Paradigms, methods and methodology Noella Mackenzie and Sally Knipe Charles Sturt University In this article the authors discuss issues faced by early career researchers, including the dichotomy, which many research textbooks and journal articles create and perpetuate between qualitative and quantitative research methodology despite 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.
Date The purpose of this paper is to unitize, categorize, list, label, and give examples of the responses graduate students wrote about both positive and negative teacher experiences they have encountered. The three category labels for positive teacher experiences are: Students are able to see the importance of learning the material and they are able to apply it to pre-existing schemata.
Students are encouraged to discuss what they learn and offer their thoughts, which are visibly valued by the professor.
Passionate teachers have a lively demeanor about them when they teach. They are knowledgeable and passionate about their content area, and they have an ability to engulf students with their insight and enthusiasm while students are in their presence. Teachers that direct teacher-focused classrooms restrain from student participation in the classroom.
Teacher-focused classrooms are just as it sounds; the focus is on the teacher, not the students.
Little or no discussion is encouraged, and the course content is usually delivered through lectures. The graduate student respondents reacted negatively to this type of classroom atmosphere. This type of teaching style causes a feeling of divestiture in many students.
Several students reported this type of experience in their negative comments. For example, positive responses revolved around a student-focused classroom and a passionate teaching style, whereas the negative responses focused on a teacher-focused classroom and a discouraging teaching style.
Strauss and Corbin identify three types of conditions, causal, intervening, and contextual. Units were formed and from those units, key words were identified to design the categories. Next, I crossed off and place each category into the appropriate label.
Students also responded negatively to a teacher-focused classroom and a discouraging teaching style. Who better to critique positive and negative teacher experiences? Breaking down the data and categorizing it gave me a general sense of what the students viewed as positive and negative teacher experiences and gave me the ability to conceptualize and structure the responses.The Thematic Paradigm 3 90 In contrast to the outlaw heroes, the official heroes were preeminently worldly, comfortable in society, and willing to undertake even those public duties demanding personal sacrifice.
Political figures, particularly Washington and Lincoln, provided the principal examples. Despite the march towards regularization, modern English retains traces of its ancestry, with a minority of its words still using inflection by ablaut (sound change, mostly in verbs) and umlaut (a particular type of sound change, mostly in nouns), as well as long-short vowel alternation.
For example. - In “The Thematic Paradigm,” University of Florida professor of film studies, Robert Ray, defines two types of heroes pervading American films, the outlaw hero and the official hero. Often the two types are merged in a reconciliatory pattern, he argues.
Stasis: Civil War as a Political Paradigm (Meridian: Crossing Aesthetics) [Giorgio Agamben, Nicholas Heron] on kaja-net.com *FREE* shipping on qualifying offers. We can no longer speak of a state of war in any traditional sense, yet there is currently no viable theory to account for the manifold internal conflicts.
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Issues In Educational Research Vol 16(2), Mackenzie and Knipe - Research dilemmas: Paradigms, methods and methodology.