Action Research: Its History and Relationship to Scientific Methodology

Stephens, John; Barton, John; Haslett, Tim

doi:10.1007/s11213-009-9147-7

Cited by 22 publications

(13 citation statements)

References 17 publications

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“…However, in a wider context the practice of science and technology does function like instrumental modes of inquiry (Stephens et al, 2009). At the micro level science uses traditional scientific technique, but on the larger scale, good scientific practice looks like it is wrapped in action research.…”

Section: An Interventionist Epistemological Basismentioning

confidence: 99%

Analysis Tool or Research Methodology: Is There an Epistemology for Patterns?

Dixon¹

2012

Understanding Digital Humanities

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Section: An Interventionist Epistemological Basismentioning

confidence: 99%

Analysis Tool or Research Methodology: Is There an Epistemology for Patterns?

Dixon¹

2012

Understanding Digital Humanities

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“…Someone who has never danced before may be able to take a clinical perspective on the pursuit, but may not be able to fully describe the richness of the activity. In the words of Stephens, Barton, and Haslett (2009) 'human reality becomes largely known through participation in it' (467). I find it interesting to note that this is not a common feature of most scientific research paradigms, although the professed purpose of many of these studies is to understand 'human reality.'…”

Section: Introductionmentioning

confidence: 99%

Dance education action research: a twin study

Giguere

2014

Research in Dance Education

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In this article, the author compares the practices, philosophy, and history of action research, also known as participatory action research, to the purposes and practices of dance education. The comparison yields connections in four categories, enhancing self-reflective teaching and curriculum design, taking responsibility for teaching outcomes, giving voice to dance students and teachers, and adding to the body of rigorous dance research. The author suggests that this form of practice-centered research in dance will improve and make transparent the teaching practices of dance educators. This opens the possibility for not only improved practices, but also the social responsibility of empowering the participants in dance education, including children. The author further discusses the need for using this established qualitative research framework in studying dance education to lend credibility and rigor to the field and its literature.

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“…They place importance on the interplay of inductivedeductive inferences. Pepper (1942) links each with an underlying logic: formism and mechanism showing an increase in analytical power and organicism and contextualism showing increases in synthetic power (Stephens, Barton & Haslett 2009). They are 'hypotheses about the world itself, about the entire universe of fact.…”

Section: Triadic System Of Inferential Logic-involves Three Differentmentioning

confidence: 99%

“…In this way, the complexity of coaching literature can be reduced to a point where an explanation of the sets of assumptions becomes feasible, while not falling into what Edwards (2005) calls the "pitfalls of reductive approaches" (p. 286). Pepper's (1942) world hypotheses provide a useful foundation for reviewing epistemic development over time (Stephens, Barton & Haslett 2009). As worldviews, they allow people to make subjective representations of external reality (Stephens, Barton & Haslett 2009) Pepper's world hypotheses are positioned on a continuum of partial scepticism located between the two cognitive attitude extremes of utter scepticism and dogmatism (Tepe & Barton 2009).…”

Section: What Constitutes Evidence In Coaching Research?mentioning

confidence: 99%

“…Pepper's (1942) world hypotheses provide a useful foundation for reviewing epistemic development over time (Stephens, Barton & Haslett 2009). As worldviews, they allow people to make subjective representations of external reality (Stephens, Barton & Haslett 2009) Pepper's world hypotheses are positioned on a continuum of partial scepticism located between the two cognitive attitude extremes of utter scepticism and dogmatism (Tepe & Barton 2009). It is argued that these hypotheses are valid ways of refining common sense because they resist synthesis (Tsoukas 1994) and that these meta-theories are important because they permit an understanding of the grand scheme of philosophy, abstracted from different positions (Hayes, Hayes & Reece 1988).…”

Section: What Constitutes Evidence In Coaching Research?mentioning

confidence: 99%

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Contextualist-coaching for complex times

Lodwick¹

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This thesis addresses the lack of empirical clarity about what coaches do, what works and whatconstitutes research evidence in coaching, as well as the lack of explicit theoretical perspectives upon which current coaching and its research are based. It establishes that contemporary coaching takes place in a volatile, uncertain, complex and ambiguous world, and that there is need for a contextualist-coaching approach.In a review of the literature, Pepper's (1942) four world hypotheses are used as a lens of analysis for identifying implicit assumptions currently in use in coaching and its associated activities. To address these problems identified in the academic and practitioner literature on coaching, a research strategy involving Peirce's triadic system of inferential logic (Hartshorne & Weiss 1935) within an analysis and synthesis dialectic framework is justified as a suitable process for forming hypotheses appropriate to the epistemic circumstances of the problem. An initial analysis and synthesis dialectic, commenced through the analysis conducted using Pepper's world hypotheses during the literature review, is completed through a process of synthesis using abduction to formulate a hypothesis of best inference.iii It is hypothesised that the incompatibility between the open system environment within which coaching occurs and the closed and partially open system assumptions upon which coaching practice and theory are currently based could be addressed with a coaching approach that adopts the open system assumptions of Pepper's meta-theory of contextualism. Such a contextualistcoaching framework might be more effective than current coaching approaches within the open system external environment. Given that no contextualist-coaching approach currently exists, the following research question is formulated: Research question: How can the researcher-practitioner coach within the assumptions of a contextualist world hypothesis?An action research methodology is justified as appropriate for addressing this research question.

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Action Research: Its History and Relationship to Scientific Methodology

Cited by 22 publications

References 17 publications

Analysis Tool or Research Methodology: Is There an Epistemology for Patterns?

Analysis Tool or Research Methodology: Is There an Epistemology for Patterns?

Dance education action research: a twin study

Contextualist-coaching for complex times

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