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.
| Language | English (US) |
|---|---|
| Pages | 687-699 |
| Number of pages | 13 |
| Journal | Educational Researcher |
| Volume | 38 |
| Issue number | 9 |
| DOIs | |
| State | Published - Dec 2009 |
| Externally published | Yes |
Fingerprint
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: Contribution to journal › Article
}
TY - JOUR
T1 - (E)pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects
AU - Koro-Ljungberg,Mirka
AU - Yendol-Hoppey,Diane
AU - Smith,Jason Jude
AU - Hayes,Sharon B.
PY - 2009/12
Y1 - 2009/12
N2 - 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.
AB - 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.
KW - Awareness
KW - Epistemology
KW - Methodology
KW - Qualitative research
KW - References
UR - http://www.scopus.com/inward/record.url?scp=77951463111&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77951463111&partnerID=8YFLogxK
U2 - 10.3102/0013189X09351980
DO - 10.3102/0013189X09351980
M3 - Article
VL - 38
SP - 687
EP - 699
JO - Educational Researcher
T2 - Educational Researcher
JF - Educational Researcher
SN - 0013-189X
IS - 9
ER -