(2000). Determining Validity in Qualitative Inquiry. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 124-130.

pdf/determining-validity-in-qualitative-inquiry-jk0urbwwwz.pdf

Determining Validity in Qualitative Inquiry

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.

https://www.it.uu.se/edu/course/homepage/cosulearning/st11/reading/Sfard_ER1998.pdf

On Two Metaphors for Learning and the Dangers of Choosing Just One

Most educators have encountered case studies as part of their preservice preparation and continued professional training; yet, there is often some uncertainty as to what exactly a case study is and in particular what a qualitative case study is. A case study is an in-depth description and analysis of a single bounded system, a unit of one, whether that unit is a teacher, a classroom, a program, or a school district. When the question of interest within the case is one of understanding how people construct the meaning of an event, activity, or phenomenon, it is a qualitative case study. This article defines qualitative case study research, discusses aspects of the design and implantation of a qualitative case study, and concludes with a brief discussion of how to think about generalizing from a single case study.

Qualitative Case Studies

Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded in two conceptions of leadership—transformational and instructional. The sample comprises 24 nationally selected restructured schools—8elementary, 8middle, and 8high schools. In keeping with the multilevel structure of the data, the primary analytic technique is hierarchical linear modeling (HLM). The study finds that transformational leadership is a necessary but insufficient condition for instructional leadership. When transformational and shared instructional leadership coexist in an integrated form of leadership, the influence on school performance, measured by the quality of its pedagogy and the achievement of its students, is substantial.

Principal leadership and school performance: An integration of transformational and instructional leadership

Humans have always attempted to understand the world in which they live and to employ ways through which their understanding could be given a public face. The theme of the 1993 AERA Annual Meeting reflects this effort. It acknowledges pluralism both in methods of inquiry and in forms of representation. It underscores the growing diversity in our Association and provides support to educational researchers and practitioners who draw upon both art and science in the conduct of their scholarly and professional lives.

American Educational Research Association 1993 Annual Meeting Call for Proposals Atlanta, GA, April 12–16

This editorial/essay functions on at least two levels. At the most obvious level, it is an attempt by theEducational Researcher's new Features Editor to figure out how to play the gatekeeper role at a time when there is little consensus in the field about what research is and what scholarly discourse should look like. Specific policies, procedures, and decision rules are articulated to guide the manuscript review process. The problems and issues confronting an editor of one of the field's major scholarly journals, however, can also be seen as representative of the types of problems and issues confronting others who play other sorts of roles in the field. Consequently, many of the issues discussed (e.g., the significance of discourse style, the inadequacy of the qualitative/quantitative distinction, the problems with the Balkanization response) and the principles articulated (e.g., the principle of pragmatic incommensurability) can be transferred to other situations beyond this particular case.

Educational Research in an Era of Paradigm Proliferation: What's a Journal Editor to Do?:

At-risk students : portraits, policies, programs, and practices

Widespread acceptance of the notion of relativism has been prompted by post-positivist philosophers’ discussions of the role that paradigms play in empirical inquiry and their claims that empirical evidence is inadequate for settling paradigm disputes. Problems with relativism, in turn, have encouraged certain epistemologists and methodologists to resurrect aspects of local positivism. In this article, the author critiques attempts to resurrect aspects of positivism and argues that the work of certain post-positivist philosophers of science–in particular, Toulmin’s discussions of the role that purpose plays in rational decisionmaking–provides a more adequate response to the problems associated with relativism.

The Rescue From Relativism: Two Failed Attempts and an Alternative Strategy

Reforming Science Education.

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