This document discusses different research paradigms and methodologies. It begins by outlining the nature of inquiry, including problem identification, various research approaches, and conceptions of social reality. It then summarizes positivism and different qualitative paradigms like phenomenology, ethnomethodology, and symbolic interactionism. Critical theory and feminist research are also briefly introduced. Key differences between research and evaluation are highlighted. The relationships between research, politics, and policy-making are noted. Finally, methods are defined as tools for research while methodology guides research practices and principles.
TOPICS:
I. Definition of Qualitative Research
II. Purpose of Qualitative Research
III. Characteristics of Qualitative Research
IV. Strengths of Qualitative Research
V. Weaknesses of Qualitative Research
VI. Kinds of Qualitative Research
You can Watch here: https://www.youtube.com/watch?v=a-PstCR7RTQ&t=803s
TOPICS:
I. Definition of Qualitative Research
II. Purpose of Qualitative Research
III. Characteristics of Qualitative Research
IV. Strengths of Qualitative Research
V. Weaknesses of Qualitative Research
VI. Kinds of Qualitative Research
You can Watch here: https://www.youtube.com/watch?v=a-PstCR7RTQ&t=803s
This purpose of this workshop is to facilitate novice participants through the typical steps recommended for the design of a research survey (or questionnaire). The focus in on the design and development of surveys; it is not about data analysis.
Thematic analysis in qualitative research Explained with ExampleSufi Nouman Riaz
https://youtu.be/QNP4KkNFzu4
Thematic analysis is a technique of data analysis while conducting a qualitative study. Thematic analysis is the most recognized, adapted, and used approach to analyze qualitative data.
This video is made as per the illustrations and procedures explained in the Braun and Clarke (2006) research article on Thematic Analysis.
Have you just conducted a qualitative study involving:
Interviews
Focus Groups
Observations
Document or artifact analysis
Journal notes or reflections?
How to use this type of data?
Just as there are numerous statistical tests to run for quantitative data, there are just as many options for qualitative data analysis.
THEMATIC APPROACH
Most common forms of analysis in qualitative research. It emphasizes Pinpointing, Examining, Recording
Patterns (or "themes") within data.
Themes are patterns across data sets that are important to the description of a phenomenon and are associated to a specific research question.
Themes become categories for analysis
6 Phases of Coding
(Thematic Analysis)
1-Familiarization with data
2-Generating initial codes
3-Searching for themes among codes
4-Reviewing themes
5-Defining and naming themes
6-Producing the final report
This is the Topic 1 of Res1-Methods of Research for the undergraduate course in Bachelor of Science in Business Administration offered at Cagayan Valley Computer and Information Technology College, Santiago City Philippines. If this PowerPoint presentation can be of help to teachers in Research, they can download it for their use.
By the end of this presentation you should be able to:
Describe the justification of qualitative Sampling Techniques
Understand different types of Sampling Techniques
This purpose of this workshop is to facilitate novice participants through the typical steps recommended for the design of a research survey (or questionnaire). The focus in on the design and development of surveys; it is not about data analysis.
Thematic analysis in qualitative research Explained with ExampleSufi Nouman Riaz
https://youtu.be/QNP4KkNFzu4
Thematic analysis is a technique of data analysis while conducting a qualitative study. Thematic analysis is the most recognized, adapted, and used approach to analyze qualitative data.
This video is made as per the illustrations and procedures explained in the Braun and Clarke (2006) research article on Thematic Analysis.
Have you just conducted a qualitative study involving:
Interviews
Focus Groups
Observations
Document or artifact analysis
Journal notes or reflections?
How to use this type of data?
Just as there are numerous statistical tests to run for quantitative data, there are just as many options for qualitative data analysis.
THEMATIC APPROACH
Most common forms of analysis in qualitative research. It emphasizes Pinpointing, Examining, Recording
Patterns (or "themes") within data.
Themes are patterns across data sets that are important to the description of a phenomenon and are associated to a specific research question.
Themes become categories for analysis
6 Phases of Coding
(Thematic Analysis)
1-Familiarization with data
2-Generating initial codes
3-Searching for themes among codes
4-Reviewing themes
5-Defining and naming themes
6-Producing the final report
This is the Topic 1 of Res1-Methods of Research for the undergraduate course in Bachelor of Science in Business Administration offered at Cagayan Valley Computer and Information Technology College, Santiago City Philippines. If this PowerPoint presentation can be of help to teachers in Research, they can download it for their use.
By the end of this presentation you should be able to:
Describe the justification of qualitative Sampling Techniques
Understand different types of Sampling Techniques
This introduction to fiction genres helps young readers to understand the characteristics of historical fiction, realistic fiction, fantasy, science fiction, mystery and folktales. Through pictures, examples, and review, students will learn how to identify and use genres.
Research is the systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles, or theories, resulting in prediction and possible control of events .
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Pengantar Metode Penelitian Kualitatif (Qualitative Research-An Introduction)NajMah Usman
Belajar apa itu metodologi Penelitian Kualitatif
Mengenal istilah-istilah Ontologi, Epistomologi, Methodologi, Metode dll
Happy Learning
Video:
https://www.youtube.com/watch?v=TaPugvOnCRQ
In this paper various approaches, steps and objectives of research are listed and briefly discussed.
This paper discusses four common research approaches, Qualitative, Quantitative, Mixed methods and
Advocacy/participatory research, which were commonly used when conducting research. Research is indeed
civilization and determines the economic, social and political development of a nation. Research is Systematic
investigative process employed to increase or revise current knowledge by discovering new facts. All research
Approaches Examine and explore the different claims to knowledge and are designed to address a specific type
of research question.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Model Attribute Check Company Auto PropertyCeline George
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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3. Research
• Scientific & Positivistic methodology
• Naturalistic & Interpretive methodology
• Methodologist from Critical Theory
4. Research is concerned with :
• Understanding the world
• How we view our world
• What we take understanding to be
• What we see as the purpose of understanding
5. The Search for Truth
( Mouly 1978 )
1. Experience
2. Reasoning
3. Research
6. 1. Experience
Scientist Laypeople
Construct their theories systematically No attempt when trying to explain an
occurence
Concerns with such relationship are :
Serious
Systematic
Use technique and procedures
Concerns with such relationship are :
Loose
Unsystematic
Uncontrolled
8. 3. Research
Research has 3 characteristics :
• Experience
Research is systematic and controlled
• Empirical
based on reality
• Self-correcting
combination of both experience and reasoning
9. 2 conceptions of Social Reality
ONTOLOGICAL EPISTEMOLOGICAL
Concern with : social phenomena Concern with : communication
“is it reality?”
“is it created by one’s own mind?”
“is it possible to communicate the nature of
knowledge?”
10. Positivism
That all genuine knowledge is based on sense of experience
,and can only be advanced by
Observation and experiment
( Auguste Comte )
12. THE ASSUMPTIONS AND
THE NATURE OF SCIENCE
The assumption of determinism
The assumption of empiricism
The assumption of the principle of parsimony
The assumption of generality
16. CRITICISMS OF POSITIVISM
AND THE SCIENTIFIC METHOD
The positivist paradigm has been allowed to exert on areas
of our intellectual life.
Positivism’s concern for control and
Its appeal to the passivity of behaviourism
and for instrumental reason.
20. The Explanation of Symbolic
Interactionism
Symbolic Interactionism a Symbol of
interacting which is produced and
represented by people in the external
world.
21. CRITICAL THEORY AND CRITICAL
EDUCATIONAL RESEARCH
F A Y, 1 9 8 7 A N D M O R R I S O N , 1 9 9 5
CRITICAL THEORY:
P R E S C R I P T I V E
N O R M A T I V E
E N T A I L I N G A V I E W O F W H A T B E H A V I O U R I N A
S O C I A L D E M O C R A C Y S H O U L D E N T A I L
24. IN PARTICULAR IT SEEKS:
To emancipate the disempowered
To redress inequality
To promote individual freedoms within a
democratic society
25. SUBSTANSIVE AGENDA
Examining and interogating:
The relationship between school and society
Perpetuate or reduce inequality
The social construction and curricula
How power is produced and reproduced through
education
26. CRITICISMS OF APPROACH FROM CRITICAL
THEORY
A critique of this approach is the view that critical
theory has a deliberate political agenda
The task of the researcher is not to be an
ideologue or to have an agenda, but to be
dispassionate, disinterested and objective.
(Morrison, 1995a)
27. CRITICAL THEORY AND CURRICULUM RESEARCH
The curriculum is a selection of what is deemed to
be worthwhile knowledge.
Curriculum is an ideological selection from a
range of possible knowledge.
28. A RESEARCH AGENDA FOR CRITICAL THEORIST IS
How the curriculum perpetuates the societal
status quo
how can it (and should it) promote equality in
society
29. A SUMMARY OF THE THREE PARADIGMS11
Feminist Research
30. Feminist research challenges the
legitimacy of research that does not
empower oppressed and otherwise
invisible groups—women.
31. RESEARCH AND EVALUATION
The Definition of Research and Evaluation
The Differences between Evaluation and Research from Several
Commentators
Similarities and Differences in Research and Evaluation
32. THE DEFINITION OF RESEARCH AND
EVALUATION
Research
A systematic controlled, empirical, and critical way to
search the truth of natural phenomena in our
environment.
Evaluation
A systematic determination of a subject's merit, worth and
significance, using criteria governed by a set of
standards.
33. THE DIFFERENCES BETWEEN EVALUATION AND
RESEARCH FROM SEVERAL COMMENTATORS
Smith and Glass (1987) offer eight main differences:
1. The intents and purposes of the investigation
2. The scope of the investigation evaluation
3. Values in the investigation Research
4. The origins of the study Research
5. The uses of the study
6. The timeliness of the study Evaluation
7. Criteria for judging the study Evaluation
8. The agendas of the study
34. NORRIS (1990) REPORTS
AN EARLIER PIECE OF WORK BY GLASS AND WORTHEN
The motivation of the enquirer Research
The objectives of the search Research
Laws versus description Research
The role of explanation Proper and useful evaluation
The autonomy of the inquiry Evaluation
Properties of the phenomena that are assessed
Evaluation
University of the phenomena studied Research
Salience of the value question in Evaluation
Investigative techniques
Criteria for assessing the activity
Disciplinary base
35. SIMILARITIES AND DIFFERENCES
IN RESEARCH AND EVALUATION
Evaluation Research
Area of Application Application of the examination
as wide as possible
Application of the examination
as wide as possible
Narrow application of findings
focused in the project
Application of findings as wide
as possible
Aim of providing concrete
feedback
Aim of increasing the body of
scientific knowledge
Theory Field-dependent: theory used
to enlarge the understanding
of findings
Theory-dependent derived from
of aspiring to theory
Methodology Evaluation setting and data
collection methods derived
from the field.
Research setting and data
collection methods derived and
theory.
The evaluator is reactive The researcher is activate
Generalization Attempt to understand what is
happening in a specific project
Attempt formulate a general law,
external validity is important
Relevance Useful for the project Increase of scientific knowledge
Causality Stresses internal validity; that
which is an artefact in
research is seen as an internal
Internal validity is important;
stress is on a small number of
causal variables in isolation from
36. EVALUATIVE RESEARCH OR APPLIED
RESEARCH
Evaluative Research:
Evaluative Research seeks to assess or judge in
some way, providing useful information about
something other than might be gleaned in mere
observation or investigation of relationships.
Applied research:
A form of systematic inquiry involving the
practical application of science.
37. RESEARCH, POLITICS AND POLICY-MAKING
Research and politics intertwine, the relationships
between educational research, politics and policy-
making are complex.
A significant tension between research and policy-
makers.
The issue of the connection between research and
politics.
39. THE DEFINITION OF METHODS
Methods are the tools, techniques or processes
that we use in our research. These might be, for
example, surveys, interviews, Photo voice, or
participant observation. Methods and how they are
used are shaped by methodology.
40. THE DEFINITION OF METHODOLOGY
Methodology is the study of how research is done,
how we find out about things, and how knowledge is
gained. In other words, methodology is about the
principles that guide our research practices.
Methodology therefore explains why we’re using
certain methods or tools in our research.
41. THE AIM OF METHODOLOGY
The aim is to help us to understand, in the
broadest possible terms, not the products of
scientific inquiry but the process itself.
42. NORMATIVE INTERPRETIVE CRITICAL
Quantitative
Generalizing
(Based on reality)
Use numeric data
Corcern to : behavior
Society
Qualitative
Interpreting
(based on reality, without
numerical data)
Actions rather than
causes
Individual
(personal involvement of
the researcher)
Critiquing
(based on problem)
To improve the
condition to make it
better
Action and interest
Political