RON MCDERMOTT spoke of WHOLE LANGUAGE 2 to DAN TRIPLETT on 09-11-96
RM>DT>I don't think I am misusing anything. I am referring to
RM>DT>qualitative  research.  Educational research is changing and is no
RM>DT>longer dominated  by measurement, operationalized definition,
RM>DT>variables, and empirical  fact.  Qualitative research has a long
RM>DT>history and is an approach that  is gaining in popularity.  It
RM>DT>emphasizes inductive analysis,  description, and the study of
RM>DT>people's perceptions and has begun to play  a more central role to
RM>DT>educational research.   
RM>I don't wish to belabor the point... I understand where 
RM>you're coming from, and most people make most of their
RM>decisions based on exactly this process.  Certainly it 
RM>has a long history and is popular.  None of that aswers
RM>the fundamental criticism, which is that the conclusions
RM>drawn are inferential and certainly not proven in any
RM>real sense.  Inferences are sometimes correct, but often
RM>incorrect as well.  I don't think this is a good way to
RM>operate if you have an alternative process available.
And what is the alternative process?  Do you mean that only Qualitative 
research is to be considered reliable?  I think others have argued that 
research in general can be slanted to prove this or that theory.  I 
don't this this is an honest assessment of the greater proportion of 
research that is done, collected, sifted, sorted, and synthesized.  For 
research to be reliable, Qualitative or otherwise, it must be either 
duplicated or supported.  Each year the Northwest Regional Educational 
Laboratory puts out research synthesis on  effective schooling 
practices.  The NREL produces a document that makes assertions regarding 
what really works in the classroom.  In 1990, the assertions made in the 
document were supported by more than 800 research studies and summaries.  
If I understand you correctly I am assuming that you refer to single, 
unsupported research when you say that conclusions are inferential.  We 
can confidently go beyond mere inferences when a large body of research 
brings us to the same or similar conclusions.  
  
 
RM>While we, as individuals, have to operate most of the
RM>time on inferences, and draw conclusions based upon
RM>unstructured observation, this is a matter of convenience
RM>only.  One cannot run an experiment every time one wishes
RM>to DO something.  Otoh, there is no sound reason why 
RM>educational principles cannot be, or should not be, 
RM>subjected to a more rigorous criteria.....
Yes....and it can also be said that it is unnecessary to run an 
experiment every time one conducts a study.  Not every study requires an 
experiment or control groups.  There is a growing dependence on 
qualitative methods for studying various educational issues.  
Qualitative research methods are employed not out of convenience or 
expediency, but because that which is being studied can best be examined 
using a qualitative research approach.
Dan
CMPQwk 1.42 445p
... According to my best recollection, I don't remember
* ++++++  *
     _   /|    ACK!
     \'o.O'   /
     =(__)+
       U
 
--- GEcho 1.11+
---------------