In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

https://www.jstor.org/stable/pdfplus/1163320.pdf

Toward a Theory of Culturally Relevant Pedagogy

Although problems of reliability and validity have been explored thoroughly by experimenters and other quantitative researchers, their treatment by ethnographers has been sporadic and haphazard. This article analyzes these constructs as defined and addressed by ethnographers. Issues of reliability and validity in ethnographic design are compared to their counterparts in experimental design. Threats to the credibility of ethnographic research are summarized and categorized from field study methodology. Strategies intended to enhance credibility are incorporated throughout the investigative process: study design, data collection, data analysis, and presentation of findings. Common approaches to resolving various categories of contamination are illustrated from the current literature in educational ethnography.

Problems of Reliability and Validity in Ethnographic Research

Rejecting the artificial dichotomy between qualitative and quantitative research strategies in the social and behavioral sciences, Isadore Newman and Carolyn R. Benz argue that the two approaches are neither mutually exclusive nor interchangeable; rather, the actual relationship between the two paradigms is one of isolated events on a continuum of scientific inquiry. Through graphic and narrative descriptions, Newman and Benz show research to be a holistic endeavor in the world of inquiry. To clarify their argument, they provide a diagram of the "qualitative-quantitative interactive continuum" showing that qualitative analysis with its feedback loops can easily modify the types of research questions asked in quantitative analysis research and that the quantitative analysis results and its feedback can change what will be asked qualitatively. In their model for research - an "interactive continuum" - Newman and Benz emphasize four major points: the research question dictates the selection of research methods; consistency between question and design can lead to a method of critiquing research studies in journals; the interactive continuum model is built around the place of theory; and the assurance of "validity" of research is central to all studies.

https://ecommons.udayton.edu/cgi/viewcontent.cgi?article=1121&context=eda_fac_pub

Qualitative-Quantitative Research Methodology : Exploring the Interactive Continuum

Two of the predominant approaches to gaining knowledge in the social sciences are the positivist and interpretive approaches. Different philosophical assumptions and goals underlie both. We are better able to see the strengths and weaknesses in the two approaches by comparing and contrasting different perspectives; this juxtaposition is essential if we are to improve the ways in which we study consumers. In this article, we demonstrate the influence of assumptions on different research processes, cite problems inherent in both perspectives, point out the range of positions within the interpretive approach, and discuss the ramifications of diverse ways of seeking knowledge for consumer research.

https://www.jstor.org/stable/info/2489157

Alternative Ways of Seeking Knowledge in Consumer Research

This article discusses how quantitative and qualitative methods can be combined in a single evaluation study to better understand the phenomenon in question. Three perspectives on combining methods...

Numbers and Words: Combining Quantitative and Qualitative Methods in a Single Large-Scale Evaluation Study

The guestworkers of Germany

Ethnographic Techniques and the Study of an Urban School

Race, Policy, and Schooling.

A profound shift has occurred in the manner by which the federal government now distributes funds for policy related research in the social sciences. Whereas in the 1960s, the prime mechanism for funding research was through the grant, the 1970s has seen a shift to the use of the contract. The implications of this shift are important, not only for who will conduct the research, but the very nature and form of that research itself. The university and the university based researcher stand to lose the most in this transformation as more and more research is funded to those organizations specializing in contract research. Five implications are detailed with special reference to both where and who shall be central to large scale social science policy research in the years to come.

Federal Funding and Social Science Research: the Emergent Transformation

Playing on the Margin.

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