Research Paradigm. Good research usually starts with the selection of the topic, problem or area of interest, as well as the paradigm (Xxxxxxxx, 1998). A paradigm is essentially a worldview, a whole framework of beliefs, values and methods within which an inquiry takes place. Xxxxxxxx (2013) suggested one needs to consider three framework elements: philosophical assumptions about what constitutes knowledge claims; general procedures of research called strategies of inquiry; and detailed procedures of data collection, analysis, and writing which are called methods. These three designs of research introduced which knowledge claims are being made by the researcher, what strategies of inquiry will inform the researcher, and what methods of data collection and analysis will be used. He also suggested four different worldviews: postpositivism, constructivism, advocacy/participatory, and pragmatism. Table 3-1 Four Worldviews Postpositivism Constructivism Determinism Reductionism Empirical observation and measurement Theory verification Understanding Multiple participant meanings Social and historical construction Theory generation Advocacy/ Participatory Pragmatism Political Empowerment Issue-oriented Collaborative Change-oriented Consequences of actions Problem-centered Pluralistic Real-world practice oriented Source: Xxxxxxxx (2013, p. 6) Based on the concepts stated in Table 3-1, this study used the constructivism paradigm based on social construction and the mulitple realities of the participants. In order to understand the historical backround and cultural setting of the participants, constructivist studies focus on the specific contexts where people live, work and experience. Instead of starting with a theorectical and conceptual framework as in postpositivism, the study generated ideas inductively to develop theory or a parttern of meanings and reality. According to Xxxxxxxx (2013), constructivists make the following assumptions: 1) meanings are constructed by human beings as they engage with the world they are interpreting; 2) humans engage with their world and make sense of it based on their historical and social perspectives; and 3) the basic generation of meaning is always social, arising in and out of interaction with a human community. To understand the research methodology, the research inquiry and related development theory were revised in this study. Currently, there has been a trend of discussion on research paradigm, which was in a debate among researchers and sch...
Research Paradigm. This study adopted an interpretative research paradigm which involves investing in philosophical and methodological ways of understanding reality as socially constructed (Given, 2008). According to interpretative research paradigm, worldview reality (ontology) is multiple and acquired through individual constructive interpretations that is epistemology. This paradigm helped me understand the phenomenon under study in that principals shared their experiences during implementation of IE in the most natural states that is within their school compounds. The interactions with these teachers who are in the position of a principal gave me a better understanding of implementation of IE at the secondary school level.
Research Paradigm. For any researcher, it is crucially important to reveal the underlying paradigm of the intended investigation, as the identification of a comprehensive belief system and framework will help to guide the research and practice in the field (Xxxxxx, 2007). Apart from determining philosophical path of the work, it will have an impact on the decision to be done for the research purposes including the choice of methodology and methods. Since this study is aiming to explore the views of principals on existing different school policies and practices, the combination of the Critical and Interpretative theories are found relevant for this research. The evident promises of the Critical theory can be revealed from the educational problems that are raised in this research. It is known that the Critical paradigm considers social justice issues and “seeks to address the political, social and economic issues, which lead to social oppression, conflict, struggle, and power structures at whatever levels these might occur” (Xxxxxxx & Xxxxxx, 2017, p.35). In the case of this research, it will attempt to identify inequitable access of opportunities as presented in various gifted education policies, which will explain a lower representation of students with diverse backgrounds. It is also assumed that the potential barriers to equity might be caused by existing unjust policies, which are the core issues considered in a Critical paradigm. There is also room for the application of Interpretative paradigm theories. As stated by Xxxx and Lincoln (1989), the central endeavor of the Interpretivist paradigm is to understand the subjective world of human experience. This study is aiming to discuss the views from different principals’ perspectives, thus, the data will be dependent on the contexts they relate to and their own subjectivities. All in all, although the ontological assumptions and values of this research are inherently linked with Critical paradigms, the nature of the knowledge and proposed methodological implications found relevant to the humanistic interpretive theories.
