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Qualitative-Naturalistic Methods and Reform in Graduate Research Instruction.

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Title: Qualitative-Naturalistic Methods and Reform in Graduate Research Instruction.
Language: English
Authors: Butler, E. Dean
Peer Reviewed: N
Page Count: 28
Publication Date: 1982
Document Type: Speeches/Meeting Papers
Reports - Descriptive
Reference Materials - Bibliographies
Descriptors: Course Content, Educational Research, Graduate Study, Higher Education, Inquiry, Research Methodology, Research Problems, Research Skills, Teacher Education Curriculum
Geographic Terms: U.S.; Tennessee
Abstract: The dominant view of inquiry reflected in graduate educational research courses has been labelled as positivistic or quantitative. Instructional strategies have been designed to train students to become more skilled in the use of complex statistical procedures, more efficient in the development of preordinate designs permitting increasingly higher levels of control over complex socio-behavioral phenomena, and more proficient in reducing complexities of the world to precise and clear formulations, often through the use of mathematical symbols. An alternative view of inquiry, the naturalistic/qualitative theory, is associated with the conduct of research in field settings, use of description as the principal means of reporting the observations generated, involvement of the researcher as participant-observer and as an instrument of data collection, use of inductive logic, and a belief that there is a need to capture the inner perspectives of those under examination. A description is given of a graduate education research course that reflects this alternative research paradigm. Two bibliographies used in the course are attached. One presents references selected as appropriate for the segment of the course dealing with the philosophy of science, theory of inquiry, metatheory and paradigms, functions of theory, and models and types of theory. The second bibliography covers major topics associated with naturalistic-qualitative inquiry dealt with in the class sessions. (JD)
Notes: Paper presented at the Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10, l982).
Journal Code: RIEMAY1983
Entry Date: 1983
Accession Number: ED224792
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
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  Data: Qualitative-Naturalistic Methods and Reform in Graduate Research Instruction.
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+E%2E+Dean%22">Butler, E. Dean</searchLink>
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  Data: N
– Name: Pages
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  Data: 28
– Name: DatePubCY
  Label: Publication Date
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  Data: 1982
– Name: TypeDocument
  Label: Document Type
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  Data: Speeches/Meeting Papers<br />Reports - Descriptive<br />Reference Materials - Bibliographies
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  Data: <searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Problems%22">Research Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Skills%22">Research Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Tennessee%22">U.S.; Tennessee</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The dominant view of inquiry reflected in graduate educational research courses has been labelled as positivistic or quantitative. Instructional strategies have been designed to train students to become more skilled in the use of complex statistical procedures, more efficient in the development of preordinate designs permitting increasingly higher levels of control over complex socio-behavioral phenomena, and more proficient in reducing complexities of the world to precise and clear formulations, often through the use of mathematical symbols. An alternative view of inquiry, the naturalistic/qualitative theory, is associated with the conduct of research in field settings, use of description as the principal means of reporting the observations generated, involvement of the researcher as participant-observer and as an instrument of data collection, use of inductive logic, and a belief that there is a need to capture the inner perspectives of those under examination. A description is given of a graduate education research course that reflects this alternative research paradigm. Two bibliographies used in the course are attached. One presents references selected as appropriate for the segment of the course dealing with the philosophy of science, theory of inquiry, metatheory and paradigms, functions of theory, and models and types of theory. The second bibliography covers major topics associated with naturalistic-qualitative inquiry dealt with in the class sessions. (JD)
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  Label: Notes
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  Data: Paper presented at the Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10, l982).
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      – Text: English
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        PageCount: 28
    Subjects:
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Educational Research
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      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Inquiry
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      – SubjectFull: Research Methodology
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      – SubjectFull: Research Problems
        Type: general
      – SubjectFull: Research Skills
        Type: general
      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: U.S.; Tennessee
        Type: general
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      – TitleFull: Qualitative-Naturalistic Methods and Reform in Graduate Research Instruction.
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              M: 11
              Type: published
              Y: 1982
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