Assumptions underlying quantitative and qualitative research: Implications for institutional research

For institutional researchers, the choice to use a quantitative or qualitative approach to research is dictated by time, money, resources, and staff. Frequently, the choice to use one or the other approach is made at the method level. Choices made at this level generally have rigor, but ignore the underlying philosophical assumptions structuring beliefs about methodology, knowledge, and reality. When choosing a method, institutional researchers also choose what they believe to be knowledge, reality, and the correct method to measure both. The purpose of this paper is to clarify and explore the assumptions underlying quantitative and qualitative research. The reason for highlighting the assumptions is to increase the general level of understanding and appreciation of epistemological issues in institutional research. Articulation of these assumptions should foster greater awareness of the appropriateness of different kinds of knowledge for different purposes.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43615/1/11162_2005_Article_BF02208830.pd

Computer conferencing, critical reflection, and teacher development

The development of critical reflection in teachers is an issue of concern to teacher educators. Finding ways to foster that development becomes increasingly important as the schools continue to change with unprecedented rapidity. This paper reports the results of study that looked at whether computer conferencing could be used to help students of teaching become more aware of taken-for-granted assumptions -- a crucial aspect of critical reflection. The following two questions guided our study. First, do conferencing activities generate opportunities for the identification and discussion of taken-for-granted assumptions and, if so, what types of assumptions? Second, do conferencing activities provide insight into the relationship between student development and the ability to identify and clarify taken-for-granted assumptions?Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/31371/1/0000284.pd

Illuminating Beliefs about Diversity

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69115/2/10.1177_0022487195046004006.pd