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ERIC Number: ED359212
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study Combining Criticism and Qualitative Research Techniques for Appraising Classroom Media.
Swartz, James D.
Qualitative criticism is a method of understanding things, actions, and events within a social framework. It is a method of acquiring knowledge to guide decision making based on local knowledge and a synthesis of principles from criticism and qualitative research. The function of qualitative criticism is centered with Richard Rorty's theoretical framework of solidarity. The basic principles of criticism, qualitative research, and qualitative criticism are outlined. The contributions of qualitative criticism have been and will continue to be vital to the study of education. The distinction between qualitative criticism and qualitative research is in the intent and extent of the inquiry, but both share common assumptions with naturalistic inquiry. Qualitative criticism in education intends to describe, interpret, and evaluate instruction. Its functions are described in terms of the axioms of naturalistic inquiry defined by Y. Lincoln and E. Guba. The difference between criticism and qualitative criticism is in the emphasis on naturalistic inquiry. The larger framework of Rorty's concept of solidarity and the viewpoint of George Herbert Mead for understanding social interaction are described. The use of qualitative criticism in an educational study is illustrated through a preliminary study of teacher selection of instructional media that considered the preferences of junior high school students. A study of how teachers use qualitative criticism is in progress. One table contrasts positivist and naturalist axioms. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A