Multiple Perspectives In Literacy Research: Integrating The Quantitative And Qualitative  

Oleh:

Snyder, Iiana

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 9 no. 1 (1995), page 45-59.
Fulltext: Vol. 09, No. 1, p 45-59.pdf (1.01MB)

Isi artikel

The quantitative-qualitative debate positions researchers between two apparently opposed epistemological extremes: the positivist or experimental and the constructivist or contextual. In this article, I argue that the two research traditions are not mutually exclusive: rather they are inextricably linked. Further, seemingly divergent assumptions about objective reality simply represent different understandings about our relationship to reality, and both have validity under certain sets of conditions. Using my own research in computer literacy education as an example, I explore how the application of the two approaches allows researchers to bring different methodologies and insights to bear on the same question, at the same time pointing out that the use of different approaches is not unproblematic. The article concludes by identifying the need to develop ways of understanding language practices which are both structured and dynamic. Researchers in language education require a flexible, sensitive theoretical framework for understanding and portraying the complex phenomena of literacy classrooms.

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