Open Review of Educational Research, Volume (2), No (1), Year (2015-1) , Pages (26-41)

Title : ( Para-quantitative Methodology: Reclaiming experimentalism in educational research )

Authors: Bakhtiar Shabani Varaki , Robert E Floden , Tahereh Javidi Kalateh Jafarabadi ,

Citation: BibTeX | EndNote

This article focuses on the criticisms of current approaches in educational research methodology. It summarizes rationales for mixed methods and argues that the mixing quantitative paradigm and qualitative paradigm is problematic due to practical and philosophical arguments. It is also indicated that the current rise of mixed methods work has increased problems with quantitative and qualitative methods. In this article we offer a different symbolic system, with different logical form for describing educational phenomena based on the philosophical assumptions and new mathematical reasoning: para-quantitativism. Para-quantitative theory is an approach which has been developed in respect to close relationship between paradigm and method, using a postpositivist transcendental realism as a philosophical beginning of the research methodology, taking Operational Logic System or Fuzzy Logic System (OLS/FLS) as logic of scientific research in education.

Keywords

, para-quantitative methodology, transcendental realism, experimentalism, educational
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@article{paperid:1045360,
author = {Shabani Varaki, Bakhtiar and Robert E Floden and Javidi Kalateh Jafarabadi, Tahereh},
title = {Para-quantitative Methodology: Reclaiming experimentalism in educational research},
journal = {Open Review of Educational Research},
year = {2015},
volume = {2},
number = {1},
month = {January},
issn = {2326-5507},
pages = {26--41},
numpages = {15},
keywords = {para-quantitative methodology; transcendental realism; experimentalism; educational research},
}

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%0 Journal Article
%T Para-quantitative Methodology: Reclaiming experimentalism in educational research
%A Shabani Varaki, Bakhtiar
%A Robert E Floden
%A Javidi Kalateh Jafarabadi, Tahereh
%J Open Review of Educational Research
%@ 2326-5507
%D 2015

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