(E)pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects

Mirka Koro-Ljungberg, Diane Yendol-Hoppey, Jason Jude Smith, Sharon B. Hayes

Research output: Research - peer-reviewArticle

  • 60 Citations

Abstract

This article explores epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. The authors argue that efforts should be made to make the research process, epistemologies, values, methodological decision points, and argumentative logic open, accessible, and visible for audiences. To these ends, they discuss two ways of conceptualizing the role of epistemological awareness and instantiation of methods, including (a) a series of decision junctures and (b) a spatial conceptualization of epistemological decision making. Through an analysis of researchers' decision junctures drawn from studies published in high-impact education journals in 2006, the authors illustrate current methodological awareness and instantiation of methods in the field of education research.

LanguageEnglish (US)
Pages687-699
Number of pages13
JournalEducational Researcher
Volume38
Issue number9
DOIs
StatePublished - Dec 2009
Externally publishedYes

Fingerprint

qualitative research
research project
decision making
education
research process
epistemology
Values

Keywords

  • Awareness
  • Epistemology
  • Methodology
  • Qualitative research
  • References

ASJC Scopus subject areas

  • Education

Cite this

(E)pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects. / Koro-Ljungberg, Mirka; Yendol-Hoppey, Diane; Smith, Jason Jude; Hayes, Sharon B.

In: Educational Researcher, Vol. 38, No. 9, 12.2009, p. 687-699.

Research output: Research - peer-reviewArticle

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