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ERIC Number: EJ931424
Record Type: Journal
Publication Date: 2011
Pages: 3
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0731-9487
Valuing a Plurality of Research Methodologies and Instructional Ideologies in Classroom Research
Poplin, Mary
Learning Disability Quarterly, v34 n2 p150-152 Sum 2011
The critical issue Connor, Gallagher, Ferri, Dudley-Marling, and others have put before everyone in this special issue of the "Learning Disability Quarterly" is the hegemony of quantitative methodologies and subsequent marginalization of qualitative research. On this the author is in full agreement. When the human sciences use only quantitative data, one ends up with a narrow, piecemeal view of reality and, thus, narrowed solutions. Like them, the author is not suggesting that they simply equally marginalize the quantitative paradigm; both are essential to have a full view of effective classrooms. The old adage "if all I have is a hammer, everything looks like (and must be treated as) a nail" holds true for both methodological and theoretical hegemony. The author admires Connor, Ferri, and Gallagher's desire to promote a "healthy dialogue" and she is impressed with Curt Dudley-Marling's balanced discussion of the method and results of his research. This is the essence of great research; they have an accountability measure linked to actual lived experience.
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A