Wednesday, October 29, 2014

A Mixed Method Study: Apparel Customer's Fashion Design Leadership Linda Catherine Psalmonds - Thesis Information

A Mixed Method Study: Exploring U.S. Female Apparel Customer's Fashion Design Leadership Expectations

Front Cover
Linda Catherine Psalmonds
ProQuest, 2008 - 305 pages

Phd Thesis

Mixed Method Study of Cresswell - 2002

http://books.google.co.in/books?id=8H5-rjMsdIMC

See methodology section

Grounded Theory - Julianne S. Oktay - 2012 - Book Information


Google Book Link with Preview facility

http://books.google.co.in/books?id=GVNpAgAAQBAJ

Table of Contents

Preface
1. Introduction to Grounded Theory and its Potential for Social Work
2. Getting Started
3. Early Data Analysis
4. Late Stage Analysis
5. Evaluating Quality
6. Grounded Theory in Social Work Research: Problems and Promise
Glossary
References
Index

Thursday, October 2, 2014

Constructivist Research Paradigm




Three paradigms of  research are: (a) the positivist and post-positivist paradigm, (b) the constructivist paradigm, and (c) the critical paradigm.

The distinction between the positivist and post-positivist paradigm (that emphasizes empirical-analytical knowledge) and the constructivist paradigm (that emphasizes meaning and experiential knowledge) has been made by several writers (e. g., Cooperrider & Srivastva, 1987; Lincoln & Guba, 1985). The German critical theorist J├╝rgen Habermas (1971) took this debate one step further by introducing the critical paradigm (that emphasizes critical, emancipatory knowledge).

Over the past decade, several researchers, philosophers, and psychologists have elaborated on the distinctions between these three research paradigms (Bhaskar, 1975; Brydon-Miller, 2001; Lincoln & Guba, 2000; Richardson & Fowers, 1997; Smith, 1997; Teo, 1999).

http://education.miami.edu/isaac/public_web/chapeleven.htm


Social Constructivist Paradigm
http://education.miami.edu/isaac/public_web/chaptwelve.htm


GUIDELINES AND CHECKLIST FOR CONSTRUCTIVIST (a.k.a. FOURTH GENERATION) EVALUATION
Egon G. Guba & Yvonna S. Lincoln
November 2001
NOTE: The guidelines and checklists for constructivist evaluations and reports outlined herein are based  upon Egon G. Guba and Yvonna S. Lincoln, Fourth Generation Evaluation, Newbury Park, CA: Sage Publications, 1989. Useful background information may be found in Yvonna S. Lincoln and Egon G. Guba, Naturalistic Inquiry, Beverly Hills, CA: Sage Publications, 1985.
http://www.wmich.edu/evalctr/archive_checklists/constructivisteval.pdf

Lincoln & Guba, 1985, Yvonna S. Lincoln and Egon G. Guba, Naturalistic Inquiry, Beverly Hills, CA: Sage Publications, 1985.
http://www.wmich.edu/evalctr/archive_checklists/constructivisteval.pdf

Wednesday, October 1, 2014

Research Dilemmas - Research Paradigms



Issues In Educational Research, Vol 16, 2006

Research dilemmas: Paradigms, methods and methodology

Noella Mackenzie and Sally Knipe
Charles Sturt University
There is considerable literature to support the use of mixed methods. The authors review current research literature and discuss some of the language, which can prove confusing to the early career researcher and problematic for post-graduate supervisors and teachers of research. The authors argue that discussions of research methods in research texts and university courses should include mixed methods and should address the perceived dichotomy between qualitative and quantitative research methodology.

Social scientists have come to abandon the spurious choice between qualitative and quantitative data; they are concerned rather with that combination of both which makes use of the most valuable features of each. The problem becomes one of determining at which points he [sic] should adopt the one, and at which the other, approach (Merton & Kendall, 1946, pp.556-557).


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Critical Theory Paradigm