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Paradigms of research for the 21st century: perspectives and examples from practice

Contributor(s): Material type: TextTextSeries: Counterpoints: Studies in the Postmodern Theory of Education - Vol.436Publication details: New York Peter Lang 2013Description: xxxi, 274 pISBN:
  • 9781433118029
Subject(s): DDC classification:
  • 370.72 P2
Summary: What is research and who is a researcher? Why engage in research and what can be its value? How do we come to know what lies beyond our horizons? Paradigms of Research for the 21st Century opens the door for wondering about these and other questions pertaining to the nature and process of educational research. It offers an insightful and detailed account of Western and non-Western philosophical traditions and perspectives on reality, knowledge, and values that have been responsive to past and present developments of educational research in North America. These accounts form a paradigm – a system of inquiry, a model, or a way of knowing. Empirical-analytic, pragmatic, interpretive, critical, poststructuralist, and transcendental paradigms are distinguished as an alternative to a quantitative-qualitative typology of paradigms in educational research. This book can be used for introductory and advanced research methods courses at the master’s and doctoral levels. (http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=77400&concordeid=311803)
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Item type Current library Item location Collection Shelving location Call number Status Date due Barcode
Books Vikram Sarabhai Library Rack 26-A / Slot 1215 (0 Floor, East Wing) Non-fiction General Stacks 370.72 P2 (Browse shelf(Opens below)) Available 188826

What is research and who is a researcher? Why engage in research and what can be its value? How do we come to know what lies beyond our horizons? Paradigms of Research for the 21st Century opens the door for wondering about these and other questions pertaining to the nature and process of educational research. It offers an insightful and detailed account of Western and non-Western philosophical traditions and perspectives on reality, knowledge, and values that have been responsive to past and present developments of educational research in North America. These accounts form a paradigm – a system of inquiry, a model, or a way of knowing. Empirical-analytic, pragmatic, interpretive, critical, poststructuralist, and transcendental paradigms are distinguished as an alternative to a quantitative-qualitative typology of paradigms in educational research. This book can be used for introductory and advanced research methods courses at the master’s and doctoral levels.
(http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=77400&concordeid=311803)

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