In Defense of Positivist Research Paradigms
Bibliographic Data
| ID | 9735332 |
|---|---|
| Authors | Francis Schrag (The Departments of Educational Policy Studies and Philosophy, University of Wisconsin, Madison, WI 53706. He specializes in the philosophy of education, corresponding author) |
| Year | 1992 |
| Volume | 21 |
| Issue | 5 |
| Pages | 5-8 |
| Publication date | 1992-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x021005005 |
| OpenAlex | W2136665924 |
| Language | EN |
| Citations received | 35 |
| References cited | 7 |
Although positivism means different things to different people, it is not difficult to identify research paradigms that would be clearly identified as positivist by friends and foes of positivism alike. I briefly describe one such paradigm and identify its principal features. I argue that even outspoken critics of positivist research–such as Elliot Eisner, Frederick Erickson, Henry Giroux, and Thomas Popkewitz–are logically committed to propositions that can be tested only by means of positivist research paradigms
Epistemology · Positivism · Principal (computer security · Sociology · Computer Science · Philosophy · Philosophy and History of Science · Pragmatism in Philosophy and Education
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| Unique citing works | 33 |
|---|---|
| Citations per year | 1,03 |
| Citation span | 1992 - 2026 (35) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 35 |