Methodological Pluralism and Graduate Student Research in Education

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Author(s): Brent Davis (University of Calgary, Canada)
Copyright: 2019
Pages: 18
Source title: Integral Theory and Transdisciplinary Action Research in Education
Source Author(s)/Editor(s): Veronika Bohac Clarke (University of Calgary, Canada)
DOI: 10.4018/978-1-5225-5873-6.ch001

Keywords: Classroom Management / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

This chapter surveys the range of research attitudes and methodological positions that are represented in contemporary educational research. Oriented by integral methodological pluralism, the discussion includes an analysis of the diverse ways that research foci are conceived, the sorts of conceptual and methodological distinctions that are necessary to deal with different research attitudes, associations to broader categories of scientific study, types of intention manifest in educational research, and varied criteria for claims to truth. The chapter concludes with considerations of the nature and place of methodological pluralism in graduate-level research, specifically, and educational research, more generally.

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