are actually measuring and, therefore, documenting and reporting the process that is used to generate data becomes the primary and most significant guideline for improving the quality of that data.
Schooling provides a powerful mechanism for the process of education or collective socialization of children. Studying the way this process takes course through intensive research enables us to determine its characteristics, evaluate how successful we are in meeting our curriculum and other educational objectives, identify deficiencies and problems, and make improvements based on thorough understandings gained.
Moreover, research studies in the human science fields; such as health and social sciences, not only refine and add to what is already known in theory and practice, it also empowers the professional to capably foresee and manage the complex and constantly changing challenges facing these professions, considering the changing conditions of the human beings (Laws and Marcus, 2003).
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Qualitative research methods have turned out to be quite significant both in criminology and social research. To recognize the task that qualitative methods play in criminology study, it is vital to understand how qualitative research came into the
It is noted that many people simply link it to the negative attitude of the students. The research will focus on understanding this problem in order to develop a framework that reduces the failure rate across the country. A qualitative
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