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ERIC Number: EJ1198369
Record Type: Journal
Publication Date: 2019
Pages: 5
Abstractor: As Provided
ISSN: ISSN-1740-4622
Teaching Metatheory through Research Application and Design
Miller, Katharine E.; Wieland, Maureen
Communication Teacher, v33 n1 p21-25 2019
We present an engaging and practical exercise in which graduate students grapple with metatheoretical perspectives often presented in their introduction to graduate studies or communication theory courses. To expand their understanding of and engagement with the major elements of the paradigms central to our field, students work in groups to apply and compare various metatheoretical assumptions to a specific research context. The goal of this activity is to strengthen students' grasp and understanding of these perspectives specifically in the role they hold in guiding one's research study and design. We provide various examples and directions to aid instructors in the presentation of this exercise, as such topics are often challenging from a pedagogical standpoint. Courses: Communication Theory, Introduction to Graduate Studies. Objectives: To aid students in grasping, understanding, and comparing the major elements of metatheoretical perspectives and assumptions through application to specific research contexts.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A